The Theories of Child Development

Developmental theory, with Piaget as the most prominent theorist, presents the idea that children actively construct knowledge as they manipulate and explore the world around them. Development is seen to take place in broad stages from birth through to adulthood, with each stage characterized by qualitatively distinct ways of thinking. However, some developmental theorists, in contrast to Piaget, place more emphasis on personal, social and emotional development rather than cognitive development and prefer to delay ‘academic’ experiences until later, for instance after the age of seven years in Steiner’s theory.

The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level.

There is a plethora of child development theories that have a degree of influence over current practice. Each of which both have criticism and contrasting theories.

The first literacy unit EDC131 Language and Literacy for teachers, opened a greater way of thinking about language for me. It diversified my thinking, and the the way I looked at literacy by introducing multiliteracies, englishes, culture, and language development. In chapter one of the current text we take another look at the developmental process which is important to understand as a guide to assist teachers on students level of development. This guide is useful when assesing children and understanding a child's individual development. As a preservice teacher I have learnt the importance of considering all potential factors that may affect this development, during the first unit. Within chapter two, it refers again to these potential factors

To understand children’s language learning we have to go beyond language classrooms. Regarding the child as a language learner we have

Another socio-cultural factor which influences children’s language development is their cultural backgrounds and identity. A child’s cultural identity greatly influences the way they learn and their approach to education. “Teachers should

In Reiser, Tessmer, and Phelp’s study (1984) it was determined that children learn more when they have an adult ask the children questions and provide them with feedback. However, the questions that were utilized in the study for child/adult interactions were specifically tailored to the program. They were not reflective of the organic conversation that might naturally occur when children and parents watch the program together. The pretest-post-test method was implemented for two reasons. The Language Development Survey (LDS) was given to the parents of the children to complete. The purpose of the LDS was to determine whether or not the children were developing at a normal rate. If the children were developing at a slower or more progressive

Language development and literacy is at the forefront of early childhood education. Parents are being encouraged to read more to their children now more than ever. Early experiences with language are the foundation for success in later school years. This is why it is important to infuse language in every way in the classroom. The infant, toddler, and preschool years are viewed as the point where "children take their first critical steps toward learning to read and write" (National Association for the Education of Young Children [NAEYC], 1998, p. 32) The following is a look into language development of three and four year old

Child development theories explain how children grow and change in their childhood. These theories center around various aspects of child development such as cognitive growth, social and emotional aspects.

The way we work with children and current practice is affected by theories of development which are written by many physcologists who have studied children and ways in which they develop. They have many varied ideas about how children learn. The physcologists have proposed different theories that they claim to explain children’s learning and how important the nature versus nurture argument is. Some of the physcologists and their theories are outlined in this essay.

Marcus mother being deployed three times since she had Marcus will affect her emotionally. She will also be worried all the time about Marcus. If care is not taking, she will go into postpartum depression. The reason is because she had not spent quality time together with her baby. She did not develop full attachment since she had Marcus.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

Discussed under the section titled “What We Know About Literacy Development” Watts-Taffe and Truscott discuss what research shows about how children become literate. It seems that some of the most powerful lessons addressed such as language learning proceeds best when children use language for meaningful purposes (Au, 1998) and what constitutes meaningful language use is influenced by an individuals prior experience, culture, motivation, and goals (Delpit, 1995) are all beneficial in literacy development to both native English speakers and students learning English as a second language (Carrasquillo & Rodriguez, 1996; Donato, 1994; Fitzgerald & Noblit, 1999; Perez, 1998a). This research shows that if a teacher integrates different strategies into the curriculum, it will not only

The following case study’s purpose, is to consider the influence of developmental factors on teaching practice. By providing further ways to apply knowledge of childhood development in a down to earth classroom situation. Robert is 9 and has just moved to a school that follows the International Baccalaureate program. It is clear that he is not coping with his move as well as the new curriculum. His teacher is requesting more assistance from the learning resources unit to help him along with his writing as well as reading. This case study response, will demonstrate an understanding of intellectual, physical language, emotional, moral, social and psychological development of especially Robert. As well as the ability to identify learning and teaching approaches that cater to the developmental needs of Robert within the classroom.

The English language is known as a worldwide recognized language, and teaching English to young learners has become increasingly popular worldwide, Yoko, G.B. (2015). It is being used in many parts of the world either as an official language or a second language of a country. The usage of English language has become significant in our daily life. A child should start to learn the English language at the early stage. This is because early childhood is a crucial time period for the development of the mental functions of a child. Parents have to play their main role in educating their children in their early stage. There are a lot of advantages in learning English in the early stage. This proposed review will discuss the advantages of learning the English language at an early stage and the challenges faced by the parents in exposing the English language to their children in the early stage.