The Theory of Child Development

She rarely or hardly starts disputes with other children, throws temper tantrums, or seeks revenge when feeling picked on. She also performed within the normal range in the Impulsive-Hyperactive subscale. She rarely or hardly calls out unexpectedly, interrupts, or finds it hard to play quietly. She scored within the normal to borderline range in the Antisocial Conduct subscale. She rarely or hardly ever steals, acts dangerously before considering consequences, or destroys the possessions of

Child development theories provide various explanations of how children progress, and some also provide answers as to why certain outcomes or behaviors occur as a child grows. Two theories provide the best perspective regarding development when the two processes are used collectively: behavioral theory and cognitive developmental theory.

Emotional Development: Child has mixed emotions, but is very attached to their parents and get stressed and unset when they met strangers.

This paper has presented an argument on how a child’s development is strongly influenced by environmental and cultural influences as well as parenting styles and education. Children begin to learn and experiment with social skills at school, allowing them to learn and understand social skills necessary for later life in life. Children who receive schooling at an early age perform better later in academics. I hope that by teaching in the ways that I described will help me accomplish this. I want my classroom of students to be excited to come to my class everyday to learn something that I hope will impact them for the rest of their lives. I want my classroom to be a very caring environment. I want my students to feel important and smart and to influence them to be the best that they can be. Proverbs 22:6 Train up a child in the way he should go; even when he is old he will not depart from

At eight months of age my child was “easy” child in terms of Thomas and Chess’s classic temperamental categories. Instead of Ashley always wanting to play with toys or objects, she preferred people. Ashley does not mind meeting new people. By my child wanting to crawl around and explore new places, I decided to let her play freely. Even when my child was sick and at the pediatrician’s Ashley smiled to them, as well as the amount of vocalization used.

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.

From the day they are born, children are immersed in a social world. Rapid learning takes place and is supported not only by parents, siblings, teachers and friends but also the important values and beliefs within their culture. All of this provides the foundations for cognitive development. As trainee teachers, it is fundamental that we have a deeper understanding of how children learn and how we can support learning. In order to do this we must first look at some of the theories of learning.

Development appropriate programs gives us helpful information that could help us understand the child’s behavior, their temperament and development strategies that could help the child’s learning process. Within Mary Kurcinka book “Raising Your Spirited Child,” she identified five temperament traits of a spirited child that are common to normal children. Spirited children have high intensity and are sensitive. Some spirited children have irregular day-to-day patterns in which they are calm at one moment and hyper at another. Children that may have high intensity have characteristics that may consist laughing loud, anger problems in which the cause could being over frustrations and playing with children in cruel manner. A spirited child that

The book brings to attention when a parent and child’s relationship is seriously disrupted the child can some time become angry, aggressive or physically ill. This could be a factor that could contrasted to her frequent cold with her mother not being around for the last four year could have diminished that connection, but this could also be do to the physical development In the textbook Mary Rothberg said there are three dimensions of temperaments high, low, or in between (437). Looking at Jasmine she is fearful and shy this could show that her temperament could be on the high negative affectivity she child are fearful, shy, frustrated, and not easily soothed. According the Erikson there are eight stages that every child goes through that has

Animals who have a high surgency level or have a low tolerance for stimulation, typically don’t behave well for treatments. Additionally an animal who faces abuse or mistreatment is also less likely to behave well for treatments. My second reaction was to relate how my brain has processed traumatic events or emotions with my temperament and ability to process emotions. I feel that many individuals go to therapy in order to “rewire” how their brain processes events and emotions because aspects of their temperament have been problematic in their day to day tasks. This lead me to my third reactions where I began to question how much ability does one really have to change their temperament. If our temperament is rooted in our genetic code, a code that either does or does not have genes to process an event and emotions. Should more people become accepting of their temperament and how they process information? Or are there skills geared towards people who do not have these genes. Can temperament more effected by positive or negative events? These are all questions to explore through more

3. Intensity: Does the child show a strong level of emotions? Does he or she react positively or negatively to most situations?

Harding and Meldon-Smith (1999) and Sharman, Cross and Vennis (2007) provide milestones for children’s emotional development. When comparing these milestones to C’s development, it can be seen that C has only managed to reach about half of the milestones for her age in emotional development and all but a few of those for cognitive development. With regards to emotional development, C displayed a tendency to sulk rather than have an outburst (see appendix 2) and throughout time sampling observation (see appendix 1) was often seen to be watching what was going on around her. However, she failed to show an ability to control her emotions, and did not appear to be developing concepts such as forgiveness and fairness. C also appeared to have failed to reach one particular milestone for

Childhood development encompasses the cognitive, physical, social, moral and emotional changes from birth until the end of adolescence (White, Hayes & Livesey, 2013). Throughout childhood, environment and genetics promote or discourage growth and development. This essay will analyse the cognitive, physical, social, moral and emotional domains in relativity to my own development from the prenatal stage until adolescence. Psychological and environmental theories are used to develop the understanding and connection between each domain and stage of development. Lastly, this essay will address the controversial nature verses nurture debate and its relevance to my childhood development.

Temperament is a person 's characteristic, biologically based way of approaching and reacting to people and situations (Thomas & Chess, 1977 p.146). Also, temperament may affect not only the way children approach and react to the outside world but also the way they regulate their mental, emotional and behavioral functioning (Rothbart, Ahadi & Edans, 2000) p.147). The most important approach to deal with temperament is to sit with a child, to understand his or her behavior, most children are self-awareness of exploring things on their own involving cognitive thinking children must understand that others might have options about the wrongness or rightness of their behavior different from their own before they can understand and feel these

According to Freud, the needs of a child during the first 18 months of her life are basically oral. The ability of a child to progress into the next developmental stage in his/her life is dependent on the type of care he/she receives during the early childhood stage. If the child receives consistent care and his/her individual experiences promote safety and security, he/she progresses to the next stage without a remainder of unsatisfied needs. However, if the individual does not receive this type of care, he/she becomes fixated at early childhood and develops oral fixated behaviors.