Category: Child Development

Background Information

John B. Watson was born in 1878 in South Carolina to a deeply religious mother and an alcoholic father. Struggling after divorce, Watsons mother moved from a rural area to give him a better education (Malone, 2017). Despite poor academic performance at school and disciplinary issues, Watson entered the University of Chicago and obtained a degree in psychology (Malone, 2017). His college experience determined the path of the future career, when he encountered Ivan Pavlovs work in classical conditioning. In 1913, ten years later, after receiving his Ph.D., Watson published his first paper, introducing the idea of behaviorism as a new theory in psychology (Malone, 2017). Over the next 14 years of research work in the university, he codified and publicized a number of theories, explaining human behavior from the behaviorist point of view. Watson died in 1958 in New York from natural causes.

Major Research

Watsons major research was in behaviorism, a field of psychology focused on the observable, recorded, and measured actions of humans and animals. Unlike his predecessor Freud, Watson disregarded the concept of unconscious and its role in determining behavior due to the inability to be observed and evaluated objectively (Malone, 2017). In his research, the psychologist emphasized that introspection and subjective interpretation is unscientific and should not be applied to the theories of human development (Malone, 2017). Watson also emphasized the nature of psychology as a science, wherein empirical data received through systematic observation is the key component of interpretation. Such assumption about the discipline shifted the perspective from theory to practice.

Best known for applying his theory of behaviorism to child development, Watson stressed the significance of the environment in shaping the kids behavior over inherited qualities. He suggested that a healthy child who is properly trained can acquire sets of skills in any field, becoming a professional regardless of the inborn predispositions (Malone, 2017). Watsons most famous experiment, the Little Albert, showed that fear in infants can be conditioned and later generalized within the controlled environment.

Theories

One of Watsons theories regarding child development is called the blank state theory. The psychologist believed in the existence of tabula rasa, meaning that humans are born without any inherited qualities and acquire characteristics within the environment they live in (Malone, 2017). While ignoring innate aspects, he stressed the environmental factors, claiming that children learn through classical or operant conditioning. Another theory developed by Watson suggested that child development is closely associated with learning (Malone, 2017). In his comparative studies, the behaviorist found correlation between animal and human learning, both of whom learn behaviors through imitation.

Other Interesting Information

Apart from human development, Watson was also interested in the conditioning of emotions. The psychologist suggested that there are three basic emotional reactions learned shortly after birth: love, rage, and fear (Malone, 2017). First, for infants, love is an automatic response for being hugged, stroked, or patted (Malone, 2017). This emotion is observable through laughter and smile after affection. Second, rage is a response for being constrained or limited in motion (Malone, 2017). When prohibited to do something, the child starts screaming and stiffening the body. Third, fear is a natural reaction to a loss of support and a sudden noise (Malone, 2017). Similarly to the aforementioned emotional reactions, fear is observed through rapid breathing or crying.

Tell Why You Think the Theory Came to Be

In my opinion, Watsons theory became so successful for the three following reasons. First, it was a pioneering idea, including original prepositions that went in contrast with the existing beliefs. Second, it revolutionized the perception of human development, turning attention to measurable, observable, and recorded patterns of behavior. Third, unlike proponents of genetic makeup as dominant factor in the formation of personality, Watson claimed that every human-being has an equal chance of being successful and happy if raised in a nurturing environment.

Reference

Malone, J. C. (2017). John B. Watson. In J. Vonk & T. K. Shakelford (Eds.), Encyclopedia of Animal Cognition and Behavior, 1-9.

Salmon, K., & Bryant, R. A. (2018). Posttraumatic stress disorder in children: The influence of developmental factors. Clinical Psychology Review, 22(2), 163-188. Web.

The article is a literary review of the role of play in childrens development. The paper synthesizes numerous works in the field and concludes that play fosters development in healthy children, enhancing their social, cognitive, motor and communication skills. Children suffering from chronic diseases usually have health disparities that prevent them from engaging in play actively, which, on the one hand, undermines their developmental capacities and, on the other, necessitates a more active involvement in playing activities. The article states that children with chronic deceases may not reach important developmental milestones due to their inability to play actively.

Salmon and Bryant (2018) highlight the major developmental problems that children with health disparities may face, including mental health and social problems, learning disabilities and neurocognitive issues. The authors attribute the higher risks of these problems development to the fact that suppressed play changes the process of childrens maturation. To help children with chronic illnesses successfully integrate into society and develop their emotional and cognitive spheres, one should engage them in play. The game is necessary for a persons adequate development since, in play, children learn diverse coping strategies that allow them to fight their diseases.

Presenting a synthesis of many research works on the role of play in childrens lives, the article provides evidence on fostering the development of social, cognitive and communicative skills in health and health-impaired kids. The article asserts that the potential of children with chronic deceases to partially compensate for their disabilities through coping methods acquired in the processes of play is relatively high, provided they are actively engaged in the game. This stance is, by all means, valid since it is widely known that childrens developmental stages are impacted by the activities children are involved in, which is especially true for disabled kids. The article largely builds on Vygotskys theory of the zone of proximal development in its suggestions to involve children with health disparities in educational playing activities. The article may prove helpful for further research in the field and for specialists working with chronically ill children.

Mitchell, P., Sheppard, E., & Cassidy, S. (2021). Autism and the double empathy problem: Implications for development and mental health. British Journal of Developmental Psychology, 39(1), 1-18. Web.

The article is a literary review that discusses the impact of autism on childrens and adolescents development. It has been found that autism negatively influences the ability of children to express themselves and communicate actively, which, in turn, may lead to depression and suicidal thoughts. While a medical theory of autism views diseases as a defective module, a socialdevelopmental theory states that development is largely the result of social interaction a person has. From this perspective, a childs or an adolescents inability to engage in meaningful interaction with others necessarily leads to retardation in their development.

