Development from Conception to 16 Years Essay

E1- The age group I sacrifice elect to describe is birth to 3 year olds on their visible cultivation and discourse and language phylogenesis. In this age range the carnal ripening changes from birth where they gener all(prenominal)y dont do anything which busts as between 3 6 months the shaver can hold a rattle for a moment, reaching for a toy, putting toys in their m step uph, lifting their gunpoint up, moving their arms to indicate wanting to be picked up and ringlet over. This information changes much to a greater extent as when the nipper is 9 18 months as they can grasp objects, can sit unsupported, can huddle , can point at objects, start to determination a take and self- turn tail, start to walk, start to scribble and build a tower of tether blocks. Then at 2 age the chela can suck in circles and dots, can use spoons to feed their selfs effectively, can run, mount on furniture and use sit and ride toys.At 3 days the peasant can do all the stuff from the ages to begin with but also turn the pages of a book, wash and dry their accept hands, run forwards and backwards, kick a stationary ball and propose a ball as this develop is d bingle with the aid of the pincers family as the encourage the small frys physical development. The communication and language development happens because at this age there co-operation from archaeozoic baby communication by asking them to show you objects and then learn to follow unbiased instructions but their communication and language develops as first all the can do is cry and cod cooing noises which then turns to babbling at 6 10 months where they goo and ma as the pincer blends vowels and consonants in concert to make tuneful sounds.Then at nigh 12 months this develops to the babe saying momma and dada as they start to show seventh cranial nerve expressions and gestures but can now combine sounds. From 1 2 geezerhood they learn more words so they can make mini sentences when they spe ak and manage to let on things when you point to something, and from 2 3 years they can communicate well and manage to ask questions and say upright sentences as at this age there is a large extend in a chelas lexicon combined with an change magnitude in the use sentences.E2- The age group I have chosen to describe is 3 7 year olds on their physical development and communication and language development. In this age range the physical development changes from existence 3 years and being capable to just skill to walk and run, walk on their tiptoes, wash and dry their hands, put a coat on and off and use a spoon to feed them selfs without thefood spilling. To when they atomic number 18 4 5 years where the child should start being able to button and unbutton their decl atomic number 18 clothing, raceway simple shapes, put puzzles together specifically for their age range, make unnecessary their name, line letters, draw recognisable pictures, cut out shapes with scissors, draw around a template, walk on a line, hop on one foot, skip with a rope, run quickly avoiding objects and use a physique of large equipment on their own (e.g. slide, swings). Then at the age 6 7 years the child should be able to join handwriting, cut shapes out accurately, make detailed drawings, tie and untie shoelaces, hop, skip and take turns confidently, chase and dodge differents, balance on a beam and use a bicycle.This is because in this age the child is helped through their physical development by their parents, family, teachers and couples as they encourage the child. Communication and language development happens precise effectively in this age range as at 3 4 years they are able to ask questions and be matter to with answers given to them by saying if to pass out what happens, say their name age address and be more accurate in harangue how they pronounce words. At 4-7 years the child tries to understand the meaning of words, talk more confidently and begins t o be more and more fluent, manages to add vocabulary all of the time in their speech, begin to share ideas, begin to discharge different situations and define what objects are, this is because in this age range a child masters the basic skills of language and masters the reproduction of most sounds. E3- angiotensin converting enzyme theoretical persuasion linking to E1 and E2 is Chomskys possible action of language development.His theory is a nativist theory as he suggests that humans have a built in ability to learn a language. Chomsky states that children have a Language Acquisition Device (LAD) which encodes the major principles of a language into a childs brain. Chomskys theory also states that children are able to use language so accurately from an early age because they only(prenominal) have to learn the new vocabulary and apply the structures from the LAD to form sentences. Chomsky believes that they cannot be learning the language purely through imitation as the speech around them is often broken and ungrammatical. Even with extremely interlacing languages children bequeath become fluent in their native language by the age of 5 or 6. A second theoretical perspective linking to E1 and E2 is Skinners theory of language development.Skinners theory is a nurture or behaviouristic theory. harmonize to Skinners theory a child initiallyacquires through an operant mold this sum that the child learns voluntarily without any external force so learning of its own free will and without any sort of pressure. According to Skinner the whole process is based upon 4 elements as it is give tongue to on slideshare.net which are stimulus, retort, reinforcement and repetition. For example a child will make a sound if they want something. If the child gets the response it wants they will associate that sound with the act or response and will continue to use it to achieve that response. Skinner believes that learning language is no different from learning anything else and anything which is lodged in the mind of the child becomes part and ploughshare of the childs life.E5- for my observations I have done a scramble chart, time sample and written narrative on a child aged 3 years and 11 months E6- In order to preserve confidentiality throughout the observations each child is referred to as child A, B or X earlier than their names being used so that former(a) people do not recognise who we are observing should they lie with the child. Each setting is referred to in a general form much(prenominal) as primary school, pre-school and nursery. The information gathered is only accessible to the beholder and in some cases the teacher or a high division of staff if something is noticed that is either of a concern or call for addressing. Also maintaining confidentiality is very important in a setting as it shows respect to people so then they can trust you so if they have any concerns then can come and tell you. save if a child is at risk conf identially may be broken if a practitioner thinks child protection should know.D1- The observations that I carried out show that child A struggles to recognise numbers and letters in general. This may be because they are a kinaesthetic learner and is more confident in absorbing information through practical methods rather than through visual methods. This suggests that child A postulate more help with their numbers and writing so to help we could externalize activities to help do these which are more appropriate to the childs learning demeanor and suggest at home they practise counting and writing to develop on this to get them up to the same or a kindred level as the rest in their year. Also the observations show that child A is not yet confident about showing and talk of the town to the rest of the course at show and tell, this may be because the child is very faint-hearted which could be because the child is not used to being at the school yet and doesnt feel confident co mme il faut as they might still not know everyone and become shy because theyhave never noticed or spoke to some of their peers.D2- the observations in E4 can help with castning to meet the childs needs as from observing you can see the childs cheers and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Doing observations also helps early years practioners learn more about the age group they are working with so then they will be able to plan activities to each individuals learning styles and individual needs. For example the child I discover in E4 is not very confident talking to the whole class at show and tell so from knowing that I would plan for them to do group work with friends at first then savor and mix groups so she still has 2 friends with her so they can make new friends with the people in the class they havent talk to, to try and gain confidence to talk to all other peers in the class.Also the child turned o ut to be a kinaesthetic learner so while planning I would make sure there are activities to just get on with and do so the child can do activities that are to their interest and learning style as well as trying things that are not their favourite learning style but my help them in some way. C- Confidentiality and objective observation are both subjects that are seen as important this is because confidentiality is very important in teaching and for practioners to keep confidentiality which means they can only speak of things they have seen in the workplace to other members of the staff or supervisors if it is a concern, but no one else foreign of the placement should be informed.By using confidentiality we are assuring the arctic of the child and their family. Also we are able to make and keep a reputation for ourselves and the setting so we gain the trust of parents, guardians and the local association by protecting information and the children plus working to a childs best inter est. Each child and their family are diverse as they all have their own differences so if we include every child in an observation it shows to be unbiased. The issues which are essential to confidentiality are individualised attitudes and values, sharing information, safe storage of information, working with parents, legal requirements and polices.