children's development birth - 12 years text book extract

Children’s Development: Birth to 12 Years (Higher)

Support Material

June 2005

Scottish Further Education Unit

Children’s Development: Birth to 12 Years (Higher) Support Material


Acknowledgements SFEU is grateful to Learning and Teaching Scotland for permission to use material from the Higher Still Development Unit Document:’ Early Years Care and Education, Child Development and Behaviour Teacher Resource Pack’ Published 2002 from which this support pack has been adapted. Learning and Teaching Scotland is the current copyright holder of HSDU materials. © Scottish Further Education Unit 2005

Scottish Further Education Unit 3


Child Development: Birth to 12 Years Unit DM3X 12 Introduction These notes are provided to support teachers and lecturers presenting the Scottish Qualifications Authority Unit DM3X 12 - Child Development: Birth to 12 Years. This can be offered as a stand alone Unit but is also a component Unit of the Early Education and Childcare (Higher) Course and the National Certificate Group Award in Early Education and Childcare. Copyright for this pack is held by the Scottish Further Education Unit (SFEU). However, teachers and lecturers have permission to use the pack and reproduce items from the pack provided that this is to support teaching and learning processes and that no profit is made from such use. If reproduced in part, the source should be acknowledged. Enquiries relating to this Support Pack or issues relating to copyright should be addressed to: Information and Publications Coordinator The Scottish Further Education Unit Argyll Court Castle Business Park Stirling FK9 4TY Website: www.sfeu.ac.uk Further information regarding this Unit including Unit Specification, National Assessment Bank materials, Centre Approval and certification can be obtained from: The Scottish Qualifications Authority Hanover House 24 Douglas Street Glasgow G2 7NQ Website: www.sqa.org.uk Whilst every effort has been made to ensure the accuracy of this Support Pack, teachers and lecturers should satisfy themselves that the information passed to candidates is accurate and in accordance with the current SQA arrangements documents. SFEU will accept no responsibility for any consequences deriving either directly or indirectly from the use of this Pack.



CONTENTS Introduction 6 Statement of standards 7 Assessment 8 Section 1: Approaches to learning and teaching 9 How to use the pack 10 Scheme of work 12 Guide to resources 13 Section 2: Outcome 1 15

1a Growth and physical development 16 1b Emotional, personal and social development 24 1c Cognitive development 31 1d Linguistic development 36

Test yourself questions 41 Outcomes 2 and 3 43

2a & 3a Influences and impact on growth and physical development 44 2b & 3b Influences and impact on emotional, personal and

social development 49 2c & 3c Influences and impact on cognitive development 56 2d & 3d Influences and impact on linguistic development 62 Test yourself questions 70



INTRODUCTION Unit Title: Children’s Development: Birth to 12 Years This Unit is designed to develop candidates' knowledge and understanding of children's development from birth to age 12 years at support worker level. The candidate will gain knowledge and understanding of children's development and of the main influences that affect their developmental progress. This Unit is a mandatory Unit in the NC Group Award: Early Education and Childcare (Higher). It is also suitable for candidates wishing to study the Unit on its own. The Unit is suitable for candidates who wish to gain employment in the early education and childcare sector at support worker level or to progress onto higher early education and childcare qualifications. The Unit has three Outcomes: 1. Describe the development of children 0 – 12 years 2. Explain the main influences on children’s development 3. Evaluate the impact of influencing factors on the development of children The Unit content can be summarised as follows: • fundamental concepts of growth and development in children from birth to 12 years, including those for whom additional support is required • stages of all aspects of development from birth to 12 years: - physical - emotional, personal and social - cognitive - linguistic • the inter-relationship between all aspects of children's development • significant influences on children's development • positive and negative effects of influences on children’s development • the impact of culture on a child’s development • evaluation of the impact of influences affecting children’s development.



Statement of standards Outcome 1 Describe the development of children 0–12 years Performance criteria (a) describe features and principles of growth and physical development of children (b) describe the emotional, personal and social development of children (c) describe the cognitive development of children (d) describe the linguistic development of children. Outcome 2 Explain the main influences on children’s development. Performance criteria (a) explain the main influences on a child’s growth and physical development (b) explain the main influences on a child’s emotional, personal and social development (c) explain the main influences on a child’s cognitive development (d) explain the main influences on a child’s linguistic development. Outcome 3 Evaluate the impact of influencing factors on the development of children Performance criteria (a) analyse the impact of influencing factors on a child’s growth and physical

development (b) analyse the impact of influencing factors on a child’s emotional, personal and social

development (c) analyse the impact of influencing factors on a child’s cognitive development (d) analyse the impact of influencing factors on a child’s linguistic development.



Assessment The Unit Assessment Pack from the National Assessment Bank contains the following internal assessment instruments for this Unit: Assessment number

Outcome Assessment

1

One extended response question (closed book) to be completed under supervision. Answers approximately 100 words for each part.

1

2 and 3

Two extended response questions (closed book) to be completed under supervision. Answers approximately 50 words for Question 2. Answers approximately 150 words for each part of Question 3.

Two alternative instruments of assessment are available from the National Assessment Bank. Centres can, alternatively, devise their own internal assessment items and submit them to the Scottish Qualifications Authority (SQA) for prior moderation.



SECTION 1 Approaches to learning and teaching In delivering this Unit it is useful if teachers/lecturers achieve a balance between teacher/lecturer exposition and experiential learning. Students can be encouraged from the beginning to draw on their own experience and previous and current learning. Where students have experience of working in an early education and/or childcare setting these experiences can be drawn on to explore the information covered in this Unit. Students should be encouraged from the beginning of the Unit to gather leaflets, newspaper and magazine articles related to child development. Attention should be drawn to television programmes on child development. Visiting speakers can also broaden the students’ learning. In delivering the Unit it is important that a multicultural approach is taken. Approaches and attitudes to child development are culturally specific and therefore people’s views on some aspects of child development can vary according to their cultural background. Teachers/lecturers can ensure a multicultural focus is adopted during exercises and discussions on different perceptions of child development. Unit induction Teachers/lecturers should ensure that students understand the nature, purpose and outcomes of the Unit, the learning and teaching approaches to the Unit and the assessment requirements of the Unit. The necessity for induction exercises will depend on the particular group, their familiarity with each other, their familiarity with the teacher/lecturer and the education setting and the Course or Group Award they are undertaking. If the group is a new one, induction exercises to ensure that students feel comfortable talking to each other should be included.



Learning environment Teachers/lecturers should aim to create a supportive and motivating learning environment. The Unit examines some issues of a sensitive nature and it is essential that the needs of the students in the learning environment are considered and met wherever possible. The ‘people’ element in the classroom is therefore of paramount importance. The following conditions should always be in place: • the provision of a learning climate in which students feel supported to share their thoughts and feelings • a teaching style which promotes a supportive learning climate • teaching and learning methods which draw on students’ past and present learning experience and which enable them to integrate new ideas and skills into their interactions with others. The learning environment is established at the outset through factors such as the style adopted by the teacher/lecturer and the physical layout of the room. How to use the pack Purpose of the pack This pack is designed to provide guidance and support materials to help teachers/ lecturers in the delivery of the Unit. The student information sheets and activities are designed to be used by teachers/lecturers in whatever way suits their preferred style of delivery and the needs of their particular student group. The pack could be used for open learning purposes. Answers relating to activities could also be provided and facilitated by the teacher/lecturer. The student activities may need to be followed up and brought together by the teacher/lecturer in whatever way is appropriate for the particular student group. The student activities in the pack cover the three outcomes and their performance criteria. The material is presented to cover Outcomes 1 to 3 in sequence which is the recommended order for self-study or classroom delivery. The materials are a resource for teachers/lecturers to use, adapt and add to in whatever way best meets the needs of the student group.



