NWCC Daycare: Erikson's Stages Of Development

Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk. (2014). Early Child Development: From Theory to Practice. Bridgepoint Education, Inc.

55% of American mothers now return to work by the time their children are one years old -- out of either financial, professional, or personal necessity. In today’s society, there are concerns as to whether attending daycare during infancy produces negative or positive effects on the development of children. Many of these concerns are influenced by the fear that separating an infant from its mother may cause emotional harm to the child or disrupt the mother-infant bond. No study finds that children of employed mothers suffer solely because their mothers are working. Research has shown that mothers who work spend as much time playing with their babies as do mothers without outside jobs (Huston &

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person Development.

While daycare/ childcare centers provide a safe haven for young children and left in the care of licensed caregivers, there is more to daycare then just temporary relief for parents. These facilities offer a nurturing and fun learning environment to promote curiosity, innovation, and continuous growth in developmental abilities and positivity in children, and they also have the ability to provide encouraging and engaging activities that endorse emotional, social, and academic development (Phillips 1987). Within these facilities, high quality care calls for each child reach greater levels of learning and can develop skills at their own pace under supervision.

For this assignment, I have organized my responses into a report based on the following periods of development: infancy and toddlerhood (birth to 30 months), early childhood (3 to 5 years), middle childhood (6-11 years), and adolescence (12-18 years). The last section of my paper includes my responses to the personal reflection questions.

A child begins to form words somewhere between ten and eighteen months of age. The first word of a child is often momma or dada. The child repeats the sounds or utterances heard from the adults around him. Speech does not actually occur until the spoken word is deliberate and meant to communicate. By the time a child reaches kindergarten he has likely gained a 2000 – 3000 word vocabulary. While this number may seem excessive Dr. Mary E. Dahlgren states that a beginning kindergartener should have a 6000 word vocabulary for optimum grade and class performance (Dahlgren, 2008). In the classroom a student’s vocabulary size was an effective predictor of reading comprehension. Children with a restricted or limited vocabulary also had declining comprehension scores in the third grade. The elementary teacher can promote speaking by allowing the student the opportunity to speak and by listening to the student completely. Discussing a recently read book, or open discussions are ways in which a teacher can aid a student’s speech development.

Within the Head Start program, the majority of the children ranged from ages three to five years old. These children are currently in the preoperational and Initiative versus Guilt stages of their development. Piaget’s cognitive theory of children between the ages of two to seven years old begins to think symbolically by making something stand for a different meaning (McLeod, 2015). These children are exploring their imagination and making the most of what they have. While in play, the children are in their own world. According to McLeod, children will engage in parallel play, but as they develop in the preoperational stage they begin to play with others. There were a few children who did parallel play or played on their own as they are

18 months – 3 years – They are now increasing the amount of words they use and joining words together, so that by the time a child is about 2 years old, they will know approximately 200 words. As the move into their 2nd year they start to use plural and although they are joining words together and their vocabulary is rapidly growing they often make errors with the tense of word , for example ‘I eaten it’

Working with children has been my number one career prospect since leaving school, but at first was undecided of the age range. This lead me into attending Franklin College to study English and Psychology at A level. However, felt this was not the right choice for me. After being disheartened from my experience at college I decided to apply for Level 2 Childcare at my local sixth form. I became intrigued by the various approaches to working with children and learning how children develop.

We went to visit Immanuel Baptist Daycare which is located in Hannibal, MO on March 23, 2016. Linda Youse is the director at Immanuel and she was able to take time and answer questions that we had for her and give us a tour of the facility. This year is Linda’s 8th year as the director of Immanuel Baptist Daycare. She also has an education degree where she can teach from Kindergarten to eighth grade. During the time where we asked her questions, she was able to give an answer to all and explain them to us. At Immanuel, their number one job is to make sure all the children are safe.

As stated prior, depending on the quality of the daycare, the developmental outcomes of children who were in daycare can differ. For children in high quality daycare, they are exposed to a highly social environment where they create multiple peer relationships. The children are encouraged to interact with one another and they learn from each other as well as from the staff members. By being exposed to peer relationships at a young age, children have the opportunity to begin to create their identity to use later in life (Puroila & Estola, 2013).

Young parents need help with their child and every year the national birthrate among teens aged 15 to 19 has increased by 1.4 percent from 2006 to 2007 (Chen 2014). In total, this equates to 42.5 births for every 1,000 females in this age group, according to Grace Chen in 2014. Females becomes pregnant and dropout of school to be invested in their children. “Being a young mother forces you to grow up and mature and to see how the real world is instead of seeing it through the eyes of a naive High schools student student,” Webb said. “You have to be a mother, student, daughter, twenty-four seven.” According to Stephanie K Taylor from Oklahoma . Even though some people believe that schools

As more mothers join the workforce every year, the implication is that child care is left to other care givers such as in day care. This process, however, has significant effects on the psychosocial development of children because of the differences in environments where the children grow up. Many daycare centers do not provide comprehensive guidance to children because of the number of children present there (Newman & Newman, 2014). As a result, the children fail to learn some basic aspects of life like conflict resolution that can occur for instance when they fight over toys. In most cases, the children play alone and have to learn independently how to interact with others, without the guidance of an adult.

Early childhood education programs provide children with essential cognitive development. These programs also foster social development. Children can learn the social rules for interacting with other children; for example, how to share their toys. Erikson’s theory is different from Piaget’s theory. “Erikson’s view is that the social environment combined with biological maturation provides each individual with a set of ‘crises’ that must be resolved” (Huitt W. , 2008). Unlike Piaget’s theory, Erikson’s stages of social development do not have to accomplish something before the other can take place. This essay will critique the UCSD’s Early Childhood Development program and explain how the programs are sequenced with the Stages of Social Development.

Child development is the foundation upon which early childhood practice is based. Because the psychomotor, socioemotional, cognitive, and linguistic developmental domains are inter-related, early childhood professionals in all types of programs (e.g., family child care homes, early childhood education centers) must comprehend both the processes of development and the adult’s role in supporting each child’s growth, development, and learning. (p. 1)