Mitchell, Sheppard & Cassidy (2021) assert that neurotypical people are, as a rule, unable to sympathize with autistic ones, which leads to further alienation of the latter. The lack of positive social experience may, in its turn, lead to depression and suicidal thoughts. Mitchell, Sheppard & Cassidy suggest using retrodictive inference methodology may help children and adolescents with autism improve their social skills by making inferences about how people feel by considering the situation and peoples reaction to it.

While the proposed methodology has, as of yet, been little studied to make any meaningful conclusions, the authors assertion about the negative impact of autism on the development of childrens and adolescents communicative abilities is by all means right. The authors employ theories of continuous development, stating that autism in children and adolescents will lead to communicative problems in adult life. The research provides ample evidence as to how the emotional sphere of autistic children suffers due to the lack of communication. The impairment of the social and emotional sphere cannot but negatively affect the childrens self-perception and developmental cycle.

Walker, S. P., Wachs, T. D., Gardner, J. M., Lozoff, B., Wasserman, G. A., Pollitt, E.,& & International Child Development Steering Group. (2018). Child development: risk factors for adverse outcomes in developing countries. The Lancet, 369(9556), 145-157. Web.

The article is a literary review that discusses risk factors for the adequate development of children under five years of age in poor countries. A thorough synthesis of scientific literature allowed authors to single out factors that have a major impact on child development at an early age. These factors include malnutrition, infectious diseases, environmental exposures, parenting and contextual risk factors. Regarding malnutrition, the most hazardous situations occur when children experience an iron or iodine deficit. Iron deficiency leads to early iron deficiency anaemia [which] alters brain metabolism and neurotransmission, myelination, and gene and protein profiles (Walker et al., 2018, p. 147). These factors, in turn, result in childrens poor mental and motor capacities. Iodine deficiency adversely affects central nervous system development and results in irreversible mental retardation.

Infectious diseases can affect children under five years of age directly or indirectly. Infections such as meningitis or otitis can cause neurological impairment, while others, less severe ones, may lead to decreased playing activity. Environmental factors include exposure to high levels of lead, arsenic, or manganese, which often cause a decrement in IQ levels. Psychological factors are divided into parenting factors and contextual risk factors. Parenting factors comprise learning stimulation and maternal sensitivity associated with greater cognitive development levels and a stronger feeling of attachment on the part of a child. Contextual risk factors, such as exposure to violence and maternal depression, are found to affect socio-emotional competence negatively.

Describing factors that can negatively or positively affect children below five years of age, the authors rely on Piagets cognitive developmental theory, which suggests steps for childrens intellectual development. Indeed, the description of such adverse effects as poor motor skills aligns with Piagets concept of the sensorimotor stage that presupposes the development of motor skills in response to stimuli. On the other hand, the article exploits the theory of life-span development naming adverse effects that can persist into adulthood such as mental retardation, neurological impairment and some others.

Rapee, R. M., Oar, E. L., Johnco, C. J., Forbes, M. K., Fardouly, J., Magson, N. R., & Richardson, C. E. (2019). Adolescent development and risk for the onset of social-emotional disorders: A review and conceptual model. Behaviour Research and Therapy, 123, 103501. Web.

The article discusses the adolescent developmental period and typical problems that may arise at this stage. Rapee et al. (2019) state that adolescents run a higher risk of mental disorders due to the peculiarities of this age group. The onset of mental disorders may be caused by changes in relationships with peers, pubertal changes, such as changes in the level of hormones and morphological development, heightened emotionality typical for this period, and variations in sleep patterns. A major role in causing mental disorders is attributed to negative relations with peers, the lack of peer acceptance and support and the adverse influence of peer groups.

To prevent the onset of mental disorders or other mental states such as eating disorders, specific phobias, separation anxiety, depression, generalized anxiety disorder and substance use, Rapee et al. (2019) suggest a set of measures. These measures presuppose assisting adolescents in building a positive self-concept and good relations with peers, developing emotional regulation skills and acceptance of morphological changes that occur during this period.

In the article mental disorders are viewed in relation to a particular life stage, namely adolescence. The authors consider typical difficulties teenagers may experience and examine in what way they are responsible for the onset of mental disorders. The authors suggest that adolescents face a developmental conflict in their relations with peers, and negative experiences in this sphere may lead to mental problems. This view is consistent with Eriksons psychosocial developmental theory, which ascribes specific difficulties and conflicts to each stage of development.

Summary

The four articles discussed in the research cover current trends that may impact the development of children and adolescents. All pieces are literary reviews and synthesize a large number of works in their respective fields, providing reliable sources of information. However, the articles differ in their consideration of developmental stages and the theories they apply. Thus, the articles entitled Posttraumatic stress disorder in children: The influence of developmental factors and the second entitled Adolescent development and risk for the onset of social-emotional disorders: A review and conceptual model view development in terms of stages. The articles consider the adverse factors that may impact childrens and adolescents development from the perspective of a particular age and developmental stage. Thus, the article Posttraumatic stress disorder in children: The influence of developmental factors considers motor impairment and inability to be involved in active games among the major implications that chronic diseases have on children. This approach reflects Piagets cognitive developmental theory where sensorimotor and preoperational stages presuppose the active development of motor skills. Similarly, the article Adolescent development and risk for the onset of social-emotional disorders: A review and conceptual model considers the risks of mental order development taking into account only the factors significant for this age group, applying Eriksons psychosocial developmental theory in the research.

The articles Autism and the double empathy problem: Implications for development and mental health and Child development: risk factors for adverse outcomes in developing countries, vice versa, consider development from a life-span perspective, viewing the developmental process as unending and indivisible. The articles discuss how the adverse effects children and adolescents experience at specific developmental stages may impact their further life and persist into adulthood.

References

Mitchell, P., Sheppard, E., & Cassidy, S. (2021). Autism and the double empathy problem: Implications for development and mental health. British Journal of Developmental Psychology, 39(1), 1-18. Web.

