Ifs Influence On Child Development

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.

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.

Each style has a long term effect on the child and will influence the relationship between parent and child.

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)

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

In the early 1970’s little was known regarding children’s friendships. Bigalow and La Gaipa (1975) assessed developmental differences by having grade school children write 480 essays on what they expected of their best friend that was not expected from other

The first method is A child who utilizes his/her affect as a coping mechanism is relying upon the ability to express or ventilate through emotion. He/she will require opportunities to share anxieties, fears, anger, sorrow, and grief, and have those emotions validated by the adults in his/her life.”

If a student’s emotional regulation is increased towards their education they can pay more attention, work harder and achieve more in school. In the article, “A child’s increasing ability to “regulate” her emotions - to express her feelings in constructive rather than impulsive or hurtful ways - is now recognized as a critical factor in children’s psychological health.” “Children most effectively learn to regulate their emotions when they are confident that their feeling will be heard. When a child expects that her feelings and concerns will be appreciated and understood, her emotions become less urgent.” https://www.huffingtonpost.com/kenneth-barish-phd/how-do-children-learn-to-_b_3890461.html. Improving emotional regulation within students enables them to resolve conflicts with peers and show lower levels of physical stress. Emotional regulation produces children to be better behaved and more caring towards others. Emotional regulation means being able to think productively about how to manage with feelings. Children should have their feelings, but not be overwhelmed by them, should feel discouraged but not give up, be excited but not get so carried away in their enthusiasm that they use poor judgement in making decisions. Some therapist emphasize cognitive processes and have

‘’Talking and listening are important to the development of children. Discuss this and suggest ways in which a child’s development can be enhanced’’. 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

As an educator it’s very important to be aware of your own culture and how it influences in the way you think, react and approach other people with different cultural background. Identifying and acknowledging the differences that prevail in indigenous and non indigenous culture is an important aspect for the educators to reflect and act upon while dealing with ATSI children and families.

It also targets specific skills, which means when the teacher is clearly aware of the targeted behaviour and the objectives of the strategy, which makes it easier for teachers to assess and adapt the strategy. The other advantage is that the child does experience confusion in understanding the aim of the lesson and the behaviour that is expected of them. DI not only teaches the child new skills but also provides the child with several opportunities to review and practice these skills in different settings. Mitchell (2014) says the plasticity of the developing brain allows children to learn new things when the child reviews and practices these newly learnt skills and over a period of time gain confidence in using it. The brain makes new connections to the surviving structure and strengthens the connections. This is especially important as children in their early years are in their prime to learn specific emotional skills, which will impact their behavioural skills. Having positive experiences and opportunities to practice these skills strengthens the experience and enhances the

Early childhood on social and emotional development is something very important in a child’s early stages in life. This is where children often learn about their reactions and responses on how they act as well on how others react towards them. In this stage, children learn a lot from the

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

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

Good communication skills form a critical element of early childhood education. Communication consists of two main styles: Verbal and non-verbal. These styles of communication form the foundation of effective teaching and learning within the early childhood forum. A good early childhood educator will enhance learning and development