Using the materials The materials in Section 2 of this pack have been identified as either student activity or information sheets with the following symbols.

Information Student activity The materials can be photocopied, adapted, altered, presented in a different order, added to and delivered in the way that best suits the particular teaching situation. Many of the worksheets could be written onto OHTs, blackboards or flipcharts where photocopying is not possible. The essential knowledge required for the Unit has been covered on the pages which have the information symbol. These information sheets could be used as the focus for input by the teacher/lecturer and to promote question and answer sessions and group discussions. The information sheets can be photocopied as a separate pack if the teacher/lecturer prefers to use them as teaching notes or as separate handout material. The materials could be assembled into smaller topic packs or into a pack for each outcome. Exercises and activities All the worksheets and assignments have the student activity symbol. The activities have been suggested for individuals to carry out. However, they are also suitable for pairs or groups. There are many additional activities that could be used. Current media articles, videos, situations from soap operas and students’ own experiences are likely to provide other sources of material for discussion and activities. Where students have work placement experience this is likely to provide a rich source for discussion. Preparation for assessment Many of the worksheets are for formative assessment purposes and will allow teachers/lecturers to monitor the understanding of their students on an ongoing basis. The ‘test yourself’ questions at the end of the material for each outcome can be used by teachers/lecturers in whatever way they wish prior to internal assessment. They could be taken in and marked by the teacher/lecturer or the students could mark their own as the teacher/lecturer explains the correct answers. Alternatively they could be marked in peer groups, facilitated by the teacher/lecturer. Completion of them should give the student and the teacher/lecturer a good indication of whether students are ready for internal assessment. Following each ‘test yourself’ question sheet is an information sheet giving a brief summary of the expected answers. Teachers/lecturers may wish to give this information sheet to students to reinforce what they are expected to know prior to internal assessment.



Scheme of work On the following page is an exemplar teaching plan showing how the pack could be used to deliver the Unit. This example is based on a delivery pattern of three hours a week over twelve weeks. Where the delivery pattern is different, each three-hour lesson can be subdivided into shorter sessions. Week

Content

1

Outcome 1: Introduction to Unit: holistic approach to child development. Divide into four different aspects

2

Investigate growth and physical development from birth to 12 years Investigate emotional, personal and social development form birth to 12 years

3

Investigate cognitive development from birth to 12 years Investigate linguistic development from birth to 12 years

4

Test yourself questions

5

Outcomes 2 & 3: Consider influences and their impact on children’s development Investigate influences and evaluate their impact on growth and physical development before birth to 12 years

6

Investigate influences and evaluate their impact on emotional, personal and social development

7

Investigate influences and evaluate their impact on cognitive development

8

Investigate influences and evaluate their impact on linguistic development

9

Test yourself questions

10

Revision of Unit content

11

Assessment for Unit

12

Remediation/reassessment

This schedule includes limited time for remediation and reassessment. Outcomes may be taught in fewer sessions.



Guide to Resources

Beaver, M. et al. (1999) Babies and Young Children. Book 1. Early Years Development. 2nd edn. Nelson Thornes. Bee, H. (2000) The Developing Child. 9th edn. Allyn and Bacon. Bruce, T. and Meggitt, C. (2002) Child Care and Education. 3rd edn. Hodder and Stoughton. Brunner, L. and Suddarth, D. (1986) The Lippincott Manual of Paediatric Nursing. 2nd edn. Harper & Row. Davenport, G. (1994) An Introduction to Child Development. 2nd edn. Collins Educational. Dowling, M. (2000) Young Children’s Personal, Social and Emotional Development. Paul Chapman. Leach, P. (1988) Baby and Child, From Birth to Age Five. Penguin. Lee, C. (1990) The Growth and Development of Children. 4th edn. Prentice Hall. Lewer, H. and Robertson, L. (1987) Care of the Child. Macmillan. Lindon, J. (1993) Child development from Birth to Eight – A Practical focus. National Children’s Bureau. Meggitt, C. and Sunderland, G. (2000) Child Development – An illustrated guide. Heinemann. Miller, M. et al. (1992) Skills for Caring – Human Development. Longman. Moore, S. (2001) Sociology Alive! 3rd edn. Nelson Thornes. O’Hagan, M. and Smith, M. (1999) Early Years Child Care and Education: Key Issues. 2nd edn. Bailliere Tindall. Roberts, R. (1995) Self-Esteem and Successful Early Learning. Hodder and Stoughton. Seifert, K. and Hoffnung, R. (1991) Child and Adolescent Development. Houghton Mifflin Co. Sheridan, M. (1997) From Birth to Five years – Children’s Developmental Progress. Routledge. Tassoni, P. et al. (1998) Child Care and Education. Heinemann. Thomson, H and Meggitt, C. (1997) Human Growth and Development. Hodder Arnold. Whitehead, M. (1996) The Development of Language and Literacy. Paul Chapman Publishing Ltd. Windmill, V. (1987) Human Growth and Development. Edward Arnold.



Guide to Resources

www.babyworld.co.uk – advises on choosing toys for babies and young children including safety information. Recommends toys for stages of development. www.family.go.com – US site with ideas for activities and recipes for play materials. www.ncb.org.uk – site of the National Children’s Bureau. www.ngflscotland.com/earlyyears/resources – lists of early years publications available from Learning and Teaching Scotland. Gives examples of staff development activities. www.parentsplace.com – information on children’s development and learning showing ages and stages and ideas for activities. www.playeducation.co.uk www.raisingkids.co.uk - information on all aspects of child care and education, health and nutrition. Information on child development divided into ages and stages. Offers a free newsletter. www.smallfolk.com – Great Ormond Street Hospital site with detailed information on all-round child development with good tables showing progress and linking aspects of development. Ideas for toys and activities for different ages and stages. Information on play stages. A video is available soon. www.zerotothree.org – information on development and learning progress of babies and toddlers and ideas for activities. www.weatherprobe.com/siren – Siren is a non-profit making co-operative which produces educational videos and DVDs about children and their development, based in Newcastle-upon-Tyne in Northeast England. www.playwork.co.uk – provides lists of publications and resources. www.raisingkids.co.uk – provides information on children and child development at all ages. www.allkids.co.uk – information on a wide range of interactive websites and resources.



SECTION 2 Outcome 1 Describe the development of children 0-12 years Performance criteria a) describe features and principles of growth and physical development of children b) describe the emotional, personal and social development of children c) describe the cognitive development of children d) describe the linguistic development of children.

Introduction In this Outcome you will investigate all aspects of children’s development from birth to 12 years. Although you will study each of the above aspects separately, it is important to understand that children’s development progresses in a holistic way. This means that as children grow and develop, all aspects will be involved. While babies are developing fine and gross motor skills such as grasping and sitting, they are also developing language and communication skills through making sounds, discovering that objects still exist even when they are out of sight, interacting with others and developing their own individual personalities. At the outset it is important to be clear about definitions. Studying children’s growth and development is a holistic process, yet the two aspects can also be examined separately. Growth: ‘Growth refers to an increase in physical size, and can be measured by height (length), weight and head circumference.’ Bruce, T and Meggitt, C. (1996) Child Care and Education. Hodder and Stoughton. Development: ‘Development is concerned with the possession of skills. Physical development proceeds in a set order, with simple behaviours occurring before more complex skills – for example a child will sit before he or she stands.’ Bruce, T and Meggitt, C. (1996) Child Care and Education. Hodder and Stoughton. Development also includes the acquisition of cognitive, linguistic, social and emotional skills.