Rapee, R. M., Oar, E. L., Johnco, C. J., Forbes, M. K., Fardouly, J., Magson, N. R., & Richardson, C. E. (2019). Adolescent development and risk for the onset of social-emotional disorders: A review and conceptual model. Behaviour research and therapy, 123, 103501. Web.

Salmon, K., & Bryant, R. A. (2018). Posttraumatic stress disorder in children: The influence of developmental factors. Clinical Psychology Review, 22(2), 163-188. https://doi.org/10.1016/j.neubiorev.2018.09.024

Walker, S. P., Wachs, T. D., Gardner, J. M., Lozoff, B., Wasserman, G. A., Pollitt, E.,& & International Child Development Steering Group. (2007). Child development: risk factors for adverse outcomes in developing countries. The Lancet, 369(9556), 145-157. Web.

The role of language games in infants language development during their early years is significant. This became apparent in the 1980s due to the research conducted by Bruner, who studied and was able to demonstrate and prove the social nature of language learning (Grazzani & Brockmeier, 2019). Since then, this field of knowledge has been researched extensively, with new studies confirming the importance of language games and building upon Bruners ideas. There are multiple ways language games help facilitate childrens language development. For instance, due to language games, children internalize the meaning of terms and develop phonological awareness of the words (Kjeldsen, 2019). There are numerous games that can be used to develop childrens conversational skills.

One of the examples of such games implies reading stories to children that have a lot of mental state terms in them. At the end of the stories, children are involved in conversational language games. Adults read specific sentences from the story that contain mental state terms, and children have to create associations with these words and use them to create new sentences. Such a game was used in an experimental study conducted in 2011, where it demonstrated a significant impact on childrens abilities to internalize the meanings of words (Grazzani & Brockmeier, 2019). Subsequently, childrens vocabulary has become richer and their speech more effective in terms of expressing emotions associated with the terms mentioned. While the game itself proved to be effective, it is vital for adults to play it correctly. This implies demonstrating the relevant actions, behavior, and emotions associated with the mental state terms from the story while reading it. Subsequently, such a course of action allows children to better understand the context and meaning, stimulates them, and sets an example for later conversations.

References

Grazzani, I., & Brockmeier, J. (2019). Language games and social cognition: Revisiting Bruner. Integrative Psychological & Behavioral Science, 53(4), 602610.

Kjeldsen, A. (2019). The Nordic model: Language games promoting literacy skills  a 10-year phonological intervention follow-up from kindergarten to grade 9. Åbo Akademi University.

A language is a communication tool in a specific group that includes verbal, non-verbal, and visual applications (Fellowes, 2019a). The language could be introduced in written, spoken, or graphic forms. According to Robins (n.d), the language functions to communicate, express identity, play, and imagination, and reveal emotions. The fact that the language is specific only for humankind and differs from animals communication patterns, such as vocal noises and physical articulations, makes it unique. Robins (n.d) states that language learning requires cognitive, emotional, and physiological skills during early childhood. Language skills need recognition of specific sounds and words and understanding specific symbols, body movements and gestures, and facial expressions (Robins, n.d). The purpose of the language is not limited to communication and expressing feelings. It is also widely used for various reasons in every aspect of human life. Thousands of languages developed throughout human history are necessary attributes of human life.

Language learning and literacy play a crucial role in childrens overall development. According to Hope Medical Clinics (n.d), language learning among young children helps them to communicate, express, and understand feelings as well as critical thinking skills and construct relationships. At the early period, children learn how to communicate orally and develop their speaking and listening skills. This process lays the foundation for other language skills such as writing and reading. Language learning is an essential part of education, as it creates interaction between educators and students (Roskos, 2009). Language development is a necessary mean of childrens cognitive and social development that lately affect every aspect of their life.

Literacy of the child is closely associated with language learning. In fact, literacy is defined as using language skills (Fellowes, 2019a) properly. The link between language development and literacy is natural, as literacy helps to understand how language work (Hope Medical Centre, n.d). Additionally, literacy increases childrens vocabulary, argumentative and critical thinking skills. Therefore, it is essential to control childrens language development and avoid language learning delays. As mentioned by Hope Medical Centre (n.d), delayed language and literacy development are related to learning disabilities, anxiety disorder, academic difficulties, social difficulties, behavioral problems, and ADHD. Appropriate language development and literacy are critical in childrens development.

Young children, including infants, toddlers, and preschool children, develop language patterns by following two language types receptive and expressive (Bowen, 1998). The development of these language structures begins from birth and continues before the age of five. Receptive language pattern corresponds to listening and understanding skills of the language. From the moment of birth, babies become aware of the environment and start to listen and recognize the speech around them (Kid Sense, 2016). Moreover, at this period, babies recognize unexpected and loud noises (Bowen, 1998). At 0-3 months, babies react to the speech and smile when recognizing familiar voices.

Rosset (n.d) adds that babies respond to comforting voices from different people. Babies start to respond to simple commands such as yes or no at 4-6 months. Rosset (n.d) claims that during a 46-months period, they enhance their ability to identify tones, enjoy music and rhythms as well as produce new sounds. The following period of 7-12 months is highlighted by recognizing familiar objects and looking at peoples faces when they spoke. At the toddler period, receptive language develops according to the following scenario: 1-2 years child point out objects when naming them, follows a simple command, listen to simple stories and songs; 2-3 years emphasized by understanding two-step commands such as stop/go, hot/cold, etc.; during the 3-4 years period child understand simple questions and respond to them; at the 4-5 years period they know nearly everything said at home (Kid Sense, 2016).

On the other hand, expressive language expresses the ability of children to speak and use language (Bowen, 1998). From birth, babies make sounds and express either pleasure or pain (Rosset n.d). 03-month period is represented by different sounds such as coos and goos and cries define different emotions (Bowen, 1998). In the 4-6 months period, babies express vocal play and speech-like sounds (Rosset, n.d). During the 7-12 months period, babies tell their first words such as mama, doggie, and no. Being 1-2 years toddlers, children ask two-word questions, and at the 2-3 years stage, they expand their vocabulary (Bowen, 1998). At 3-4 years, children could combine four or more words, talk about other people and events that happened away from home. During the last stage of 4-5 years, children construct complete understood by adults sentences. At this moment, they could experience difficulties with pronouncing sounds such as r, v, and th.

