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Explain sequences of development in children and young people
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The structuralisation of child behaviour is an important concept, where one should view the action system of the child (growth sequences that are rarely, if ever circumvented) as a living structure. These growth sequences, sequential in order, are inherent in the structuralisation of behaviour. i.e. as per the last question, head balance precedes body balance. This structure is formed through the biological process of growth, where neurons fire together, which when they do, wire together weaving a fabric of architecture, a web of tissue that develops as the child grows. The child's mind develops by these series of connecting nerves, neurons, tissues, developing patterns corresponding to the world they live in. These make up the individual child
The neurons or brain cells are shaped like trees. Young brain cells, called soma, resemble an acorn or small seed of a tree. The seed sprouts limbs when stimulated, called dendrites. Further on in development, the cell will grow a trunk like structure called an axon. The axon has an outer shell, like the bark of a tree, called the myelin sheath. Finally, at the base of the cell, there are root-like structures called axon terminal bulbs. Through these bulbs and the dendrite of another cell, cells communicate with each other through electrochemical impulses. These impulses cause the dendrites to
Through social interaction, for example a parent with their child, the parent will provide interaction that is tied to their own cultural background and social situation and beliefs. The child experiences the interaction and learns communication and language through the parent. Vygotsky theorised that then, cognitive development occurred when the child had experienced a social process and afterward, within their own mind, transformed it into a process within themselves, (Duchesne et al. 2013 pp. 84) a progression which he called internalisation.
Even though, the children grew up in different environments, the stages of development they underwent were mostly the same. Whether it be in an environment not suitable for any person to live, as depicted by Ponijao’s family, or a well-kept home, as shown by Hattie’s family, the development stages were pretty much the same. Each toddler used their senses in order to gain information about the world around them. The major difference between the development of these four babies was the environment that they grew up in. For example, Hattie’s parents were constantly trying to teach their baby new and educational things. Her parents always read her books. In one book, she learned how to imitate the sounds and motions an elephant makes. Due to Ponijao’s environment, it was extremely difficult to learn the kinds of things Hattie was learning. In his environment, he didn’t even have any books or toys that could further his knowledge. His family was living in poverty. In the film Babies, many theories and concepts were conveyed by the four different families. It showed the stage of development a baby is at when they are less than one years old. The film proved that a person can be brought up in a city in America or third world country and still go through the same stages of development any child
A child’s development and learning commences from the earliest days of their lives. The unique identity of each individual stems from the relationships with people who provide love, care and emotional support. These relationships can be within the home environment, school playground or with extended family members and friends. Children respond to stimuli which in turn form the ‘internal working model’ (K101, Unit 5). This can be described as how we view ourselves and others within society; it influences what we expect and how we respond to situations.
Children in this stage (aged 4 to 8) understand the world by perceiving it, being influenced by it, and acting on it. In turn, the surrounding world shapes the child. This demonstrates the role of nurture within the child’s
"The general idea is an old one, that any two cells or systems of cells that are repeatedly active at the same time will tend to become 'associated', so that activity in one facilita...
As it states in the book (Anita E. Woolfolk and Nancy Perry, 2011 “Child and Adolescent Development 1st edition” pg.31-34) culture, social interactions, language and genes play an important role for children development. We can all agree
Children learn from their environment and the people that surround them. Children learn through imitating and mimicking what they see around them. They use these skills to problem solve, regulate their behavior, help in memorizing and remembering and also to structure their thinking and concept formation (Siegler & Alibali, 2005, p. 138). There are several theories based on this concept. Lev Vygotsky is one theorist that used social interaction as one of the main approaches to social learning and performed extensive research on exposing children to social and cultural experiences. Children use their prior experiences, interaction with their parents and peers, as well as their siblings, and other adults to develop their social cognition as well as identify who they are in the world.
Bronfenbrenner’s (1977, 1979, 1989, 1993, 1994) ecological theory suggested that child (human) development occurs for the child within the context of various environments. These environments, or systems, are influenced from within and between other environments. The individuals within each system influence each other through various transactions that occur between them.
In other words, as the brain evolved from a thimbleful of cells in a worm's head to the billions of cells with trillions of connections in humans, many of the same principles of organization were retained.
Children’s from this stage remain egocentric for the most part but to begin to internalize representations. (Piaget, 1999). Concrete operational stage is children to age seven to eleven. They develop the ability to categorize objects and how they relate to one another. A child’s become more mastered in math by adding and subtracting. If a child eat one brownie out of a jar containing six. By doing the math there would be 5 brownies left by counting the remaining brownies left in the jar because they are able to model the jar in their
Siegler, R., DeLoache, J., & Eisenberg, N. (2011). How children develop (Third ed.). New York, New York: Worth Publisher.
In every living things there are cells. But each living thing only begin life with one cell. The single cell soons begin to take in materials it needs to grow. While the cell is taking in the important materials it is also growing. When the cell is dividing, multiplying, and building it is going through growth. The cell continues with the process of multiplying, dividing, and building until it is fully developed. As the cell grow it changes in its form and what it does.
As the two daughter cells are formed, each cell undergoes interphase part of the cell cycle (beginning) and hence starts dividing further by Mitosis to make a fully formed organism.
As children grow towards adolescence they go through many stages of development. Child development refers to the stages of physical, cognitive, emotional, social, and language growth that occurs from the birth to beginning of adulthood. All aspects of a child's development may be affected by many different factors, including a poor learning environment, lack of social interaction, cultural background differences, abuse, and loss of a parent. All of the before mentioned examples can affect the child's maturation, "a biological growth process that enables orderly changes in behavior, relatively uninfluenced by experience" (Myers 172). Children grow and mature at very different rates, some faster than others, which is why it is necessary to understand the importance of the different types of child development. Though all parts of child development are important, it is probably language learning that is most important to a child's development as a whole.