Positive Influence On Child Development

A baby will often learn most in their own home, when they visit shops either by walking, car or public transport, although a baby will learn most by watching their parents/ carers, siblings and/ or other close family and friends. A baby will also learn from everything an adult or child says, or does, and from any activities or experiences which is on offer to them.

Throughout these past 5 weeks, I have gain a great deal of knowledge about children and their families, early childhood care, education and community and the impact they have on children’s development. In addition, I have learned, families are not base merely on blood relation, but on people who love and care for your well-being. Children can be impacted by many factors in their life, which as divorce, separation, neglect, mistreatment or disasters. Family dynamics as well, play a part in children’s development, such as being raised in a single parent’s home, adoption or same sex families.

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.

There are 2 kinds that I’m going to talk about and they are Home and School environments of development.

| At birth children start to develop survival and micro reflexes. They learn simple activities like grasping and sucking.At 3 months they learn how to smile and make eye contact. They learn to show that they are enjoying your company. Children learn how to show elements

There are a lot of interventions that can promote a more positive outcome on a child/young person’s development where development is not following the expected pattern.

Learning is defined as “any relatively permanent change in behavior brought about by experience or practice” (Ciccarelli, White 166). Growing up, all children need to learn the right and wrong behaviors. Most children are taught by their parents, and their parents use different techniques to teach their children, but no matter how they go about doing it, they are probably using one or more of these four ways: positive reinforcement, negative reinforcement, punishment by application, and punishment by removal. During my childhood, the method that my parents used the most and that was most effective for me was punishment by removal.

In early years the brain in trying to conform to parent’s response and when babies don’t receive that response to mimic the brain does not form as expected. Nevertheless how an adult responds will shape the brain circuit. For example if a child is in a quality early childhood setting where the teachers are teaching a meaningful curriculum the brain is conforming to the teachers response equivalent to a sponge soaking up water. Consequently everything being said is being absorbed and this is the kind of early development and learning that is expected in early childhood. As infants form connections throughout their first years of life it is creating a process of structure building in their brains which is impacted by their life experiences (Sripada,

When the Depression struck rural families and they were unable to bring in enough income to support their families, children often stayed home from school. Noted, “In 1939, a United Church worker in central Manitoba discovered that many farm families were without underwear or shoes for their children, who as a result couldn’t attend school” (Berton, 1990, p. 11). The luxuries that children once experienced, were stripped away from them right before their eyes. As a result of the lack of income earned by rural families, children endured a great deal of suffering. In the winter months especially, these children who were without shoes in ill-housed families were unable to keep warm. Therefore, as nature continued to devastate families, children who were able to attend school, suffered undue hardship. As Freedman (2005) noted, many poor kids went to school hungry” (p. 35), due to bare breakfast, lunch, and dinner tables. Thus, these children were continuously mistaken by teachers as being ill. As a result, the teachers began advising students to return home to consume food which would make them healthy once more; however they were unable to do so. When student’s admitted they were unable to go home and fill their rumbling stomachs since their tables were not filled with an abundance of food, a vicious cycle of ridicule and taunting began by students who were not a part of the poverty stricken rural families. Facing hunger and ridicule every day by their peers caused increased

To eliminate the adverse outcomes from the early childhood education, and provide supplementary standardization, Head Start has extended a set of objects that emphasis on the significances of low-income children’s development and learning. In 2000, the federal office of Head Start issued an Early Learning Outcomes Framework of building blocks birth to five-year. This framework presents five extensive areas of early learning, mentioned as central domains. The central domains consist of “1) Approaches to Learning, 2) Social and Emotional Development, 3) Language and Literacy, 4) Cognition, 5) Perceptual, Motor, and Physical Development” (HHS.gov). The Framework is developed in the comprehensive research to enhance children’s knowledge to be able to succeed in school. It defines children progress across critical areas of learning and development and specifies learning outcomes in these areas. The building blocks help adults better understanding to give compelling learning experiences that support essential early learning success. The Framework of building blocks is necessary for children’s academic and practical outcomes. Under the Framework’s guidelines, social and emotional development is enhanced by fostering child’s confidence and individuality. Plus, reassuring self-discipline by setting firm, reliable limits and having realistic opportunities. Moreover, encouraging respect for others’ feelings and rights, giving prompt, and free practices and transitions. Each child’s