How do children aged under 5 years learn language?

Language learning is a complicated process that combines integral components of human communication and cultural and social experiences. Language learning in children aged under five years differs from the other age groups as they mainly concentrate on oral communication patterns (EYLF, 2009). Successful language learning in preschool children covers the main four elements of spoken language, including phonological, syntactic, semantic, and pragmatic components (Fellowes, 2019c). Children use a limited range of functions related to language learning at the initial point. To expand the vision of langue learning, it is crucial to set a language register. Fellowes (2019c) stated that language register is the way language is applied for a specific purpose.

Children at this stage should be taught how to identify the field or subject of matter, choose the correct tenor according to their social status, relationship and communication with other speakers, and mode that reflect formality, discussion, and conversation. Although it seems complicated to set these regulations in children speaking, listening competency could help regulate the language register. According to Fellowes (2019c), educators in childrens listening competency should consider the factors such as sound discrimination, working memory, and the listening context. At this stage, various defects related to the hearing and concentration process could be identified.

Children under the age of five usually have a short concentration span and do not readily accept long, highly informative lessons. Fahey (2012) declares that inquiring through play is one of the most effective ways of language learning among young children. The benefits of plays in language learning cover both cognitive-creative and socio-emotional spheres. The gains in cognitive-creative include better verbalization, richer vocabulary, increased curiosity, improved attention span, better problem-solving methods, higher language comprehension, enhanced innovation and imagination, and higher intellectual competence (Fahey, 2012). In contrast, achievements in socio-emotional areas cover more increased communication with peers in playing and group activities, reduced aggression, more empathy, improved understanding of others emotions, and better emotional and social adjustment (Fahey, 2012). Productive use of the system requires selecting resources, organizing, and storing materials needed for inquiry, formulating agreement with children, and establishing procedures for facilitating play (Fahey, 2012). This strategy could empower quick and effective language learning among preschool children.

Another problem associated with the language learning of young learners is the assessment methods. According to Hill (2012), the assessment should be conducted in accord with the language level of each child. Hill (2012) confirms that playful language is the easiest and the most productive way of language learning among young children. She points out that educators should practice open-ended questions, new words, sharing, and show-and-tell techniques (Hill, 2012). Moreover, language learning should follow the following structure: expansions, extensions, repetition, parallel talk, self-talk, vertical structuring, and fill-ins (Hill, 2012). On the other hand, Fellowes (2019f) preschool under the five-year-old should be assessed by verbal and non-verbal interaction, oral language, music, movement, dance, storytelling, and visual arts, and understanding of listening. Moreover, in assessing each child, it is essential to note the childs oral characteristics and phases of development. According to Fellowes (2019b), the literature, including picture books and picture storybooks, are essential considerations in developing childrens imagination and concentration patterns. Combinations of introduced methods and concerns could help enhance the practice of preschool childrens language learning.

The role of family and educators in childrens language development.

Family and educators play a prior role in childrens language development. Both of these parties highly influence the language learning pattern by different methods. Fellowes (2019e) mentioned that parents, family, and siblings are the first instance in language learning formation. At the stage of infancy, children communicate mostly or only with parents and family. Lately, other figures such as childcare and preschool educators occur on their path. According to Fellowes (2019d), educators ultimately impact children when they start to listen and understand the language. Childcare is an essential instance as it creates a foundation for another educator by demonstrating conversational practice, reading stories, providing commentary on events and actions, and teaching simple songs and rhythms (Fellowes, 2019e).

The preschool educators provide an educational program for children that prepare them and assess their readiness for formal school experience. Fellowes (2019e) suggests that structured and non-structured practices improve oral interaction between educator and children; fulfill vocabulary; set a clear, fluent voice and intonation; encourage childrens talk during individual and group activities; use the open-ended question to increase childrens use of language. Additionally, the preschool environment creates obstacles that form childrens daily habits and behavior. For example, features of the preschool environment, such as the physical arrangement of the classroom, daily schedules, transitions between subjects, and daily routine, design childrens daily habits (Fellowes 2019e). Along with language learning, the preschool environment introduces the regime in the following educational institutions.

The importance of early childhood settings.

As previously mentioned, early childhood settings are critical in creating a consistent and good spoken language model for children. Fellowes (2019e) claims that early childhood settings are formed by the main two entities: the home setting and the classroom setting. Each of these settings is highly influenced by the environment and people included in it. These settings ultimately affect the social and physical development and the speaking and listening abilities of children. The places where young children can learn language and communication, including the home, preschool, childcare, and school, play a crucial role in oral language formation (Fellowes, 2019e). Therefore, each of the settings with a related environment will be discussed separately.

The home settings are the first and most significant setting in childrens oral language skills formation. From the first days of life, children are influenced by familys speech, emotions, and language acquisitions (Fellowes, 2019e). The interaction model with parents, siblings, and other family members accelerates oral communication skills. Fellowes (2019e) mentioned that typical activities provided by family life, such as mealtime, bedtime, and shopping, give appropriate circumstances for the language settings arrangement. The main feature of the home settings is frequent individual adult-child communication patterns directed to enhance childs speaking skills (Fellowes, 2019e). Other features are related to the interpretation of storybooks in a personal context and predominant accent on events, actions, and objects presented in the narrative (Fellowes, 2019e). The concentration and profound analysis associated with this practice help children not only develop oral language skills but also understand the meaning and context of the story. Moreover, in the home setting, communication and question patterns are initiated mainly by children (Fellowes, 2019e). Their behavior is not regulated by rules and involves only a limited number of people already emotionally close to children (Fellowes, 2019e). The home settings are usually prerequired for practical classroom settings.