Outcome 1a) Describe features and principles of growth and physical development of children. For this performance criterion of Outcome 1, you are investigating children’s growth and physical development. Class ‘brainstorm’ – patterns of growth Look back at the definitions on the previous page and consider how children grow. • is there a change in body proportions between birth and the age of 12 years? • does one part of the body grow more quickly than others at different ages? Try to describe the main features of the changes and differences. There are many videos and DVDs available showing children’s growth patterns and physical development. You may find suitable ones in your local library or in your college library if you are a student.



Main features of changes and differences Head size • babies’ heads are bigger in proportion to their bodies in comparison with older children • babies’ heads are approximately one third to one quarter of their total length • toddlers’ heads are approximately one quarter to one fifth of their total height • the head of a 7 year old is approximately one sixth of their total height • the head of a 12 year old will be near the adult proportion of one eighth of the total height. Growth rates • babies’ heads initially grow more quickly than their bodies but gradually the growth of the head slows down and the body and limbs grow more quickly • between two years and the onset of puberty, children grow at a relatively steady rate • from about 10 years in girls and 12 years in boys there is usually a considerable growth spurt. Body changes • from about 10 years girls may begin to develop secondary sex characteristics and develop breasts and broader hips. They may also grow body hair • the feet and hands of most adolescents will reach their adult size before they gain their ultimate height. Centile charts • centile charts show the growth rates of babies and children including head circumference, weight and height (length). Most children will follow the curve which is individual to them.



You now need to consider the principles of physical development, which indicate the sequence of skill development in children. The main principles of physical development are: • cephalo-caudal • proximodistal Look in your textbooks to find out what these two terms mean and how they apply to children’s development.



Principles of physical development Cephalo-caudal • cephalo-caudal principle of development refers to the sequence of physical development from head to toe such as ossification (hardening) of bones beginning with the skull down the body through the spine • cephalo-caudal principle relates to the development of physical skills from simple to complex beginning with head control which precedes sitting unsupported, crawling and walking. Proximodistal • proximodistal principle of development refers to the sequence of physical development such as ossification from the spine towards first the arms and legs and then the hands and feet • proximodistal principle relates to the development of physical skills from ‘inner to outer’ beginning with reaching which progresses to the palmar grasp which precedes the pincer grip.



Next you need to consider, what is physical development? Physical development and growth go together. Physical development includes the increase in size of the body as children grow and mature. It also includes increase in muscle strength and size and in ossification, lengthening and strengthening of bones. Physical development also includes the gradual development of control of the body. As children grow and mature they develop physical skills such as bladder and bowel control and gross and fine motor skills. Gross motor skills are those developed by the large muscles that control the spine and neck, arms, hands, feet and legs.

Fine motor skills relate to the development of the manipulative skills of the fingers and/or toes.

Sequence The development of physical skills in children follows a sequence. Children will usually follow this sequence as they grow and develop but individual children will achieve specific skills at different ages. Development of Physical Skills List some gross motor skills you may observe in children aged birth to 12 years. You may already have knowledge and experience of children or you may need to use a textbook to help you.



List some fine motor skills you may observe in children aged birth to 12 years. You may already have knowledge and experience of children or you may need to use a textbook to help you. You may find the following books and websites helpful: The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth Care of the Child by H. Lewer and L. Robertson Child Development – An Illustrated Guide by C. Meggitt and G. Sunderland www.parentsplace.com www.smallfolk.com www.raisingkids.co.uk



Group presentation – the development of physical skills in children After viewing video or DVD material and/or investigating textbooks and websites, investigate one of the following developmental stages: Birth to 18 months 18 to 24 months 2 to 3 years 3 to 5 years 5 to 7 years 7 to 10 years 10 to 12 years Individual group members may have the opportunity to observe a child at one of the above developmental stages in their families, a child of friends or a child in a childcare setting. Look back at the gross motor skills you have listed on the previous page and list them in sequence with the approximate age you would expect a child to achieve each skill. Look back at the fine motor skills you have listed on the previous page and list them in sequence with the approximate age you would expect a child to achieve each skill. Give an oral presentation of your findings and/or prepare a handout for the rest of the group



Physical skills You may have included all or some of the following as you completed the activities. You may also have had some ideas of your own. Gross motor skills • Birth to 18 months - head control, sits unsupported, crawls, pulls to stand • 18 – 24 months - cruises around furniture, walks, climbs onto furniture • 2 – 3 years - walks, runs, climbs stairs one foot to a step • 3 – 5 years - jumps, hops, walks backwards, rides tricycle • 5 – 7 years - throws and catches a ball, skips, rides bicycle with stabilizers • 7 – 10 years - develops grace and balance in sport and other physical activities, controls speed when running • 10 – 12 years - develops strength for games like tennis, plays sport with increased skill, increased physical stamina. Fine motor skills • Birth to 18 months - reaches for object, palmar grasp, pincer grip, builds 2-3 block tower • 18 – 24 months - builds 4-6 block tower, holds and lifts cup, turns book pages • 2 – 3 years - strings large beads, scribbles, starts to use scissors • 3 – 5 years - draws recognizable figures, buttons front of clothes, brushes teeth • 5 – 7 years - detailed drawings, uses scissors competently, prints sentences • 7 – 10 years - writes in script, increased manipulative skills, may play musical instrument • 10 – 12 years - manually dexterous, writes well, keyboard skills well developed.



Outcome 1b) Describe the emotional, personal and social development of children For this performance criterion of Outcome 1, you are investigating children’s emotional, personal and social development. The study of emotional, personal and social development involves looking at how children develop an awareness of themselves, how they feel about themselves and others, and how they interact in society. Emotional and personal development relates to how children cope with and express different feelings. This includes how children feel towards others, both positive and negative feelings, and the feelings they experience from others towards themselves. Children’s emotional development includes bonding and attachment, the establishment of trust in others, developing a concept of self and becoming self-confident and independent. Social development describes how we interact with family members and others outside the family. It involves making friends, co-operating, sharing and learning group responsibility. It relates to our social interaction with others both verbal and non-verbal. Social development also relates to how children learn the rules and norms of the society and culture in which they live. This aspect of social development is often referred to as socialisation. Primary socialisation is learning to behave in the way our immediate family and friends behave. Secondary socialisation is learning the social rules outside our homes such as those that apply in school, in clubs and what we see on television and in newspapers.



Small group activity – emotional, personal and social development Think about the relationships babies and children form with others. From your own knowledge and experience or using your textbooks, make notes on how children from birth to 18 months interact with others, adults and children. Indicate ages when interaction may change or show developmental progression. There are many videos and DVDs available showing children’s emotional, personal and social development. You may find suitable ones in your local library or in your college library if you are a student. You may find the following books and websites helpful: Babies and Young Children. Book 1. Early Years Development by M. Beaver et al. The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt Young Children’s Personal, Social and Emotional Development by M. Dowling www.parentsplace.com www.smallfolk.com www.zerotothree.org www.raisingkids.co.uk



Emotional, personal and social development Babies express their feelings by crying, vocalising and smiling. Babies will observe their carers’ faces closely while being fed, changed, bathed and talked to. Within their first two weeks babies are imitating facial expressions they see. They will recognise familiar voices such as their mother and/or father and show signs of being soothed when they hear familiar tones. Young babies are fascinated by faces and until they reach approximately 6 months old they will smile and coo at anyone who spends time interacting with them. Babies as young as 4-6 weeks old are making social overtures by smiling and vocalising. They will take conversational turns, pausing in their vocalising to allow the other to speak. Babies will then respond when a conversational gap is left for them. From approximately 6 months old onwards, babies begin to develop wariness of strangers. Some babies will become very distressed when separated from their main carer. The dependence on the presence of a familiar adult continues into toddlerhood. Although some 12 – 18 month old children may be intrepid explorers, they regularly return to their parent or carer for reassurance. By 9 months old and through toddlerhood, babies will play ‘give-and-take’ with toys and household objects. They will enjoy the company of other children and will play alongside them. Children at this age are not able to join independently in others’ play. At around 9 months old babies will clearly express emotions such as pleasure with laughs and squeals and may have words to express annoyance. They will hold out their arms to be lifted and cuddled when distressed. As children reach 12 – 18 months old they may express their frustration in ‘toddler tantrums’ and may show jealousy if their mother/carer holds or pays attention to another child or baby. This is also the age when young children become aware of pain or distress in others and will attempt to comfort a sibling or another child who is crying.



