Santrock Edpsych Ch02

To begin with, lets understand what is childhood? Childhood is the period when we are still growing up, and it is often contrasted with the period of “infancy” in which we are still young. On the other hand, adulthood is when we are “grown up”, though we may still be developing. The beginning of adulthood is

The early stage of life, the childhood years, is the most important stage of a

It is important for teachers to study child development in order to teach because the development of children is crucial to their learning process. Even though students may look like they are developing the same they are all developing in different ways through different times of their lives. The three main developmental domains of development are cognitive development, the way in which the child process information, physical development, such as walking and running, and social-emotional development, which involves the students ability to communicate with their peers and be able to function emotionally in a classroom society. It is important for the teachers to know where their students are developmentally so that they can teach the children

Every child deserves an environment that endorses developmentally appropriate practices, to promote joy, respect, autonomy, creativity, exploration, responsibility and choice. Within such environment, one may argue that, catering to young children can be very demanding. However, all early years facilitator, who possess certain qualities and display positive characteristics, can definitely create an environment where children individual needs are catered to and they are able to thrive ecstatically. Knowing how children learn and develop is essential for teachers of young children, as that knowledge will guide the practices that are implemented within the classroom. The more educators know and tune in to the way children think and learn the more effective teaching becomes and the more satisfying their work. Copple & Bredekamp (2006), postulates that teachers need to meet children where they are, as individuals and as a group as well as help each child attain challenging and achievable goals that contribute to his or her ongoing development and learning.

After some time, there has been an extension in our insight into the routes in which people create and learn. It is currently realized that children are starting to learn even before they are conceived. I frequently discover myself wishing I had known these things when my kids were creating. We all need our kids to be as well as can be expected be; with some information of how youngsters learn and the consecutive steps they must experience in numerous ranges of advancement, we can give numerous encounters at home to help them achieve their potential. At the point when teachers examine kids ' advancement, they for the most part discuss physical, mental, social, and enthusiastic improvement.

Childhood is simply the time between infancy and adulthood, the time when we are developing, learning and are dependent on someone to guide us and help us through life. Richard Mills’ (2000, p.8) research shows many views, such as is “childhood a state of powerlessness and adaptation to a lack of power (as Waksler maintains, 1991:69)?” “...Or dependency (Shipman, 1972: 13)? Can it not simply be regarded as a period of biological, intellectual, and social development; as a time for the ‘accumulation of experience’ (Wadsworth, 1991:13)? Leading to self-definition (19991: 12)?” Or does it have a whole different meaning all together?

The sociological enquiry of childhood in the past began not very long ago with the recognition of childhood as a culturally determined concept (Crawford and Lewis, 2009). To elaborate this, in the widely famous translated work, ‘Centuries of childhood’, the sociologist Phillippe Aries (1962) reflected that our interpretations of ‘childhood’ in the past are influenced by the modern perceptions of childhood and children. He suggested that any objective assessment of childhood in the past is flawed, as the concept of ‘childhood’ did not exist then. As opposed to this sociological perception, biological studies regard childhood as a universal concept and a well-distinguished period in one’s life on the basis of active growth, smaller body size, and developing nervous system. It cannot be regarded as simply a sociological/cultural concept (Bogin, 1999; Halcrow and Tayles, 2011). However, barring ‘biological immaturity’, the culturally determined phase of childhood is not universal and varies

Child Development is important for teachers to know to enable them to find ways or strategies on how to improve a child's learning developmental skills. ... The more teachers (and parents) know about why kids behave as they do, the more understanding and patience they can develop.

Personally, I have always had a natural ability with children, especially those who are nursery and toddler aged. However, it wasn’t until I started attending GCC that I realized how valuable a formal education can be. I have learned how children develop over the course of their early years, as well as, how to incorporate valuable lessons into the daily activities we do together. I have gained a better understanding of the milestones children will hit and now understand of a child’s development. Now I recognize that they do not always master a skill in a linear fashion and that sometimes they will take one step forward and then two steps back when learning a new skill. When I discovered that Bank Street continues to educate their teachers in child development, my belief that ongoing education is a critical part of a teacher’s development was confirmed. As they say, becoming a teacher ensures you are a life time learner, an individual who will constantly need to focus on staying up to date with children’s development and

Children are unique, with their own personality, mannerisms, characteristics and needs. All children have different abilities and they all require different things to support them in reaching their potential. The Development Matters Framework (Early Education, 2012) states that teachers must reflect on children’s needs, build positive relationships with them and create stimulating environments to facilitate the discovery of new skills and knowledge.

With the new concept of "emerging adulthood" we are, for perhaps the first time in over a 100 years, seeing a new developmental stage. The luxury of living longer lives had allowed for the introduction of the teen years in the early 1900 's into human development and now a new stage of extended adolescence. Our society today, much as it did 100 years ago, is taking some time to understand this new phase. In fact, as this is a relatively new

For this assignment I will explore the concept of childhood and how this has evolved over time across different societies, looking particularly at the role education has in childhood. I will also take a closer look at the different sociological perspectives of childhood and will use these to interpret children’s experiences in order to gain a greater understanding and knowledge of early childhood. I will explore how certain constraints of childhood have emerged over time and how these have shaped our knowledge and understating of children’s lives.

The new paradigm responded to many of the criticisms of the three other dominant discourses. It challenged the previous views of children as passive recipients of socialization and shifted towards seeing them as a group of people with their own thoughts and behaviours. It didn’t see them as simply “adult becomings” anymore. (McNamee, 2015). The emergence of this new set of ideas changed how childhood has been studied across each discipline and continues to shape our understanding of children and childhood today.

Childhood is predominantly defined as the period after infancy and before sexual maturation, while adolescence as a developmental stage is the time where the maturation takes place, also regarded as a transformation phase to adulthood (Berry, Poortinga, Breugelmans, Chasiotis & Sam, 2011). Under childhood and adolescence as a cultural notion, ideas about children and development are found everywhere but such ideas differ across cultures. Within western societies

The childhood years have a great influence on a person’s life. In fact some say that a person’s childhood years are the most important years of his or her life. I agree that a person’s childhood years are the most important years of his or her life because of importance of having a good nutrition, the way they are nurtured, and last but not least learning to develop relationships with other people.