Considering the classroom setting, it is essential to note that this type includes different institutions with a specific impact on a childs language skill development. Nevertheless, they share standard features related to the setting they present. Firstly, unlike in the home setting, adults are distributed to a large group of children, reducing the number of unique adult-children communication patterns (Fellowes, 2019e). Secondly, most of the discussions are presented in the groups. Interpretation of each story or narrative is directed to the large group and its understanding (Fellowes, 2019e). Moreover, applied language is mostly decontextualized and includes events and actions outside childrens experiences and environment (Fellowes, 2019e). In addition, the educator appears as the central figure in regulating and communicating with children. Fellowes (2019e) stated that the features of the classroom settings also combine explanation and instruction of adults directed to the large group and interaction of children in small groups. Also, the topic of conversation, objectives, and procedures are introduced and controlled by the teacher. This is also accomplished by the ritualized language, social rules, specific behavioral scenarios, and verbal interaction (Fellowes, 2019e). These features of the classroom setting are modified and followed in the following educational levels.

For effective improvement and growth of oral communicational skills of children emphasized by early childhood settings, a decent collaboration between the home and classroom settings should be introduced. To assemble a powerful partnership, it is needed to raise some strategies to combine two types of environments. Fellowes (2019e) highlights that open communication between representatives of two groups, namely parents and educators, should be established. They should apply effective communication and feedback instruments, including questionnaires, planned and spontaneous conversation, a suggestion box, formal and informal meetings, family social events, and message boards (Fellowes, 2019e). This allows to conduct productive discussions and increases the involvement of both sides. Another strategy offered by Fellowes (2019e) is to organize parent education programs. As parents are empowered to be childrens first educators, they must know the correct way to teach the language from the moment of birth (Fellowes, 2019e). These courses will be a beneficial contribution to childrens language development.

Reference List

Bowen, C., 1998. Ages and Stages Summary: Language Development 0-5 years.

EYLF, 2009. Belonging, being & becoming: the early years learning framework for Australia, Canberra: Department of Education, Employment and Workplace Relations for the Council of Australian Governments.

Fahey , J., 2012. Inquiring through play. In Ways to learn through inquiry; guiding children to deeper understanding . International Baccalaureate Organization, pp. 94136.

Fellowes, J., 2019. Chapter 1 Introduction to Literacy: Definitions and Theoretical Perspectives. In G. Oakley, ed. Language, Literacy and Early Childhood Education. Oxford University Press, pp. 213.

Fellowes, J., 2019. Chapter 2 Childrens Literature. In G. Oakley, ed. Language, Literacy and Early Childhood Education. Oxford University Press, pp. 1539.

Fellowes, J., 2019. Chapter 3 Understanding Oral Language. In G. Oakley, ed. Language, Literacy and Early Childhood Education. Oxford University Press, pp. 4370.

Fellowes, J., 2019. Chapter 4 Oral Language: Perspectives and Phases. In G. Oakley, ed. Language, Literacy and Early Childhood Education. Oxford University Press, pp. 7291.

Fellowes, J., 2019. Chapter 5 Early Childhood Settings and Oral Language Learning and Development. In G. Oakley, ed. Language, Literacy and Early Childhood Education. Oxford University Press, pp. 93105.

Fellowes, J., 2019. Chapter 9 Assessing Speaking and Listening. In G. Oakley, ed. Language, Literacy and Early Childhood Education. Oxford University Press, pp. 178200.

Hill, S., 2012. Teaching strategies for encouraging language development. In Developing early literacy; assessment and teaching, 2nd ed. Eleanor Curtain Pub., pp. 4553.

Hope Medical Centre, 2020. Importance of language development and literacy in children. Hope AMC.

Kid Sense Web, 2016. Stages of language development chart. Kid Sense Child Development.

Robins, R.H., Language. Encyclopædia Britannica.

Roskos, K., Tabors, P.O. & Lenhart, L.A., 2009. Creating a supportive learning environment for child talk. In Oral language and early literacy in preschool; talking, reading, and writing, 2nd ed. International Reading Association, pp. 3953.

Rosset, R., Expressive language development in children aged 0-5 years: Child Development Institute. Expressive language development in children aged 0-5 years | Child Development Institute.

Rosset, R., Receptive language development in children aged 0-5 years. Child Development Institute.

The advancement in developmental neurobiology allowed scientists to establish the influence of early childhood experiences on violent behavior in adulthood. Brain imaging demonstrated that diminished fear response was present in those children who had an increased tendency for criminal behavior (Sterzer, 2010). The experimental studies demonstrated that exposure to chronic stress early in life results in abnormal changes in the amygdala, hippocampus, and prefrontal cortex responsible for fear response, memory, and decision making, respectively (Shonkoff et al., 2012). Prolonged exposure to child abuse or parental substance use led to chronically elevated cortisol levels in children and impaired brain functions (Shonkoff et al., 2012). Mild stress with appropriate parental support enables childrens development and growth. The stress of a greater magnitude may have negative consequences on cognitive and behavioral functions, causing anti-social behavior in adulthood (Shonkoff et al., 2012). The supportive environment reduces the negative effect of stress on the brain. It also reduces future morbidities, indicating the importance of protective factors to mitigate the risk factors proximal and distant effects (Shonkoff et al., 2012). These risk and supportive factors should be used for timely intervention to prevent adverse outcomes.

Early developmental factors that cause or prevent violent behavior can be used to assess future risks and avoid adverse effects in the future. A safe environment, proper nutrition, and responsive relationships with caregivers are protective factors against the physiologic effects of stress on brain development (Shonkoff et al., 2012). Whereas unhealthy nutrition, child abuse, and parental mental illness aggravate damage from stress and may lead to violent behavior in the future (Shonkoff et al., 2012). I was able to see how the home environment influences childrens development and behavior during my volunteer work with illicit drug users. The majority of them experience abuse and neglect during childhood and lacked emotional support from their parents. This example showed me that early intervention of social workers in families struggling to provide appropriate care and support for their children is essential. The prevention of early brain damage from physiologic and social stressors can reduce violent behavior in society and improve nations health. Therefore, the governments need to encourage cooperation between pediatricians and social workers to decrease risk factors affecting early childhood development and enhance protective factors.