From your own knowledge and experience or using your textbooks, make notes on the development of emotional, personal and social skills in children in the following age ranges: • 18 – 24 months • 2 – 3 years • 3 – 5 years There are many videos and DVDs available you could view to help you. You may find suitable ones in your local library or in your college library if you are a student. You may find the following books and websites helpful: Babies and Young Children. Book 1. Early Years Development by M. Beaver et al. The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt Young Children’s Personal, Social and Emotional Development by M. Dowling Self Esteem and Successful Early Learning by R. Roberts www.parentsplace.com www.smallfolk.com www.zerotothree.org www.raisingkids.co.uk



Emotional, personal and social development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • 18 – 24 months - solitary play onlooking play toddler tantrums no concept of sharing may attend mother and toddler group requires reassuring presence of familiar adult shows sympathy for others who are upset may show jealousy • 2 – 3 years - becomes more independent begins simple co-operative play likes routine possessive of personal belongings sits with family for meals may have tantrums when frustrated develops self-feeding skills • 3 – 5 years - complex co-operative play has sense of ‘mine’ and ‘yours’ has increased self-confidence may attend playgroup/nursery may have imaginary friend chooses own friends willing to share may defy parents as they assert independence is able to negotiate verbally toilet trained makes efforts to control temper.



From your own knowledge and experience or using your textbooks, make notes on the development of emotional, personal and social skills in children in the following age ranges: • 5 – 7 years • 7 – 10 years • 10 – 12 years There are many videos and DVDs available you could view to help you. You may find suitable ones in your local library or in your college library if you are a student. You may find the following books and websites helpful: The Developing Child by H. Bee The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth Care of the Child by H. Lewer and L. Robertson Skills for Caring – Human Development by M. Miller et al. Child and Adolescent Development by K. Seifert and R. Hoffnung. www.parentsplace.com www.playeducation.com www.raisingkids.co.uk



Emotional, personal and social development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • 5 – 7 years - protective of younger children co-operative and sympathetic increased confidence aware of different emotions strong awareness of ‘right’ and ‘wrong’ may be frightened of the dark and/or imagined monsters starts primary school may join after-school activities • 7 – 10 years - peer group increasingly important chooses best friend joins clubs/organisations plays in single-sex groups finds it difficult to cope with being teased strongly desires independence • 10 – 12 years - peer groups very important works out own social patterns may join sports team likes privacy to be respected may defy adult authority enjoys socialising in groups likes to be part of a team or gang awareness of the opposite sex continues to be part of single-sex groups is able to work as part of a group.



Outcome 1c) Describe the cognitive development of children For this performance criterion of Outcome 1, you are investigating children’s cognitive development. ‘Cognitive development is about the way our thought processes develop. It is about the ways in which we organise our thinking and come to an understanding of our environment.’ (Tassoni, Beith and Eldridge, 1998)

Cognitive development concerns our ability to think, reason, understand and learn and includes memory and recall. Perceptual and sensory skills are part of our cognitive development. The development of the five senses, sight, hearing, taste, touch and smell contribute to our cognitive development and are linked to physical development such as development of binocular vision and fine motor skills. Cognitive development also includes understanding concepts such as time, size, shape and colour.



Cognitive development All children are investigative, experimental and willing to explore. 50% of a child’s intellectual capability will develop within her or his first four years. Babies are very cognitively competent. They can differentiate between a male and female voice and have a preference for the female. They learn quickly and develop the ability to initiate social interaction within their first six weeks. Their five senses are well developed from birth. They can recognise the smell of their own mother and her voice within their first week of life. Their sight is developed enough to respond to changes in shapes and patterns by 4 months old. At this age also, babies show an awareness of object permanence. Their sense of taste is also developed as they are fed breast or formula milk and then progress to weaning to solid foods. Babies are also sensitive to touch and respond to comforting, cosy materials. As babies progress to toddlers, their capacity for learning increases. Their ability to remember and recall becomes more competent. They recognise routines such as mealtimes, bathtime and bedtime. They enjoy repetition of favourite rhymes and request the same storybook over and over again. Toddlers can find hidden objects and remember where the biscuit tin is kept. Their favourite question is ‘What’s that?’. The older child, at around 3 years old will remember nursery rhymes and songs and be able to repeat them. They will ask constant questions which feature, what? and why? Their vocabulary increases almost daily and their speech becomes more intelligible and complex. By the time they are 4 or 5 years old they can name colours and shapes. At 5 years old most children are in primary school and begin formal learning. This is the time when literacy and numeracy skills develop. As children progress through primary school from age 5 – 12 years they develop more complex cognitive skills. Their reading and writing becomes fluent and skilled. They begin to use logical reasoning and enjoy discussion and debate. They understand concepts of comparative weight and size.



Activity in pairs – Cognitive development Working in pairs, from your own knowledge and experience or using your textbooks, make notes on the cognitive skills you would expect to see in children in the following age ranges: • Birth to 18 months • 18 – 24 months • 2 – 3 years You may find the following books and websites helpful: Babies and Young Children. Book 1. Early Years Development by M. Beaver et al. The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt An Introduction to Child Development by G. Davenport Self Esteem and Successful Early Learning by R. Roberts Child Care and Education by P. Tassoni et al. www.parentsplace.com www.smallfolk.com www.zerotothree.org www.raisingkids.co.uk



Activity in pairs – Cognitive development From your own knowledge and experience or using your textbooks, make notes on the cognitive skills you would expect to see in children in the following age ranges: • 3 – 5 years • 5 – 7 years • 7 – 10 years • 10 – 12 years You may find the following books and websites helpful: The Developing Child by H. Bee The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth An Introduction to Child Development by G. Davenport Care of the Child by H. Lewer and L. Robertson Skills for Caring – Human Development by M. Miller et al. Child and Adolescent Development by K. Seifert and R. Hoffnung www.parentsplace.com www.playeducation.com www.raisingkids.co.uk



Cognitive development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Birth to 18 months – recognises familiar faces and objects recognises familiar routines fear of strangers concept of object permanence puts all objects into mouth to explore their properties learns simple games such as peek-a-boo enjoys looking at books • 18 – 24 months – points to objects named by adult obeys simple requests wants to explore and investigate everything in reach joins in nursery rhymes solves simple puzzles • 2 – 3 years – remembers rhymes and songs matches colours sorts objects into simple categories solves more complex puzzles • 3 – 5 years – remembers past events names 2-3 colours or more understands concept of number up to three counts with increased understanding concentrates on activities and completes them names different shapes shows interest in reading and writing • 5 – 7 years – begins to develop concepts of quantity develops literacy skills begins to understand basic scientific principles learns to tell the time plays board games with understanding and skill attention span increases • 7 – 10 years – understands value of coins begins to understand logical reasoning writes for good length of time relatively quickly interested in reading books for research for project work develops interests or hobbies. • 10 – 12 years – understands relational terms such as weight and size considers all aspects of situations enjoys discussion and debate develops and maintains interests such as sport and music may understand abstract concepts



