Everything starts with development, from the moment that fertilization occurs, through the three stages: gremial, embryotic and fetal. Fetal period extends from beginning of the third month to the birth. It is a stage where fetus grows in weight and height, develops senses and reacts like a normal baby with sleeping patterns. For the two final months, organ development prepares fetus for the shock of leaving the sheltered womb and prepare baby for the real world. The senses are ready to function; some should already be functioning like: touch, taste, smell, and hearing. Fetus should already be able to hear sounds, environmental sounds like voices, stomach rumbling and respond to auditory stimuli. Hearing ability starts to well develop in the …show more content…
last trimester and continues to develop at birth. Sounds are carried to the fetus through the amniotic fluid as a series of vibrations, it is one of the reasons that an infant can distinguish and recognize mother voice. They can locate where a sounds is coming from and turn their head to the sound. Auditory perception is an important aspect of language development. By four months infant can detect and match between seen and heard vowels, by looking at the person who is speaking and producing the sounds. It’s as if nature has determined that infant must immediately attended efficiently to the important information in the speech surrounding them. Hearing is a sense that provides an essential bridge to communication and language. Children that are born deaf may have delays in speech and language development, academic achievements and social interactions, depending when the cochlear implants were implanted and environmental support that they received from their parents and their peers. Many people don’t realize how much development happens even before the infant is born, and how much development continues to happen once the baby is born. When fetus that has some kind of DNA or sequence changes, genes passed on by the parents that are defective may experience developmental changes. Hearing impairment typically has four classifications: sensorial hearing loss which is caused by sounds not being transmitted to the brain, conductive hearing loss which is caused by mild loss of hearing in ears, mixed hearing loss and central auditory heating loss. Sensory impairments, including hearing impalements and visual impairment are considered low-incidence disabilities because they do not occur in many children. Many different factors can lead to hearing impairments like: genetic causes, developmental anomalies, toxic reaction to drugs, infections, allergies and noise induced hearing loss. Cochlear implants are technology that bypasses by the damaged part of the ear and send signals directly to the brain via hearing nerve. They are surgically implanted devices that give opportunity to children that are profoundly deaf sensation of sound. There are two main components to the cochlear implants, the external sound processor and the internal component, the implant that delivers sounds to the hearing nerve. The implant receives digital information that is converted into electrical signals that travels to the inner ear, to hearing nerve than send impulses to the brain and interprets it as a sound. Age of implantation of cochlear implants makes a drastic change when it comes to child’s language and cognitive development, younger the child, better outcome for the child and its family. Children that received the cochlear implants earlier in life had better language skills, were more emotionally stable, and socially integrated. They are designed to be durable and water resistant, to be able to give the child with cochlear implants same opportunities as a child without. Cochlear implants give children, parent and teacher and pass into world of hearing and language access with this advanced technology. Every child is different and everybody develops on different rates, some will be more coordinated, more mature in their thinking and social relationships. Other will be slower to mature in these areas. Children with cochlear implants might have difficulty making friends, may depend on teachers’ assistance more than other children, be less socially mature and have withdrawn behavior or feel like an outsider. Students with cochlear implants may present a significant challenge for general education teachers. Language is an important component of instruction and it is difficult for teacher to use standard instruction with students who have problems processing language because of hearing loss. According to Lev Semenovich Vygotsky human activities take place in cultural setting and cannot be understood apart from these settings. One key idea of Vygotsky was that specific mental processes can be traced to our interactions with others, and they create our cognitive structure and cognitive development. It is people that are around us that shape our cognitive thinking and language development. For a young child in the first couple year of their young lives, everything circles around the parents. The importance of family dynamic and context plays important role on the child development. Child development, attitude, and self-worth come out of those few years when a child gets the cochlear implants. The role of parents during and through the rehabilitation process impacts directly child’s development with communication and language development. Having child with hearing impairments can be hard on the whole family.
Sometimes it is hard some parents to deal with emotions of having a child with disability. There are many aspects that come in the play, like finances, educational aspect of how much they know about this disability and how to care for a child with disability, rehabilitation and best services for the child, best and most appropriate educations placement for this child, professional help and services and stress and worry for the wellbeing of this child. Most of the burden is put on the parents once the child receives the cochlear implants to help child cope with new technological mechanic that they will have to use for the rest of their lives and the attitude that the parent take in those early years make a drastic change about how the child will feel about themselves and their disability later on in life once they start school and realize they might be different that other kids.