References

Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., Garner, A. S., McGuinn, L., Pascoe, J., & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232e246. Web.

Sterzer, P. (2010). Born to be criminal? What to make of early biological risk factors for criminal behavior. American Journal of Psychiatry, 167(1), 13. Web.

Introduction

Bad parenting can be named the main healthcare problem confronting the public. It is the most significant factor involved in youth diseases, adolescent pregnancy, and substance abuse (Frosch et al., 2019). The patterns at home construct the eating and sporting habits of a child for their whole life (Fuchs & Kaess, 2020). Moreover, the confidant talks of parents with children providing the youth with the necessary care and mental support. Care shields kids from hurt and advances their enthusiasm and well-being.

Methods

There is a wide gap in knowledge about the long-term effect of an early focus on habits at home on a childs health. Previous studies do not evaluate the influence of incorrect approaches to parenting. Current research will fill this gap through the estimation of the summarized effect of inadequate childcare. This topic is chosen due to the high incidence of obesity, heart diseases, and mental problems among the younger population in the recent two years. All the used articles for the literature review are from eligible and peer-reviewed scientific journals on psychology and health published within the last two years. The research question of the study is, how do dieting, sport, and confidant talks at home affect the childs health? The study hypothesizes that the presence of regular homemade food, signing children to sports clubs, and having intimate conversations with children improve the well-being of the growing youth.

The primary data will be collected by conducting a questionnaire. The target group will be young people aged 21-30 who have different health complications such as coronary heart diseases, obesity, and psychological issues. The questions will be in a closed-ended format, which will ask about healthy and unhealthy habits at partakers parents houses during their childhood. The participants will be notified that giving answers is voluntary and personal information will be hidden. The independent variable of the study is the health condition of the participant, and the dependent variable is the parenting patterns during their childhood. The answers will be scored based on the positive or negative answers to the participants experience of the mentioned parenting patterns in childhood.

Data Analysis

The acquired data will be collected by comparing statistical results from the closed-ended questions in questionnaires. The focus will be on how family lifestyle (active/passive), eating habits (healthy/unhealthy), and emotional closeness will influence the childrens condition and development in the future. The questionnaire will consist of 10 questions, each worth 2 points. An equal result or beneath 6 points is considered a low. The performance between 6 and 14 points is interpreted as an intermediate. A high score is 14 or above, up to 20. The low score implies the presence of healthy food, regular sports activities, and deep relationships with parents during childhood. The high score will indicate that poor parenting had a potentially negative connection to the participants health. The intermediate result will show that summarized consequences are less harmful than considered as such to the high score.

Literature Review

Fundamentally, families are mindful of the significance of bringing healthy nourishments into their homes and guaranteeing their youngsters receive all the necessary vitamins and elements. In the United States, people take 65 to 72% of their everyday meals at home, making it a critical spot to assemble wise dieting propensities (Fleary & Ettienne, 2019). The quality of meals accessible in the house plays a crucial part in the health and eating practices of all relatives.

Preparing healthy meals at home makes youngsters appreciate the healthy choice. Studies show that children eat more natural products when there is more similar food at home (Haines et al., 2019). The accessibility of supplements that are high in calories and useless as nutrients make children bound to settle on sweet and fatty snacks and consume more high-calorie drinks (Haines et al., 2019). Hence, the danger of obesity in the family has been related to the food accessible in the home (Haines et al., 2019). Consequently, parents should know about the significance of giving wholesome food in their homes to promote healthy eating habits.

Furthermore, parenting strongly influences childrens engagement in different sports, which can improve their physical state. Sport helps a growing child maintain their body and makes the body resilient and healthy. Additionally, it is proved that participation in regular sports activities assists in regulating a persons regime and stress level (Dahab et al., 2019). If parents take their children to different sports clubs from early childhood, there is a greater chance of the youngsters involvement in similar activities in their adulthood. This will help them prevent many diseases that occur because of a sedentary lifestyle (Dahab et al., 2019). Thus, parents need to engage their children in sports and make physical exercises a custom at their house to ensure good health in the future.

Family members are usually the first ones to see the symptoms of psychological issues because of their private contribution and observance of their childrens lives. Guardians and parental figures specifically fill in as basic promoters and basic accomplices in the prevention and treatment of youngsters emotional concerns. Clinicians treating social issues in young people consistently focus on the commitment and responsiveness of parents, as this has been appeared to support positive results for teenagers mental health (Fuchs & Kaess, 2020). Family ceremonies are practical in the psychological advancement of children. Family schedules and traditions are a significant piece of contemporary life. In addition, there is recent proof that youngsters emotional state is undermined when relatives invest less energy in communicating with one another (Kirby et al., 2019). For example, great correspondence between relatives at family eating times is related to decreased anxiety and depression in youth. Likewise, family eating times may give settings where deep connections are made.

In conclusion, guardians ensure children are healthy and safe and furnish them with the essential abilities necessary in adulthood. The lifestyle at home can determine the eating habits of a growing child and their involvement in sports. Parents further offer their youngsters love, acknowledgment, gratefulness, support, and direction. Good parenting, which involves healthy eating habits at home, engagement of a child in a sport, and intimate relationship, gives the perfect setting for the sustaining and security of youngsters as they grow.

References

Dahab, K., Potter, M. N., Provance, A., Albright, J., & Howell, D. R. (2019). Sport specialization, club sport participation, quality of life, and injury history among high school athletes. Journal of Athletic Training, 54(10), 10611066. 

Fleary, S. A., & Ettienne, R. (2019). The relationship between food parenting practices, parental diet and their adolescents diet. Appetite, 135, 7985.