Outcome 1d) Describe the linguistic development of children For this performance criterion of Outcome 1, you are investigating children’s linguistic development. Linguistic development involves the development of language and communication skills and includes verbal and non-verbal communication. Children’s linguistic development relates to hearing and reproducing the speech of others. Also involved is turn-taking in conversation and the development of listening skills. Children use language to reason and problem solve. Young children will talk to themselves as they attempt a task, giving a running commentary on their progress. As children become older, they are able to internalise their thoughts and reasoning processes. One of the most fascinating aspects of child development is the complexity of language skills that are acquired by children in the first few years of life. ‘Language is an organised system of symbols which humans use to communicate. These symbols can be spoken, signed or written down.’ (Davenport, 1994) In her book The Developing Child, Helen Bee reminds us that language is also ‘rule governed’ and ‘creative’. There are many videos and DVDs available showing children’s linguistic development. You may find suitable ones in your local library or in your college library if you are a student.



From your own knowledge and experience or using your textbooks, make notes on the linguistic skills you would expect to see in children in the following age ranges: • Birth to 18 months • 18 – 24 months • 2 – 3 years You may find the following books and websites helpful: Babies and Young Children. Book 1. Early Years Development by M. Beaver et al. The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt An Introduction to Child Development by G. Davenport Self Esteem and Successful Early Learning by R. Roberts Child Care and Education by P. Tassoni et al. The Development of Language and Literacy by M. Whitehead www.parentsplace.com www.smallfolk.com www.zerotothree.org



From your own knowledge and experience or using your textbooks, make notes on the linguistic skills you would expect to see in children in the following age ranges: • 3 – 5 years • 5 – 7 years • 7 – 10 years • 10 – 12 years You may find the following books and websites helpful: The Developing Child by H. Bee The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth An Introduction to Child Development by G. Davenport Care of the Child by H. Lewer and L. Robertson Skills for Caring – Human Development by M. Miller et al. Child and Adolescent Development by K. Seifert and R. Hoffnung www.parentsplace.com www.playeducation.co.uk



Linguistic development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Birth to 18 months – cries gurgles/early sounds tuneful babble receptive language gestures single words • 18 – 24 months – conversational jargon echolalia – repeat everything they hear holophrases such as ‘more drink’, ‘mummy read’ infantile substitutions – pronunciation mistakes • 2 – 3 years – telegraphic speech – talks like a telegram eg. ‘I go walk’ continually asks questions remembers and repeats songs and rhymes talks to self while playing • 3 – 5 years – can learn more than one language carries on simple conversations applies grammatical rules to all words unaware that some words have irregular forms eg. ‘I goed’ speech understandable verbal negotiation with peers may ‘answer back’ to adults • 5 – 7 years – talks fluently and with correct grammar enjoys jokes tells stories from memory holds long conversations listening skills improve • 7 – 10 years – expresses self clearly and fluently participates in family discussions reasons reads a range of books by themselves • 10 – 12 years – verbal formal reasoning enjoys discussion and debate discusses a variety of topics with knowledge and understanding



Inter-relationship of all aspects of child development It is very important that you recognise that children’s developmental progress is holistic. All aspects are developing at the same time although sometimes one aspect of development may appear to take precedence over others. As a child is growing and developing physical skills, they are also developing social, emotional, cognitive and linguistic skills. If one aspect of development is impeded, this will impact on other aspects. For instance, a child who is hungry may be unable to sleep. Lack of sleep will affect a child’s ability to concentrate and learn. A child who is insecure will find it difficult to interact socially and may also lack appetite for food. From a more positive perspective, a child who feels safe and secure is able to develop self-confidence and self-esteem and explore and investigate the environment. Children who receive an adequate, nutritious diet and have sufficient rest and sleep will be ready to learn. The interaction of the different aspects of child development is limitless. Aspects inter-relate with each other throughout a child’s life.



Test yourself questions You have now reached the end of the material you need for assessment of Outcome 1 of the Unit Children’s Development: Birth to 12 years. Here are some questions for you to test yourself. Sample answers follow on the next page. 1. Describe two physical skills in children aged 5 – 8 years 2. Describe two emotional, personal and social skills in children aged Birth – 3 years 3. Describe two cognitive skills in children aged 8 – 12 years 4. Describe two linguistic skills in children aged 3 – 5 years These questions will also help you to prepare for assessment when you will be working under supervision within a specified time limit. Similar questions in a timed assessment will carry 8 marks each. If you wish to time yourself, you should allow approximately 8 minutes for each question.



Answers to test yourself questions 1. Your answers could include two physical skills in children aged 5 – 8 years selected and described from the following: • skips • throws and catches a ball with accuracy • rides bicycle with stabilisers at first • controls speed when running • detailed drawings • uses scissors competently • prints sentences with capital and lower case letters in proportion. 2. Your answers could include two emotional, personal and social skills in children aged Birth – 3 years selected and described from the following: • eye contact • smiles and laughs • plays give-and-take • fear of strangers • toddler tantrums • becomes more independent • likes routine. 3. Your answers could include two cognitive skills in children aged 8 – 12 years selected and described from the following: • begins to understand logical reasoning • writes for good length of time relatively quickly • understands relational terms such as weight and size • considers all aspects of situations • enjoys discussion and debate. 4. Your answers could include two linguistic skills in children aged 3 – 5 years selected and described from the following: • can learn more than one language • carries on simple conversations • applies grammatical rules to all words unaware that some words have irregular forms.



Outcomes 2 and 3 should be integrated together for study and to prepare material for the Unit assessment. Outcome 2 Explain the main influences on children’s development. Performance criteria a) Explain the main influences on a child’s growth and physical development b) Explain the main influences on a child’s emotional, personal and social development c) Explain the main influences on a child’s cognitive development d) Explain the main influences on a child’s linguistic development Outcome 3 Evaluate the impact of influencing factors on the development of children Performance criteria (a) Analyse the impact of influencing factors on a child’s growth and physical development (b) Analyse the impact of influencing factors on a child’s emotional, personal and social development (c) Analyse the impact of influencing factors on a child’s cognitive development (d) Analyse the impact of influencing factors on a child’s linguistic development

Introduction In these Outcomes you will investigate the main influences on children’s development from before birth to 12 years and the impact of these influences on children’s development. Although you will study influences on each of the above aspects separately, it is important to understand that children’s development progresses in a holistic way. This means that as children grow and develop, all aspects will be involved and influences that affect one aspect of development are likely to affect other aspects also. For example, if a mother does not have access to antenatal care, her baby may fail to grow and gain weight. This impact of this influencing factor may be restricted growth and physical development leading to low birthweight. Further impact may restrict the growth and development of the brain leading to impaired cognitive development. If children have all their physical needs met such as a nutritious diet, access to fresh air, exercise and sufficient sleep and rest, the impact on their physical development will give them opportunity to develop to their maximum potential. They will also be rested and nourished which will impact positively on their cognitive developmental progress. They are likely to possess a sense of physical well-being which will positively impact on their emotional development. Feeling good about themselves impacts on children’s social development and ability to make friends, which, in turn, has a positive impact on their linguistic development as social interaction develops their language and communication skills.



