The Role Of Children's Development And Experiences

Another benefit of a child’s individual needs being met is that they pick up the chance to enhance their own particular capacities, self-esteem and self-confidence. With energy

There are differences in both, although they are closely related. E.g. someone may feel as though they are happy and comfortable, but in fact have one of the worst illnesses physically or mentally. Another example could be that when someone has good health, it enables their wellbeing to improve.

One of the most critical points in a person’s life is their childhood. Erik Erikson

Factors that can contribute to an individual’s wellbeing include physical and mental health, emotional and intellectual fulfilment and overall contentment. Contentment is often achieved by someone’s’ needs being met for example a person with housing issues may feel content once supported to get a property.

Children and young people often experience many things which have a direct impact on their development; things such as their family environment and structure, personality, hospital visits, childcare arrangements, and culture.

- Wellbeing is the condition or state of a human being, animal or plant. There are five types of wellbeing…

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.

On top of the expected pattern of children and young people’s development including “physical, communication & intellectual & social, emotional & behavioural development there are also “personal and external” factors which will affect how they develop.

It has been identified that every child deserves the best possible start in life and support to fulfill their potential. A child’s

Wellbeing is ‘generally understood as the quality of people’s lives. It is a dynamic state that is enhanced when people can fulfil their personal and social goals. It is understood both in relation to objective measures, such as household income, educational resources and health status; and subjective indicators such as happiness, perceptions of quality of life and life satisfaction, (Statham and Chase 2010).’ It is important to acknowledge many factors play a role in measuring childhood well-being but it is necessary to look at both positive and negative indicators in orders to get a realistic overview as well as an overall understanding of well-being as a whole. Throughout the course of this essay both subjective and objective aspects of children’s well-being will be discussed as well as how the value of measuring both aspects can enable us to gain a holistic understanding of childhood well-being.

Even if we use the word “happiness” on daily basis, has anyone ever tried to define it? It’s harder than it seems. When do you feel happy? How is it when you feel happy? Is there any way to understand how much happiness to you experience? This is the main hypothesis of this paper – Can happiness or wellbeing be measured? And if it can be measured, how do we measure it? Happiness is feeling pleasure and enjoyment because of your life, situation (Meriam Webster). Pleasure and enjoyment are very subjective and means different things to different people. This is where the term subjective wellbeing comes from. There are a lot of things that can be included when measuring wellbeing. Various studies have been conducted to assess wellbeing and how does it affect other factors. For example Earlstin(1995) and later on Ferrer-i-Carbonell(2005) have examined the relationship between income and happiness. Gruber(2004) studies the relationship cigarette taxation and happier smokers. Richard, Clark, Gerogellis and Diener(2004) analyze the effect of unemployment on wellbeing.

Child development is an amazing thing to watch in the way that children interact with one another and how they perceive the world that surrounds. While doing our research of child development we began to observe a group of kids ranging the ages 1 – 12. During these observations we noticed traits such as attachment, comfort, and love. Through the following examples we will proceed to observe development in our environment and explain its relativity to the text

Attention to every stage of a child’s physical, emotional and educative development is “both critical and vital” (Alison Dunn, 2004). Research shows that the care young children receive has dramatic long-term effects on how children develop and learn, how they cope with stress, and how they react to the world around them. “Science tells us that consistently positive and stimulating experiences in their early years helps children’s brains to grow” (Frank Oberklaid, 2008); it can also affect how they continue to learn later on in life.

Wellbeing is a multidimensional construct with several definitions and measures that can be grouped into two major categories, constructivist, and positivist. Constructivist framing is an individualistic and subjective aspect that focuses on life satisfaction and mental state of the individuals (Frydenberg, Care, Chan & Freeman, 2009). In contrast, the positivist framing considers economic and societal aspects, providing a more objective measurement of wellbeing (La Placa et al., 2013). However, if only one framework, constructivist or positivist, was used for analysis, it might be insufficient to describe the outcomes of wellbeing.

Philosophers have long distinguished two basic forms of well-being: a “hedonic” form representing the sum of an individual’s positive affective experiences, and a deeper “eudaimonic” form that results from striving toward meaning and a noble purpose beyond simple self-gratification (6, 13⇓⇓–16). Both dimensions of well-being are deeply implicated in human biology and evolution (17⇓⇓⇓⇓⇓⇓–24), with hedonic well-being hypothesized to motivate basic physiological and psychological adaptations, and eudaimonic well-being hypothesized to motivate more complex social and cultural capacities (17⇓–19, 25, 26). Although hedonic and eudaimonic well-being are conceptually distinct, they are empirically correlated (14, 27) and can reciprocally influence each other (28, 29). As a result, it has been difficult to determine from observational epidemiology which form of human well-being is most directly related to physical health and longevity (6). It has also been difficult to determine whether hedonic and eudaimonic well-being engage similar biological processes, or whether they have distinct physiologic consequences (although refs. 13, 30, and 31 provide some initial explorations).