Frosch, C. A., Schoppe-Sullivan, S. J., & OBanion, D. D. (2019). Parenting and child development: A relational health perspective. American Journal of Lifestyle Medicine, 15(1), 4559. 

Fuchs, A., & Kaess, M. (2020). Parenting and care: A complex role in the development of mental health. European Child & Adolescent Psychiatry, 29, 11711173. 

Haines, J., Haycraft, E., Lytle, L., Nicklaus, S., Kok, F. J., Merdji, M., Fisberg, M., Moreno L.A., Goulet O., & Hughes, S. O. (2019). Nurturing childrens healthy eating: Position statement. Appetite, 137, 124133. 

Kirby, J. N., Sampson, H., Day, J., Hayes, A., & Gilbert, P. (2019). Human evolution and culture in relationship to shame in the parenting role: Implications for psychology and psychotherapy. Psychology and Psychotherapy: Theory, Research and Practice, 92(2), 238260.

Introduction

Education plays a vital role in the lives of people because it determines their future, providing access to particular working places. As a rule, childrens attitudes towards studying and their academic achievements during school and university years depend on those formed in early childhood. That is why the quality of education at this period is critical (Feeney, Galper, & Seefeldt, 2008). Much attention is paid to the preparation of professionals and education programs by the National Association for the Education of Young Children (NAEYC) (Lutton & Ahmed, 2009). NAEYC determines standards for such programs that can be used by all sectors of the field. They show how the early childhood teacher of tomorrow should look like, emphasizing ones knowledge and skills. This paper focuses on one of them and describes how its efficient utilization can help in becoming a better advocate for children and their families.

Summary

The first standard is promoting child development and learning (NAEYC 2011). According to it, candidates are required to recognize the characteristics and needs of children under eight and be able to successfully utilize developmental knowledge. They should create various learning environments to assist children in reaching educational goals. This standard is sure to be useful in professional life because it allows streamlining teaching and learning processes, making them appropriate for particular learners. It will also help me to become a better advocate because professionals can speak in defense of children effectively only when they are aware of their background and its influences and can adjust learning environments to their needs and characteristics.

Questions

What is the importance of relations between children and their families in the professional area?

Realizing that families have an immense influence on childrens attitudes towards education and their skills will enhance ones ability to advocate on behalf of both of them.

How can a professional use ones knowledge of childrens characteristics in practice?

Professionals must be able to utilize theoretical knowledge so that no lack of connection to actual classroom practices will be faced and the trainings effectiveness will be proved.

How can a professional control various influences on early development and learning?

The professional must be flexible and always ready to deal with negative influences made on children so that the learning outcomes remain positive and meet expectations.

Why is it critical for a professional to be aware of the peculiarities of child developmental knowledge?

Professionals should adjust learning environments to the needs of the children and make them appropriate for everyone; otherwise, some children will be likely to fell behind the group (Colker, 2008).

Who is the best person to advocate for children? Why?

The professional must do ones best to achieve their goals for children as they know them better than others. One should remember that he/she is responsible for them and should treat them as ones children.

The purpose of this assignment is to improve the knowledge of the standard and ones professional goals as well as the ability to advocate on behalf of children and their families.

Conclusion

Early childhood professionals need to be prepared to work with various children and to meet their educational goals. The standards for preparation programs are likely to be effective in this framework, as they can be used as a guideline. It is critical to make candidates realize the value of these standards for both knowledge and skills development and children advocacy.

References

Colker, L. (2008). Twelve characteristics of effective early childhood teachers. Web.

Feeney, S., Galper, A., & Seefeldt, C. (2008). Continuing issues in early childhood education. Upper Saddle River, NJ: Pearson. Web.

Lutton, A. & Ahmed, S. (2009). NAEYC revises standards for early childhood professional preparation programs. YC Young Children, 64(6), 88-89. Web.

NAEYC. (2011). 2010 standards for initial early childhood professional preparation. Web.

Technology is a contemporary phenomenon which has been widely implemented across the world. Undoubtedly, social and electronic media as well as television have significant impact on the population of all ages. Although the benefits associated with these innovations are commendable, it is important to explore the impacts they have on children.

Social media tends to have negative influence on children and adolescents. The time spent on social media exposes these vulnerable groups to content that might not be recommended for their age. Children might meet content on social media that can encourage inappropriate behaviors. Adolescents are frequently subjected to peer pressure from what they view on social media. They want to live the lifestyle demonstrated on social media and thus may not understand that such conduct might prove substantially different in real life. Bullying is another issue associated with the social media since peers bully their friends based on their status, height, appearance, weight or other physical features (Ruth et.al 450).

However, television and electronic media may have positive impact on a childs development. There are programs designed to educate children on various details as well as social skills and abilities. The content may also expand the cognitive abilities in children. Computers and the internet can also be used to influence such developments. However, parents and guardians should in some cases restrict what the children can access with the help of computers and the internet to prevent them from accessing content that is beyond their comprehension.

As a child, I watched television but not as much as the current generation. The programs I viewed sparked my development as they were educative and inspiring, thus fulfilling the importance of art, creativity and innovativeness in my development.

Work Cited

Festl, Ruth et al. Peer Influence, Internet use and Cyberbullying: A Comparison of Different Context Effects among German Adolescents. Journal of Children and Media, vol. 7, no. 4, 2013, pp. 446-462.

Introduction

The Standards for Initial Early Childhood Professional Preparation provides a framework for the activities of early childhood educators. In this work, I summarize one chosen standard, explain its importance, and mention the means to learn more about this standard.

Summary and Rationale for the Chosen Standard: Promoting Child Development and Learning

Summary of the Standard

As a standard for my paper, I have selected promoting child development and learning. This standard requires early childhood professionals to understand the specifics of early childhood development, needs, and influencing factors and use this understanding to develop learning programs. The key elements of the standard include:

• understanding the needs of a young child (age 0-8);
• understanding the factors that influence their development and learning abilities;
• using this knowledge to develop an effective learning environment (NAEYC 2010).