Outcome 2a) Explain the main influences on a child’s growth and physical development Outcome 3a) Analyse the impact of influencing factors on a child’s growth and physical development For these performance criteria of Outcomes 2 and 3, you are investigating the main influences and analysing their impact on children’s growth and physical development There are many available videos and DVDs you could view to help you. You may find suitable ones in your local library or in your college library if you are a student. Explain the following influences on children’s growth and physical development and make notes on their possible positive and negative effects: • antenatal care • birth circumstances - prematurity, multiple birth • genetics - hereditary conditions, chromosomal abnormalities • health • illness - short-term, long-term • nutrition - breast-fed or bottle-fed, diet • exercise, rest and sleep • environmental influences. You may find the following books helpful: The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth Care of the Child by H. Lewer and L. Robertson



Influences and their impact on growth and physical development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. Antenatal care is the care of the mother and unborn child during pregnancy. Its purpose is to ensure and maintain the health of the mother and the baby and to prepare the mother for having the baby. Specific tests are carried out during antenatal care

• the mother’s blood pressure is checked because if it becomes abnormal, this could lead to poor growth of the unborn baby • the mother’s urine is checked because detection of abnormalities may indicate the onset of conditions that can adversely affect the health of mother and baby • the mother is checked for steady weight gain. If the mother is losing weight this could mean that the unborn baby is not getting enough nutrients • palpation means feeling the mother’s abdomen to check that the baby is in the right position and is growing properly • the baby’s heartbeat is checked to establish it is strong and regular • the mother’s blood is checked in order to detect anaemia, which affects the mother’s health. Blood tests identify the mother’s blood group and risks of incompatibility with the unborn baby. Blood tests also identify immunities and infections which may affect the unborn child such as rubella, syphilis and hepatitis B.

More complicated tests include: • amniocentesis – which is done during pregnancy at 16 weeks and tests for Down syndrome and spina bifida and other genetic abnormalities • chorionic villus sampling – which is done at around 11 weeks and can also detect Down syndrome and other genetic abnormalities.

– Good antenatal care helps ensure the health of mother and baby and the baby's growth and development both in the uterus and after birth – There is a range of blood tests to check for genetic/developmental abnormalities. – Lack of antenatal care may mean that developmental abnormalities and restricted growth in the unborn baby may be undetected – If warning signs of difficulties are detected during pregnancy, measures can be taken to improve the growth and development of the baby.



Influences and their impact on growth and physical development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Birth circumstances can have a lasting effect on the growth and physical development of a child

- premature babies may have low birthweight and have difficulty in feeding and gaining weight. Their physical development may be delayed in comparison with their peer group - premature babies who receive appropriate care will quickly gain weight and make developmental progress - the more premature a baby is, the longer he or she is likely to take to reach the milestones of their peer age group - low-birth weight babies may have difficulty gaining weight and may be more susceptible to illness - twins and other multiple birth babies may have low birthweight. They may also be premature with the possible resultant developmental delay - some multiple births produce full-term babies, of good birthweight who make physical developmental progress with their peer group. Genetics - In each cell of the human body there is a set of 46 chromosomes, arranged in 23 pairs. Chromosomes include all our genetic information. At conception 23 chromosomes from the father and 23 from the mother come together and provide what is often referred to as the genetic blueprint of the newly created individual. Our genes determine our sex and many other characteristics. Some genetic abnormalities can result in inherited conditions such as Down Syndrome and Sickle Cell Anaemia. The study of how genetics contributes to the individual’s behaviour has become known as Behaviour Genetics. In behaviour genetics, psychologists look at how heredity influences aspects of growth, development and behaviour such as: height, body shape, intelligence, reading ability, aggressiveness, depression, temperament and sociability. - growth and development of children is influenced by the genetic information inherited from parents and contained in the chromosomes - sex, eye colour, hair colour, skin colour and height are all genetically determined - genetic errors can lead to abnormalities in growth and development and conditions such as Down's syndrome - a number of medical conditions that effect growth and development are hereditary - defective genes can be detected antenatally and may soon be able to be replaced in the unborn child, leading to the birth of an unaffected baby - parents with a child with a life-threatening genetic condition may use genetic information to produce a sibling who can provide blood or tissue to treat the affected child, providing the opportunity to achieve maximum developmental potential.



Influences and their impact on growth and physical development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Health/illness relates to children’s state of health and includes the impact of short-term illness such as chickenpox (varicella), appendicitis or minor injury. Long-term illness such as malignant conditions or ongoing conditions necessitating regular treatment such as cystic fibrosis also impact on children’s growth and physical development - good health contributes to children’s growth as they can eat and sleep well - children need a good nutritional diet and a regular sleep pattern to encourage physical growth and development

- healthy children have energy for exercise to develop muscle strength and their bodies are more likely to develop immunities and the ability to fight infection

- short-term illness may temporarily delay growth and physical development as the body’s immune system fights infection or focuses on healing injury - children who enjoy good health usually recover completely from short-term illness and will soon regain their developmental stage - long-term illness may permanently restrict a child’s growth and physical developmental progress as they may be restricted to bed at home or in hospital and they may lack appetite for food.

• Nutrition relates to children’s diet and whether they are receiving balanced nutrition in relation to their age and stage of development - breast-fed babies are less likely to be overweight and less susceptible to infection - current equipment allows others to feed babies with breast milk from their mothers using bottles enabling babies to benefit from their mothers’ breast milk - diet influences growth and development

- some food allergies in young children lead to failure to thrive due to inadequate nutrition despite a full well-balanced diet - some children have food allergies that can lead to severe allergic reactions resulting in breathing difficulties - balanced diet containing protein, fat, carbohydrate, minerals, vitamins essential for healthy growth and development - fresh fruit and vegetables may protect children from developing later illnesses such as cancer and heart disease - many children take too much sugar in sweets and fizzy drinks – this can lead to tooth decay and obesity.



Influences and their impact on growth and physical development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Exercise, rest and sleep relates to children’s basic needs to maintain growth and physical developmental progress.

- exercise is needed to strengthen and develop muscles and long bones - exercise is needed to promote healthy sleep - less easy for children to take exercise in built-up areas where there are no safe playparks - current fears for children’s safety prevents many parents allowing their older children to play outside without adult presence - rest is required to prevent over-tiredness which may prevent sleep - some children do not recognise their need to rest. These children often need strategies from adults such as story time to encourage rest - sleep is needed to encourage growth as children grow during sleep - some children need encouragement to sleep and bedtime routines can contribute to a child’s ‘winding down’ in preparation for sleep. Environmental influences on growth and physical development include quality of air, food and water. - maternal tobacco smoking, alcohol intake or use of illegal or prescribed drugs may affect growth and physical development antenatally and after birth - pregnant women who give up smoking, alcohol or drug misuse can benefit their baby’s growth and physical development - women who must take prescription drugs can be monitored throughout pregnancy to minimise adverse effects on the unborn baby - fathers who smoke can adversely affect their unborn child’s physical development - the incidence of cot death is higher in homes where parents smoke tobacco - air, food or water pollution may adversely affect child’s growth before and after birth - the use of fluoride either in water supply or added to toothpaste helps to prevent dental caries - access to health care before and after birth may encourage growth and optimum physical development - clean water supply and access to fresh air encourages healthy growth and physical development.



