We have all seen ads on the TV, in a newspaper, in a magazine, or on a billboard telling us about how their product is so good for our children’s brain development, language development, emotional development, etc. These ads tell us what we want to hear, that we can help our children in every way possible with their help, but are they telling us the truth? Does their product really beneficially help our children developmentally or are they just trying to get us to spend our money. One of these products is called a Kimochis. They are a plush doll, they come in many different styles one is like a bug another like a rose. They come with small pillows that have a feeling, like happy, sad, silly, etc., and on the other side of the pillow there is a face that parallels to the feeling. An example would be if the word is happy the face on the other side would be a smiling face. The age group they are focused on is 3-6 years. They claims to be constructive for developing emotional intelligence, that they can help children understand the difference between bullying and “normal unkind interactions” (Kimochis, 2011), and that these plushies can help young children help manage their emotions.
During the third year of life children start to show more of a consciousness for emotions. In Fogel (2009), he says “children develop more complex forms of pretending.” This kind of pretend play is an important part of the child developing, they can start to face failure and come out on top. This is a way that children can have cognitive growth and learn, it allows children to become more familiar with different social aspects of life. They can pretend to be a doctor, mother, father, pet owner, etc. This is a way for them to become more socially competent...
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... they to enhance their child’s learning. I think that it could be very beneficial. Some questions that would be open for further research on this toy would be whether it actually can prevent bullying. Can recognizing facial expressions and knowing what they mean prevent bullying? Can it teach children to differentiate between just unkind emotions and bullying?
Works Cited
Benefits of the Kimochis | Kimochis Education. (n.d.). Kimochis Education. Retrieved February 10, 2014, from http://kimochiseducation.tumblr.com/benefits
Fogel, A. (2009). Twenty-Four to Thirty-Six Months. Infancy Infant, Family and Society (pp. 527-547). N.Y.: Sloan Publishing.
Székely, E., Tiemeier, H., Arends, L. R., Jaddoe, V. V., Hofman, A., Verhulst, F. C., & Herba, C. M. (2011). Recognition of facial expressions of emotions by 3-year-olds. Emotion, 11(2), 425-435. doi:10.1037/a0022587
Secrets of Baby Behavior. Infant Development from 6 to 7 months: New Wonders, New Skills, and New Fears. Retrieved March 22, 2014, from http://www.secretsofbabybehavior.com/2009/10/infant-development-from-6-to-7-months.html. McLeod, S. (2008). The 'Secondary'.
Shaffer, D. R., & Kipp, K. (2014). Infancy. In Developmental psychology: Childhood and adolescence (p. 158). Australia: Wadsworth.
First, during infancy, the development of relationships, cognitive abilities and growing interests in the external world can be seen while
Empathy is a really important aspect in a child’s life, as it helps them understand their emotions, increases prosocial behavior, as well as helps preschoolers understand others emotions while interacting with their peers. Facial expressions are another part of child’s understanding of what’s going on with another person’s emotions. An encouragement for the child during preschool years is crucial in order for the child to learn and regulate certain behaviors. However, during the preschool years children are able to communicate a limited amount of emotions they are feeling through the help of the teachers, and by interacting with their peers (Prosocial Behavior, 2002) As the child is growing they will interact more with peers, which will lead them to understand their interests and abilities. They are able to communicate their likes and dislikes during the preschool stage. During the early years many theorists had suggested that young children are too egocentric, and cannot understand or perform empathy (Bierhoff, 2002). However, recent studies have clearly stated that young children are capable of displaying many different types of behaviors, which show empathy towards others, and motivates them to have a prosocial behavior. However, it is a challenge for preschoolers to communicate while showing empathy, as they have limited amount of language they can use. A very common way of knowing whether a preschooler is showing empathy is by observing their reaction to another child’s stress (Prosocial Behavior, 2002).