Child with cochlear implants might still have communication and hearing difficulties, which may lead to communication breakdown and other developmental issues. Many young children that received cochlear implants have trouble with assimilations of sounds. If a child thrown a ball, and in that moment a dog barks, some children have hard time distinguishing where the sound came from, and might assume that the ball
barked. From the moment that the child gets the implants and the cochlear impacts are turned on the child started to see the world in a different way. From the moment that they baby started developing in the womb to the moment that they were born, everything that they have learned to that moment so far need to be relearned, the brain need to rewire and include the sounds into the development. As the child grows and starters to experience new sounds the cochlear implants need to be constantly adjusted to include new sounds. If a child is unable to hear certain sounds it will not develop them and it will directly affect their speech and language development. If the sounds are not adjusted as the child is developing that may lead to voice disorders, stuttering, or fluency problems, poor vocabulary, difficulty expressing wants and needs, and poor social language use. Language development during infancy happens immediately after birth in infants’ gazes and vocal exchanges with those around them. Children learn words, meaning and how to combine them in purpose manner. Knowledge like sounds, meaning, words and sequence of words, volume, voice all have to be coordinated before a child can communicate effectively in a conversation. Children develop language as they develop other cognitive abilities by actively trying to make sense of what they hear, what they see and actively trying to put thing together. The first transition occurs at the end of the first year and continues into second year and the child acquires basic vocabulary. Children that received cochlear implants at age of nine months or really early stages of cognitive development have better chances to develop normal language because cochlear implants were implanted in the critical auditory learning stages. Second transition occurs when a child can move on from saying just one word and combine them with simple phrases or sentences, and third transition occurs when a child can moves beyond using simple words and simple sentences and put meaning and idea to the subject that they are referencing. Children can be creative and work out their emotional tensions trough play. Play helps with the social development and shows children the basic aspect of forming relationships. Cochlear implants facilitate communication with peers and enables children to learn from one another. Like Vygotsky’s research emphasized social factors that help children develop cognitive skills and help build relationship between peers. The earlier a child is exposed to other children and put into situations where they can interact with other children they have chance to build social skills that later in life they can to make friends, build relationships with their peers, teacher and learn how to incorporate themselves into social culture. A child’s relationship building has many aspects of development: physical aspect such as walking running and interacting with peers, language aspect which enables two people to communicate with each other, cognitive aspect which enables two people to undemand each other, emotional aspect to realize how they feel about certain people, and lastly social that reelect who they are and their individual side. All of this is necessary for a child to be able to form healthy relationship with its peers. Emotional development is a crucial factor when having a child with cochlear implants. During the first four months of child’s life anger, sadness, surprise and happiness emerge. When they received cochlear implants at age of nine months, emotional development becomes crucial. As the child develops physically more complex emotions appear also. By the age of two to three years guilt, shame and jealousy emerge. These new emotions emerge from child’s increasing cognitive maturity. Child with cochlear implants might be more sensitive and fragile. As these emotions appear child has to learn how to regulate and control impulses of emotional outburst. There outbursts are usually influenced by the child’s temperament and how the environment reacts to them like: family, peers, and teachers.
If a parent comes to learn that their child is deaf, they react very crazily and act like their child is dying and that deafness is a fatal disease. Deaf people should be treated just like anyone else and no differently. They are not disabled and can do great things in this world.
Cochlear implants are amazing feats of biomedical engineering, and have helped many people regain the ability to hear. While there are some ethical dilemmas that go along with them, there is no denying just how amazing these implants really are. By understanding how the ear works, what causes it to stop working, and using science and engineering to fix that problem, there is now a way to give someone a sense they might have never been able to experience. It can be costly, but it could drastically change someone’s life. Some people may say for worse, but there will always be someone else to say it was for better. Overall, cochlear implants are an incredible invention and will continue to grow and only get better with technology.