Group investigation – Evaluate the main influences on a child’s emotional, personal and social development Outcome 2b) Explain the main influences on a child’s emotional, personal and social development Outcome 3b) Analyse the impact of influencing factors on a child’s emotional, personal and social development For these performance criteria of Outcomes 2 and 3, you are investigating the main influences and analysing their impact on children’s emotional, personal and social development There are many videos and DVDs available you could view to help you. You may find suitable ones in your local library or in your college library if you are a student. In groups, explain the meaning of the following influences on children’s emotional, personal and social development and evaluate the possible positive and negative effects: • bonding • the nature/nurture debate • cultural background • parenting styles • position in family/siblings • life events • peer group pressure. You may find the following books helpful: The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth An Introduction to Child Development by G. Davenport Care of the Child by H. Lewer and L. Robertson



Influences and their impact on emotional, personal and social development Your group may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. Bonding – refers to the close relationship, known as attachment, developed between the young child and his/her primary carer(s) within the first few years of life. It is believed that a child requires a secure emotional attachment (or bond) with their mother, or mother substitute, to ensure healthy mental development. Attachment has been defined as ‘an affectionate tie or bond that an individual forms between himself and another specific individual’. The ‘attachment’ or bond established between carer and baby may be a survival mechanism. The human infant is helpless and therefore needs to ensure that he receives the care and attention of the adult. The smiles, gurgles and chubby cute appearance of the baby are attractive to the adult, who in turn smiles, cuddles the baby, and talks in a soothing gentle manner. The attachment or bond becomes so strong that it ensures that the infant, even when beginning to be mobile, stays close to the carer.

- early bonding between mother (or parents) and child is thought by some researchers to have long-term effects on the long-term emotional well-being of the child - some theorists think that bonding and attachment only occurs with one person (usually mother) - later research found that many babies develop multiple bonds with other carers and family members with positive effects on children’s emotional development - where bonding or attachment fails to take place there may be long-term consequences for the personal, emotional and social development and behaviour of children - research provides some evidence of increased delinquency in young adults.




Influences and their impact on emotional, personal and social development Your group may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. The nature/nurture debate – refers to whether a child’s inborn (genetic) make-up has a greater influence on her/his growth and development than outside (environmental) influences. There is no doubt that in some families people do seem to ‘take after’ other members of the family. Is this due to nature or nurture?

Researchers have compared characteristics of biological parents with characteristics of their children who have been adopted and brought up in another family to assess the extent of the genetic influences. They have also compared characteristics of adopted children with those of their adoptive parents, to see if the environmental influence in greater. As in most areas of such complex study the answers are not clear-cut. In personality the evidence is not clear. These characteristics are thought to have a biological basis but to what extent is still being discovered.

Psychologists are studying how heredity may affect an individual’s environment. This involves looking at the tendency for parents with particular genes. Children who inherit certain genes will behave in particular ways that will influence the responses of others. For example, if there is an aggressive gene, it may be passed to a child, making her more aggressive in her behaviour, which will possibly initiate negative responses to her behaviour from others. A child who inherits a gene for high intelligence may be more inquisitive and therefore find out more. He will therefore become more knowledgeable – but is this because he has the gene, or because he found out more? Studies of environmental influences are equally complex and are highlighting the interaction between heredity and the environment. It is not a straightforward matter of the environment causing us to develop in certain ways. - environmental factors exert their influence before birth and during childhood, including provision of love and security to encourage children’s feelings of self- worth - individual temperaments of babies may affect the bonding process – ‘easy’ babies may facilitate the bonding process. ‘Difficult’ babies may be insecurely attached, particularly if their mothers do not have emotional support - personality partly determined by genetics but environmental factors are also important in the development of social skills and development of self-confidence - children with ‘difficult’ temperaments more likely to display more aggression and behaviour problems unless very well supported by significant adults in a loving and supportive environment.


Influences and their impact on emotional, personal and social development Your group may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Cultural background. Culture encompasses lifestyles, values and beliefs that are shared by an identifiable group and passed on through generations. Our culture influences our growth and development. - cultural differences within communities and between different parts of the world can influence the emotional, personal and social development of children. Some cultures value the birth of a son more highly than the birth of a daughter affecting children of both genders as they grow and mature - different cultures value particular qualities and skills, for example some place emphasis on sporting ability, some on academic progress. The child's sense of meeting parental expectations in these areas will affect his/her self-esteem - individualist cultures focus on the success of the individual for example winning medals and prizes for being best which may result in low self-esteem for those who do not win - collectivist cultures focus on the child's ability to get along with the group and be accepted which may acknowledge individual contributions to the group which provides children with a feeling of self-worth - within cultures there are views on sex-role, for example some cultures have greater expectations for boys in terms of doing well at school and may provide better schooling opportunities for boys - some cultures have different expectations of how boys and girls are expected to behave, for example ‘tough’ or ‘gentle’, which may have negative effects on boys who have gentle dispositions and on girls who want to pursue ‘tough’ activities such as mountaineering or football. • Parenting styles – research has shown that the style of parenting can impact on children’s development. - authoritarian/autocratic style of parenting (controlling, detached, less warm) tends to result in children who have medium to low levels of self-esteem and self-reliance Children lack interactive social skills and may be subdued or may show high levels of aggression - permissive/laissez-faire style of parenting (undemanding and uncontrolling, but quite warm and affectionate) tends to result in children who are least self-reliant and effective. Children may be aggressive and less likely to accept responsibility -authoritative/democratic style of parenting (firm but reasoned control, encouragement, praise, responsibility warmth and love) tends to result in children with the highest self-esteem and self-reliance - neglecting style of parenting (ill, substance-dependent parents, not emotionally attached to the child) tends to result in children who show disturbance in relationships with adults and peers and who are impulsive and anti-social - in families where children are treated as responsible individuals, given responsibility and praise and set fair and clear limits on their behaviour they are more likely to develop into individuals with high self-esteem and self-reliance.



Influences and their impact on emotional, personal and social development Your group may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Position in family/Siblings – studies have shown that a child’s position in the family can impact on her/his emotional, personal and social development.

- only children and first born are often given more responsibility and may be more likely to be high achievers and conscientious later in life - younger children may feel inferior as their needs may give way to older siblings but the opposite could be equally true - at school younger siblings may be compared with their older brother or sister in either a positive or negative way. This does not acknowledge the individuality of each child and may result in low self-esteem and lack of identity - youngest children may be babied more and tend to have less undivided parental attention, may result in children who are more easy going - middle children may feel left out as they are neither the youngest nor the eldest which may result in low self-esteem. They may have behaviour problems as they try to assert themselves and need understanding and supportive parenting to ensure successful emotional, personal and social development - parents may show favouritism to one child over others resulting in the less favoured child or children having feelings of low self-worth.



Influences and their impact on emotional, personal and social development Your group may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Life events. Throughout life there are many significant events that occur and subsequently impact on the emotional, personal and social development of individuals. - moving house may provide a safer living environment encouraging a sense of security. Moving house may mean moving school and leaving friends and family members causing emotional distress - parents’ separation or divorce may cause anxiety and distress. Some children blame themselves when parents separate. If there was family stress prior to separation, children may feel more secure with one parent. Older children may be expected to support a divorced parent emotionally when they too are distressed - bereavement often leaves young children bewildered and confused. They may become anxious about who will die next in the family or worry about going into hospital if the death occurred there. Older children may be angry - starting or changing school can be a positive experience, allowing children to make new friends, develop their personalities and self-confidence in their skills - starting school may be difficult for children who have not mixed with other children. - strange environment and routines of a new school may cause anxiety - change in parents’ work situation may allow more time for parents and children to be together and strengthen bonds and attachment. Unemployment or a reduction in family income may cause family stress - birth of a sibling may cause jealousy and feelings of rejection. Children may not feel valued. Birth of a sibling may provide opportunity for responsibility and companionship.