The rationale for Choosing this Standard

My decision to select this particular standard had significant reasons behind it.

First, I am aware of the importance of early development and learning for a child.

At an early age, a vital step for a childs cognitive development takes place, and it is essential not to miss this time, for it might result in irretrievable losses in a childs learning abilities. For instance, it is well-established that, not being taught to write and read before age 7, a child will have a hard time learning it in subsequent life.

Consequently, second, this standard has a serious influence on the curricula and programs for children at an early age. Knowing how serious is an impact of early development on subsequent life, educators develop programs with the consideration of the needs of a child and the factors that form their learning abilities.

Third, as I believe, knowing this standard will help me to become an effective childhood educator. As it is known, all teachers should advocate the optimal growth and development of a child (Tarrant et al. 2008).

Five Questions With Rationales

To expand my knowledge regarding some aspects of the standard, I have developed the following list of five questions with rationales to ask an early childhood professional.

1. What is the importance of the standard to early childhood cognitive development? The answer will help me to understand why this standard is needed.
2. What the connection between the standard and educational programs? The answer will help me to learn about the real impact of the standard.
3. Are there any differences between practice and theory of the standard? The answer will help me to advocate on behalf of children and their families by showing how the standard is sometimes neglected (Barbour & Lash 2008).
4. What are the benefits of the standard for a child? The answer will help me to understand why we need this standard.
5. Tell me about your personal experience related to this standard. The answer will enrich my perspective (Colker, 2008).

Contact Information and Explanation for Request

Contact Information

Mohamed A. Salekh

345 West Place

St Paul, MN 55102

Email: [email protected]

Phone number: 612- 897-8764.

Explanation

Dear Mr. Salekh! I am a future childhood educator, and I am currently fulfilling an assignment that requires me to examine one of the NAEYC Standards for Early Childhood Professional Preparation Programs. I have selected Promoting child development and learning. I am asking you to answer my questions regarding some aspects of that standard.

Conclusion. Summary

In this work, I summarized a selected standard and examined its meaning. I also presented a list of five questions to a professional that would help me to learn more about the aspects of the standard. I included the contact information of the professional and my explanation for the request.

Reference List

Barbour, N & Lash, M 2008, The professional development of the teachers of young children, in S. Feeney, A. Galper & C. Seefeldt (eds), Continuing issues in early childhood education, Pearson, Upper Saddle River, New Jersey, pp. 158-183.

Colker, LJ 2008, Twelve characteristics of effective early childhood teachers, Young Children on the Web, vol. 63, no. 2, pp. 68-73.

NAEYS 2010, 2010 Standards for initial early childhood professional preparation. Web.

Tarrant, K, Greenberg, E, Kagan, SL & Kauerz, K The early childhood workforce, in S. Feeney, A. Galper & C. Seefeldt (eds), Continuing issues in early childhood education, Pearson, Upper Saddle River, New Jersey, pp. 134-157.

Introduction: The Significance of the Standards for Early Childhood Professional Preparation

According to recent researches, it is beneficial for children to be taught by a teacher, who follows certain standards and rules. Such standards can be considered as NAEYC Initial & Advanced Standards for Early Childhood Professional Preparation Programs. The principles were designed to improve the learning process and increase effectiveness. The primary purpose of the paper is to highlight the significance of the role of the family in providing a high-quality early childs education.

Summary of the Building Family and Community Relationships Standard

I have chosen the standard that is focused on the significance of building family and community relationships. The education providers should be aware that the level of success of early education is highly dependent on the interaction between the school and family. The teachers should use their knowledge regarding this aspect to ensure that children are educated in a safe environment (NAEYC, 2010). The understanding of this standard will facilitate my professional life and will make it more effective as the knowledge of children will be improved, the quality level will increase, and the child will be surrounded with a friendly and prolific atmosphere that maintains every aspect of the system, namely school, family, and community.

Questions with Corresponding Rationales

Why Is It Significant to Cooperate with Families in Educational Process?

Families should be engaged in the working process as they have the biggest direct influence on the education and learning abilities of a child (Seefeldt, Galper, & Feeney, 2008). The involvement of parents is the reason students show better academic performance, interest in learning, and behavior.

How Cultural Values and Relationships within the Family Influence the Learning Process?

Knowing more about the childs life is beneficial for his better academic results in the future. Every child is unique; cultural values and relationships within the family influence the way the child views the world and perceives the information (Colker, 2008).

What is the Role of Respect and Support?

The education provider may experience working with different cultural groups. It is worth highlighting that the differences between the nations, cultures, and religious beliefs make people unique. Tolerance, respect, and support should become the guiding powers for the teachers. Moreover, the peculiarities of the culture should be taken into consideration while the process of education improves academic performance.

Should Cultural Competence be Taken into Consideration?

The globalization process is the reason we live in a multicultural society. It should be stressed that the teacher should be able to work with the families that belong to different cultural and ethnic groups, and that is the cultural competence should receive the priority.

How to Involve Families in the Learning Process?

Children and families will only benefit from the involvement of parents in the working process (Halgunseth, 2009). Several ways help to engage the family in the studying, namely parent and teacher conferences, writing communication, open school hours, and volunteer activities.

Explanation for the Request to Early Childhood Professional

The purpose of the assignment is to provide an answer to the questions regarding the significance of family involvement in the educational process.

Conclusion

In conclusion, it should be pointed out that the question concerning the engagement of the family in the learning process is essential to take into consideration as it influences the academic performance of a child in an impressive way.

References

Colker, L. (2008). Twelve characteristics of early childhood teachers. Web.

Halgunseth, L. (2009). Main content area Family Engagement, Diverse Families, and Early Childhood Education Programs. Young Children, 64(5), 56-58. Web.

NAEYC. (2010). 2010 Standards for initial early childhood professional preparation. Web.

Seefeldt, C., Galper, A., & Feeney, S. (2008). Continuing issues in early childhood education (3rd ed.). Upper Saddle River, NJ: Merrill Pearson. Web.