By day 22, the child’s heart begins to pump with their own blood. By week 5 the child’s eyes, legs, and hands begin to develop. By weeks 9 and 10 the baby is able to turn its head and frown. This article also shares with us that by the 20th week gestation, the baby can recognize its mother’s voice. And lastly it gives us the last steps before the baby is born; 7 to 9 months gestation is when the baby is using four of the five senses. He knows the difference between waking and sleeping and can relate to the moods of the
Especially for infants and children, loss of hearing at such a young age can be detrimental for a developing child (Williams & Jacobs, 2009). The first two years of life are the most important as they hold critical milestones of language acquisition (Zumach, Chenault, Anteunis, and Gerrits, 2011). If these milestones are not met, then the subsequent ones will be harder and take longer to learn. The loss of hearing in young individuals can alter the perception of words and sounds, and this can lead to a difficulty in learning language (Williams & Jacobs, 2009). For example, the child will not be able to determine the difference between similar sounds, which negatively affects speech perception, which then leads to the inability to interpret and acquire language later on (Williams & Jacobs,
Teachers must be ethical and not allow their personal feelings to interfere with their professional etiquette (Salvia 2010). The teacher could provide the students parent with information and assessment from the classroom and present it to the family. Then, the teacher could allow the parent to use this information to maybe help them make the decision themselves. When the parents of the student evaluate the assessment scores of their child, they may conclude a cochlear implant could help her performance. Or maybe the student is doing well, and the parent will think a cochlear implant is unnecessary. The decision must be made by the parent. It is not the teacher’s role to become involved in persuading a parent to make a specific decision about a cochlear implant especially because teachers are not qualified or knowledgeable enough make a recommendation about an assistive technology medical procedure. The law can have an impact on whatever decision the parent makes. If the parent wants to know specific details of how education laws will influence their child’s education they should consult a Special Education attorney (Dayan 2013). The Special Education teacher must be aware of laws pertinent to Special Education (e.g. part 200 and 300, 504, IDEA, etc.), and follow and utilize these laws. The teacher should be familiar with how the laws are different (for example part 200 is state
Deaf people often occupy an uneasy position in society. Since most children with hearing impairments have hearing parents, their family members frequently oppress them by taking over the decision-making processes regarding their well-being (Andrews 27). For ex...
Based on my knowledge about prenatal development and childbirth I expected the women to answer the way they did. Development happens rapidly during the prenatal period, which is the time between conception and birth. Prenatal development is normally divided into three stages: the germinal stage, the embryonic stage, and the fetal stage.
Poverty is “the inability to acquire enough money to meet basic needs including food, clothing and shelter” (Gosselin,2009). This social disadvantage limits one’s ability to receive a quality education and it is a constant problem throughout the world accompanied with“deleterious impacts on almost all aspects of family life and outcomes for children”(Ravallion,1992). Poverty is a main factor that affects normal human growth and development in a variety of ways, primarily impacting children’s early development, social behaviour, health, and self worth.
Those suffering from hearing-related anxiety often feel paranoid that others are angry with them and are embarrassed in social situations. The use of hearing aids, however, increases self-confidence and improves mental health.
Perhaps I am overthinking the process of parenting, but what I can say is this- if I ever find myself considering parenthood, I want to be prepared for potential health problems. And perhaps deafness is not always a problem, but no matter what I would want my child to be free to make their own choices about what they do with their body, wellbeing, and potential
This is the embryonic period, which occurs three weeks after conception and lasts until the eighth week. During the fourth week, the shape of the head begins to form, along with the formation of the eyes, mouth, nose, and mouth. Through the fifth and eighth week the lower body develops, as the legs and arms appear. After the embryonic stage, the fetal stage begins, which is during the ninth week through birth, where the fetus has a physical appearance distinctive to human features compared to when it was an embryo. At birth, one of the earliest signs of motor development is its first reflexes as a newborn coming out the mother’s womb. Newborns reflexes are not learned, rather they are born with these reflexes and act instinctively to protect itself in its first few months of life. At this point both the physical and motor development is starting to develop naturally at the same
Child development and growth observation can be quite fascinating considering the uniqueness of each child. As children grow, they normally develop and acquire new skills whether complex or not. The abilities experienced by each child progresses differently that is it depends on the nurturing given by the parent or guardian and on the characteristics that they inherit. Proper development and growth of the child occurs when basic needs are provided by the reliable adult guardians, including such things as love, food, encouragement, shelter and warmth. The essay evaluates child development and growth through observation conducted by myself on my nephew. The essay will include physical development, general health, emotional development,
1 in 10 children suffer from child maltreatment. 1 in 16 children suffer from sexual abuse. Nearly 1 in 10 children are witnesses to family violence. The youngest children are the most vulnerable to maltreatment. Over 25% of abused children are under the age of three while over 45% of abused children are under the age of five. Number of children in the United States who died because of abuse or neglect yearly: 1,593.
There are many documented theories about early childhood development, contemporary research still concurs with some of these theories. It suggests, however, that we should be thinking more holistically, taking into consideration; respect for diversity, the wider community and equity, play based curriculums, intentional teaching and ongoing reflective practices when planning for optimal educational experiences for children (Department of Education, Employment and Workplace Relations, 2009). I acknowledge that ongoing professional learning and reflective practices are a key element of the Early Years Learning Framework (DEEWR, 2009). I accredit working and collaborating with other teachers, families and local communities collectively contribute
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.