Ifs Influence On Child Development

“A child who copes with adversity through the social channel seeks support and control through the structure of his or her relationships. The roles and responsibilities assigned to a child within a social context such as a family or a classroom can increase connections and decrease isolation, as well as restore emotional security and strengthen the child’s sense of well being.”

* Personal, Social and Emotional Development – a child who can communicate feelings, needs and ideas develops a strong sense of self and is increasingly able to relate to others in rewarding and appropriate ways.

Brain Bigelow, John La Gaipa and William Corsaro have both made important contributions into understanding how children interpret “friendship”. Bigelow and La Gaipa carried out one of the first studies from what was a very under researched area. Bill Corsaro, a key figure in childhood studies, was particularly successful in gaining access into young children's worlds which has helped shape a further picture of this somewhat intriguing definition. Brace and Byford (2012)

Children develop quickly at a young age. Young children under the age of six are capable of making thoughtful decisions about their behavior and environment (Epstein, 2003). They may even try to explain their behavior to others. In the case of Josh, a three year old boy that I will use for my observation and assessment project, social skills are still in the process of being developed and he hasn't begun to really start speaking at this point. After interviewing Josh's parents I was told that Josh says very few words and doesn't speak at all in sentences. He does, however, include himself socially with other children and plays easily with them. He understands English and Spanish. His

The IFSP is a written treatment plan which shows El services that child will receive also, how and when these services will be applied. It details your child’s recent levels of functioning, specific needs and objectives for treatment. The IFSP takes a family-based approach to services, and support child's. This means that the IFSP is developed with input from the child’s entire family, and it contains features that are planned to support all family member. IFSP is used when the child is found eligible for early intervention services. IFSP can assist your infant or toddler progress to her fullest

Personal, Social and Emotional Development - This area is split into three aspects. Firstly, ‘self-confidence and self-awareness’, this means that children are confident with familiar people and are confident to try new activities. Secondly, ‘managing feelings and behaviour’, this means that children are able to show their feelings and know that some behaviour is unacceptable. Finally, the last aspect is ‘making relationships’, this means that children can play with peers and listen to others ideas about activities. Children can then also build relationships with their key person and other members of staff.

The external factors influencing a child’s development include their immediate environment, i.e. their family and their circumstances at home, their socioeconomic background and the education they receive from institutions or their family.

Talking and listening are essential life skills. The ability to talk in order to communicate and exchange ideas and information, to negotiate with others, to express feelings and emotions, allows human beings to function well in the world and to be full and active members of society. Communication, to be effective, requires the ability to listen, to understand and to make sense of what is heard. On the personal level, when we listen, we give attention to the other person in such a way as to allow them to feel heard, understood and therefore respected. In that way, listening is more than

Through play they are able to learn their environment and it helps with learning. In the area of language development preschoolers are developing well as they learn more words and are very verbal. Children are more vocal about their surroundings, feelings, and other individuals. It is important to pay attention to speech during this time as most delays in language are noticed during this stage of development. “It is important to encourage talk at this time, and to seek advice from a specialist if any delays are suspected.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) Socially children are developing as they show interest in playing with other children. “Children are driven by the desire to be liked and place the utmost importance on friends.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) It is during this period they children learn how to share and respect other feelings. Children learn how to follow rules and know their boundaries during this stage of development. Each stage of development is essential in how well children are able to enjoy the exciting time of preschool.

Besides from the child having opportunity for fun through interaction with another person, a rougher and more challenging (though still comforting) environment that is beneficial for development. This type of play which is more predominant when provided from a father can present the child the opportunity to learn his own physical boundaries, the effect of its own actions on its surrounding world, and to learn about its own emotions while discovering the notions of winning and losing. Studies have proven that interactions with the father through play and otherwise teach children to become more emotionally aware of themselves and others. Studies have shown that these children will also get along better with siblings and peers better due to these emotional developments (6). These benefits for the child can also have lasting effects into later life for developing relationships with others. The father figure is also usually more responsible for influencing challenges and trying new things for young children. This is significant for the development of the child’s problem solving skills as well as his or her self-esteem when able to succeed in new or challenging situations. These can also help build independence as a father figure tends to allow the child to explore the world and try things out for him or herself. The father figure is also more responsible for disciplinary action towards the child which not only teaches the child what kind of behavior is

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.

When parents and family members repeat the process of saying please and thank you around the house, they learn to know the true meaning of having manners. Children seeing the way others share items and feelings around each other is a big eye opener to them that allows the child to feel their own feelings. When children see that they do something wrong, the parent should always be there to ask them questions for example on what happened?, how this made them feel?, how they think the other person felt when they did the same thing back? Children than begin to think about their own actions might impact the emotions of those around them. When kids interact with one another they get to learn how to relate with eachother that will then help develop social problem-solving skills. Having many practice with peers help them a lot to solve and listen to each other that way they learn to compromise. Although, youngsters who have difficulty showing and or controlling their emotions are more likely to struggle with problems like depression and anger. This gives a child a lower self-esteem and will have a poor self image on themselves due to the fact that everyone around them is either always being negative, any type of bullying, being teased, made fun of, and when they distance themselves from anyone around them. During early childhood, children often start to develop self-conscious emotions around parents,

In the article, “Social Provisions of Real and Imaginary Relationships in Early Childhood” Gleason states that some psychologist believe that imaginary companions are based on real relationships children have, and that children tend to be more emotionally invested in their imaginary companions compared to friends or family members. Children imagine conflicts usually between themselves and their imaginary companions and the way the child reacts to such difficulties might be reflective of how she or he understands the workings of real relationships (Gleason, 980). Usually, specific relationships have certain citeria that has to be met in order for it to to be considered a real relationship.

Because self-esteem is influenced by so many different things (e.g. society, media, friends, etc…) it is very important that parents and caretakers take the proper steps in helping a child develop a strong sense of who they are (Nuttall, 1991). By the time a child reaches three years of age they have experienced a very wide range of emotions (Cluff, N.D.) Parents, teachers and caregivers will lay the foundation upon which a child emotionally develops (Cluff, N.D.). Positive emotional development is important for children because this will not only determine their ability to develop healthy relationships with their peers but also how to successfully deal with their own emotions (Cluff, N.D.). Many theorists agree that there is a connection between a child’s emotional levels and development; they also

Early language development predicts the amount of vocabulary knowledge as the child develops and is a key factor that is linked with later academic achievement (Pungello et al., 2009; Weisleder & Fernald, 2013). Also, background factors must be analyzed and assessed, in order to understand how language growth differs from one child to the next. Exposure to speech is very important and helps influence early development of language and the processing speed (Fernald, Marchman, & Wielder, 2013 as cited by Weisleder & Fernald, 2009). A study done by Kwon et al., (2013), found that play has a significant effect on the language complexity for children’s language use pertaining to the structure of play or activity setting (free play), however the gender of the parent did not influence the language growth for the child. Furthermore, children are able to identify familiar words when speech is directed towards the child and not over heard, facilitated vocabulary learning at the age of 24 months (Weislder & Fernald, 2013). For example, over hearing adult conversation is not as beneficial towards the child’s vocabulary learning.