Content: My group was group three and we presented over the pediatric treatment of TBI. First, we talked about the ICF-CY, which stands for International Classification of Functioning, Disability and Health Child and Youth Version. It applies to children from birth until they are 17 years old. The ICF-CY considers body functions, body structures, activities and participation, and environment when determining treatment options. It also addresses impairments related to speech, cognition, language, communication, and swallowing. We talked about family centered practice since families are an ideal member of the habilitation/rehabilitation team. Families are essential for the generalization of therapy gains to everyday life. Families are also advocates for their children by providing important information about the child’s performance in home, school and other environments. We spoke about the short-term treatments so I would like to address a couple now. We talked about the habilitative approach to treatment. This treatment focuses on targeting goals that have not yet developed. Children are constantly reaching new milestones, but a TBI can disrupt this process. So, it is our job to continue to teach these new/incoming skills. We also talked about errorless learning. In errorless learning, the clinician tries to minimize client errors by breaking down the targeted task into smaller, discrete steps. The clinician will also model the targeted

Envision a boy sitting in his room listening to his parents yell back and forth. He sits there trembling in the dead of winter because the furnace does not work. This little boy tries so diligently at school and tries so diligently to enjoy every minute of the warm, cozy classroom, surrounded by people that actually care about him. All his life, he has acted like nothing but a hassle and a let down to his parents; he tries so agonizingly for their approval, yet they still do not care. Sadly, too many children go through this when they don’t need to. It’s painless to go around judging people by how they look, and when parents don’t care for their children their appearances will show it. For children, they may think it’s impossible to tell someone that their loved ones are neglecting them. Lawson didn’t live in the finest house or obtain the most impressive parents, but he cared for others. He probably didn’t love going to school because his classmates around him would make fun of him, but that didn’t stop him from happiness. Lawson’s ruthless encounters in his life showed me that I truly am blessed with a family that loves and supports me, even if I irritate them.

For hundreds of years, children have been placed in harsh working conditions without any say. Children are often sold and forced to work in sweat shops, out in fields, in mines, some are sold into prostitution and some are in the military. A lot of these children are forced to do these jobs because they need to help their families. Sometimes families will sell their children to do labor because they are in debt. Some might say that working as a child could be beneficial. It teaches them good work ethic and responsibility. It also teaches them how working hard and earning money is a way of living. But in reality, it robs children of their childhood and it delays their social skills and their basic learning skills as well. A child should not have to worry about working or being physically and mentally abused by their supervisors, co-workers or other people at such a young age because they shouldn’t be in a working environment like that. A lot of these children are denied health care, education, nutrition and the protection of their families. This kind of labor for children takes a toll on them and affects them later in life.

As children adapt to the environment in their early stages of development, they are normally not on their best behavior. Kohn (1993) described the cause of the behavior and values young children inhibit, and he provides ways to guide them to become self-disciplined. Effects on behavior and values include three major points pertaining to children's development. First, according to Kohn (1993), many adults believe that children need self-discipline. Children need rules, however, they may misbehave to avoid control from a teacher or parent. Teachers and parents should give children opportunities for independence and allow them to make their own discoveries. "The truth is that if we want children to take responsibility for their own behavior, we must give them responsibility, and plenty of it" (Kohn, 1993). Next, according to Kohn (1993), when teachers and parents put an emphasis on obedience, it normally does not work. Children need a role in creating rules make them feel included in the decision-making process. Also, children become more ambitious when they are given goals to continue improving. Lastly, children should learn about democracy for preparation into a democratic culture. By teaching children decision-making skills, they become more independent and make good choices.

I am currently interning at the Child Development Institute. My internship consists of two sites which is the Early Learning Center (ELC) and the Clinic. In this case, I will be focusing on the ELC because this was where I had my most hands on experience interactions. As an intern, my goal is to help all children reach their full potentials by talking, interacting, and engaging with them. As interns, we want to ensure that all children feel ready in their skills when going to school. We support their social-emotional, language, and cognitive development through the different types of play we do. By all means my internship site is a free place where a diversity of families can bring their children from ages 0 to 6 years old and engage in a variety of activities. For this reason, the theories that I learned throughout my courses contributed to a successful experience and gave me a much better understanding of how they facilitate learning, through my hand on experiences working with children at the ELC.