Intervention And Theoretical Paper

All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific.

*Physical development: At this stage the child learns to hop, write, sew, skip, ride a bicycle, jump from height, thread a needle, and do buttons and shoe laces.

Physical development in children is an important area and is usually expected to happen automatically as they grow. The important areas are gross motor skills,

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

From 3 to 7 years the child’s movements will be more coordinated. They will learn to balance when hopping, skipping and playing with balls. The fine pincer grip when holding pens, pant brushes will be more defined.

Children between the ages of 3-5 start to gain at least 4-5 pounds (in weight) and grow about 2-3 inches taller per year. Younger children are still developing their motor skills, for example using their arms and legs to play and by doing arts and crafts, puzzles and painting. By the age of 5 children are usually able to hop on one foot and are learning how to skip. Playing becomes very imaginative for them as they bring in fantasy and book characters into their games.

| * Gross motor progression; able to walk and run skilfully, sit on a small chair, push and pull objects, stack objects, climb on and off furniture, grasp and throw objects i.e. ball. * Fine motor progression; can scribble holding a pencil, able to use hand twist and turn i.e. door knob, can tip and pour, use a spoon to feed themselves.

By five years of age an infant should be able to balance on one leg for 10 seconds, hop and may even be able to skip. Also at five years old a child can easily dress and undress.

The first two years after birth, through the developing person has to do with three domains biosocial, cognitive and psychosocial. There are many different theories regarding the first two years. The three most influential works on growth and development was done by Piaget, Freud and Erikson. Piaget’s theory was called cognitive development or the sensorimotor stage. This is when the child interacts with his surroundings through physical action such as pushing, sucking, grabbing, etc. Freud’s theory of development is psychosexual. He proposed three stages in psychosexual development: oral, anal, phallic. Erikson’s theory is psychosocial. From birth until about one and a

“Of all forms of mental activity, the most difficult to induce even in the minds of the young, who may be presumed not to have lost their flexibility, is the art of handling the same bundle of data as before, but placing them in a new system of relations with one another by giving them a different framework, all of which virtually means putting on a different kind of thinking-cap for the moment. It is easy to teach anybody a new fact…but it needs light from heaven above to enable a teacher to break the old framework in which the student is accustomed to seeing.”

As children’s bodies become more streamlined and less top-heavy, their center of gravity shifts downwards toward the trunk. As a result, balance improves greatly, paving the way for new motor skills involving large muscles of the body. (Berk, 1999) During the preschool years until approximately age seven, fundamental motor skills develop including the locomotor skills needed to run, jump, hop, and skip. Also the object control skills such as throwing, catching, and kicking are developing. By the age of six or seven, children begin to integrate two or more of these skills. Though all children will not develop these skills at the same age, they will follow the same sequence.

As children progress through the early stages of their lives they will continually reach milestones that are somewhat of a tracker as to where they stand in their development, but at the same time it’s important to remember that even though there are suggested milestones as to a maturing task for a specific age and month, each child may mature differently than the next. One part of this progress that children will continually develop through in the early stages of their lives is motor skill development, which is the use of their larger and smaller muscles to perform adult like tasks. More specifically this development can be categorized into fine and

On behalf of the early childhood initiative to provide early intervention for those infants and toddlers experiencing difficulty, I thank you for your engagement and cooperation. This system is designed to “[help] eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking) and self-help (eating, dressing) skills (Center for Parent Information and Resources, 2014). We are dedicated to working with your family and your individual needs. This system is not meant to bog you down with out-of-town appointments from professionals, but instead provide you with support and suggestions for the healthy development of your child.

The clinician will integrate multiple theories that will support a single group of researchers who conducted a case study that proposed the two theories with the purpose of obtaining the most current information regarding language difficulties, social communication difficulties, and the outcomes it provides when working with school-age children. The theories identified during this research were Biological Maturation and Social Interactionism. The clinician will further indicate the relationship between neuronal function in the process of language and the theory selected.

Between the age of six and eight years, a child goes through a lot of physical, motor, emotional and behavioral growth where different attitudes and values are developed. This age group is associated physical developments such as slower growth rates of about eight pounds and 2 and a half inches per year, more muscle growth and less fat development than in earlier years, and an increase in strength (National Childcare Accreditation Council, 2008).