Erik Erikson defined this period of psychosocial development. It occurs during ages three to six. He called this stage initiative versus guilt. During this stage, the child is faced with taking independent action and dealing with the results. They are exploring different things and taking risks. The child, during this stage, is trying to find their identity apart from their parents, or their self-concept (Feldman, 2011). They will attempt to imitate their parents. If the parents dislike what they are doing, a sense of guilt may occur in the child (Fleming, 2004). If there is positive reinforcement of the child’s behavior or questions, initiative will be the result (Elkind, 1970). They will have to experience both initiative and guilt to come to an appropriate resolution. Whichever strength arises during this stage will help shape their identity. If the strength is the opposite of the basic strength, this can lead to issues. If they succeed, the child will find a sense of purpose. However, if they fail, they will get a sense of inhibition. This greatly influences a child’s psychosocial development. The child must pass this stage to move on to the next stage. (Fleming,
Child psychology, also known as child development, is the study of psychological growth of children; how these mechanisms develop from infancy to adolescence and why they deviate from one child to the next. Child development is associated with biological, psychological, and emotional diversity that occur in humans. Although there is a different advancement for each child, these developmental changes may be greatly determined by genetic factors and experience during prenatal life. The early years of a child’s life are very important for his or her health and development. Parents, health professionals, educators, and others can work together as partners to help children grow up to reach their full potential.
A child is considered an infant from the age of 2 to 12 months. From 12 months to 36 months this is considered the toddler years where the cognitive, emotional, and social development is great. The social emotional development occurs during early childhood where children experience different moods as well as expanding their social world by learning more about their emotions and other people. The social emotional development is a child's way of understanding the feelings of others, controlling their own feelings and behaviors and getting along with peers. The key to a successful emotional and social development are positive relationship with trusting and caring adults. The social and emotional development in infants and toddlers can have negative
One precious little girl, charming responses, and thirty well spent minutes adds up to a successful Piaget project. The time spent on interviewing a child for cognitive development was insightful, and gave me a first hand look at how a child’s mind matures with age.
It is important for adults to have frequent and regular interactions with infants. Relationships with these adults give an understanding of a healthy social-emotional development that is driven by the adult. Children will then respond to the adult by engaging with them in predictable interactions. Infants relationships with parents, family members or caregivers give the “key context for infants’ social-emotional development...influencing the infant’s emerging sense of self and understanding others (CDE 2009). Some of the ways an infant can build a relationship with an adult is by looking for “reassurance that they are safe, for assistance in alleviating distress, for help with emotion regulation, and for social approval or encouragement” building the close connection to a child’s “emotional security, sense of self and evolving understanding of the world around them” (CDE
Infants and Children: Prenatal Through Middle Childhood. Pearson/Allyn and Bacon. Cooper, J., Masi, R., & Vick, J. (2009). The 'Standard' of the 'Standard'. Social-emotional Development in Early Childhood.
The preschooler child displays a variety of physical, cognitive, and social abilities that are quite unlike any other age group. To understand this development fully one must first understand how humans come into being. All human life begins with the single interaction of sperm and ovum. This simple collision springs forth new life. One cell becomes two, two cells become four, and so on throughout the organism’s life span. The human life experience is broken down into nine periods of development. These include: the Prenatal Period ranging from conception to birth, Infancy and Toddlerhood ranging from birth to three years, Early Childhood or Preschool ranging from three to six years, Middle Childhood ranging from six to 12 years, Adolescence
Childhood is defined as the period in human development between infancy and adulthood(book). In a historical perspective, this is relatively new social construction. Early childhood most often refers to the months and years between infancy and school age children. Child development is influenced by a lot of factors. These factors influence a child both in positive ways that can enhance their development and in negative ways that can change developmental outcomes. To understand why childhood is such a crucial time in human life it is important to study the development before and after birth along with any factors that may alter life in between.
assist in the development of emotions in early childhood (Berk & Meyers, 2016). These different
As I personally take the time to have a reflection over the course of “Child and Adolescent Development” I find myself intrigued with the amount of knowledge I gained during this course this semester. I wanted to take the time to concentrate on three specific areas in which I felt I had the most growth, but also came as a challenge to me as well. It is important when reflecting over a course that I look at what I found to be challenging, as this was an opportunity of growth for me individually. In this paper I will review some of the main topics that I found to be interesting but also resourceful for my future aspiration not only as a family life educator but also a mother one day.
Murray, Linda, Anna McGrail, and Daphne Metland. The Baby Center Essential Guide ToYour Baby's First Year. N.p.: Holtzbrinck, 2007. 185-88. Print.