Influences and their impact on emotional, personal and social development Your group may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Peer group pressure. The term peer group refers to the group of people round about the same age and same status as an individual. By the time a child is 3-5 years old, the peer group is becoming important and becomes more influential as the child grows older. Children can feel that they must conform to the ideas and kind of behaviour common to the majority, and most children do not like to be very different from the crowd. Sometimes being different can lead to bullying. There have been experiments to show that children even in nursery school are influenced in terms of the kind of things they play with, eg. playing with dolls, and may be put off playing with these things if other children tease them. This is said to have an effect on their ‘gender role acquisition’. - peer group is important for children from about 3 years old, becomes increasingly influential with older children - children accepted by their peer group develop self-confidence, high self-esteem and social skills - children rejected by their peer group may be withdrawn and lack confidence in social situations or they may become aggressive and anti-social - many children want to be accepted by and conform to the peer group which influences their social development and behaviour - pursuing a feeling of belonging may lead to unacceptable behaviour depending on the behaviour patterns and activities of the peer group. Alternatively the peer group’s activities may be socially acceptable and responsible and encourage high self-esteem and self-confidence as well as a sense of belonging - children can be put off playing with certain things and acting in certain ways if they are teased by other children for their individual preferences - the peer group can have an important effect on their gender role acquisition as children conform to the perceived role model within the group for their own gender.



Activity in pairs – Influences and their impact on a child’s cognitive development Outcome 2c) Explain the main influences on a child’s cognitive development Outcome 3c) Analyse the impact of influencing factors on a child’s cognitive development For these performance criteria of Outcomes 2 and 3, you are investigating the main influences and analysing their impact on children’s cognitive development In pairs, explain the following influences on children’s cognitive development and make notes on their possible positive and negative effects: • the nature/nurture debate • genetics, heredity • pre-school provision such as nursery school, attendance at playgroup, childminder • school ethos, environment • stimulation • medical conditions • culture – gender expectations/differentiation. You may find the following books helpful: The Developing Child by H. Bee Child Care and Education by T. Bruce and C. Meggitt The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth An Introduction to Child Development by G. Davenport Care of the Child by H. Lewer and L. Robertson



Influences and their impact on cognitive development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • The nature/nurture debate asks, ‘Which has the greater influence on development – nature or nurture?’ As we live and grow the environment influences us. Before birth we are influenced by factors inside and outside the womb. It is apparent that the interaction of nature and nurture affects our development. Nature and nurture are really inseparable. For example a baby is born with the ability to learn a spoken language but to what extent this develops, will depend on his developmental stage (ie. no child will speak in sentences before he is one year old), and also the amount of environmental stimulation he receives. The spoken language will belong to that child’s own culture. Eventually, a child who has inherited exceptional linguistic abilities will no doubt converse more, ask questions and make comments, therefore initiating further language responses from adults and thus further extending his abilities. So we can see that in language development, an interaction of nature and nurture influences the progress, and this is true in most aspects of development. - there has been much research, debate and controversy over the extent to which cognitive development and IQ is determined by our genes (nature) and our environment (nurture) - evidence from orphanage studies, Operation Headstart and studies of identical twins separated at birth indicate that a more enriched and stimulating environment helps cognitive development. However some debate about this – often twins have not been raised completely apart - environmental factors exert their influence before birth and during childhood - include smoke, alcohol and drugs, love and security, stimulation, pollution, housing, schooling and many other factors. Some studies claim that being exposed to Mozart’s music in the womb can make children more intelligent - personality and intelligence partly determined by genetics but environmental factors are also important – the exact extent of the two factors is not clear - genetic (nature) factors may set the limits of potential cognitive development whereas environmental (nurture) factors determine to what extent, within those limits, cognitive development is achieved (rubber band hypothesis) - environmental factors are the only factors over which early education and childcare workers have any influence – therefore it is possible that those working in early education and childcare should focus on these factors rather than unalterable genetic factors. However it is important to be aware of the impact of genetic factors.



Influences and their impact on cognitive development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Genetics, heredity - The study which includes the contribution of genetics to the individual’s cognitive development has become known as behaviour genetics. In behaviour genetics, psychologists are looking at how heredity influences aspects of development and behaviour such as: intelligence, reading ability and temperament. Psychologists are studying how heredity may affect an individual’s environment. This involves looking at the tendency for parents with particular genes – eg. for intelligence – to not only pass these on, but also to provide a more intellectually stimulating environment for the child. A child who inherits a gene for high intelligence may be more inquisitive and therefore find out more. She will therefore become more knowledgeable – but is this because she has the gene, or because she found out more? - personality and intelligence partly determined by genetics but environmental factors also important such as size of family, position in family and life circumstances - genetic factors may set the limits of potential cognitive development whereas environmental factors determine to what extent, within those limits, cognitive development is achieved (rubber band hypothesis) - children often display similar cognitive abilities to their parents such as musical or mathematical ability, imaginative writing or artistic creativity. How far these are developed will depend on opportunity, stimulation and encouragement - learning difficulties such as dyslexia often occur in families. Such difficulties may be overcome if children have access to early recognition, specialist advice and equipment - children with inherited visual or hearing impairments may achieve their cognitive developmental potential with specialist intervention and equipment.



Influences and their impact on cognitive development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Pre-school provision

- a stimulating environment provided by nursery, playgroup or childminder could influence cognitive development through exposure to new experiences, activities and appropriate equipment for children to explore and investigate - pre-school settings provide books, communication, pictures, music, rhymes, games, play and outings to encourage exploration, investigation and experiment by the children. The adult role is also important in recognising when intervention is appropriate to support and promote children’s cognitive development - stories and role-play in pre-school settings encourage imagination and extend vocabulary either through spontaneous play initiated by children or adult-led to promote the development of a specific skill in a group or for individual children - opportunities to learn through play with peer group/other children. Children learn skills from each other and also knowledge of other cultures and backgrounds - Opportunities to gain knowledge and understanding of the world outside the family environment. • School ethos, environment relates to teaching approaches and styles, attitudes towards and acceptance of individual pupils. - children who are valued for themselves have a positive sense of self-worth and are ready to learn. They have the self-confidence to explore, investigate and experiment. They are ready to try again if they do not succeed first time - children who do not feel valued for themselves have low self-esteem and often do not have the self-confidence to try new tasks or learn new skills. They are easily discouraged by lack of success at first attempt - children who are encouraged and praised for effort as well as achievement develop confidence to build on their abilities and develop new skills - children who are only praised for successful achievement may lack self-esteem as their sense of self-worth depends on their ability to achieve. They may be reluctant to investigate and experiment for fear of failure. Their motivation to learn may be diminished and they may not achieve their full potential - well-equipped schools with a broad curriculum will encourage learning and investigation if they provide an appropriate mix of teacher-led and child-led activity - enthusiastic teachers with knowledge and expertise will provide good role models and high quality teaching and learning material. Uninterested, unmotivated or overworked teachers may be a deterrent to children’s becoming active and enthusiastic learners.




Influences and their impact on cognitive development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Stimulation – there is evidence that a more stimulating and enriched environment can positively impact on a child’s cognitive development - a stimulating environment provided by parents, carers, pre-school and school can influence cognitive development as children will have opportunity to explore, investigate and experiment - there is evidence that children deprived of stimulation do not develop all their cognitive abilities. Although good quality resources and equipment contribute to a stimulating environment, children need the input of interested adults - stimulation ideally in as many forms as possible – books, communication, pictures, music, rhymes, games, play, new experiences, outings, hobbies. Adult role is important in building on children’s abilities and promoting their cognitive developmental progress

- recognising and providing for special abilities. Gifted children need their abilities acknowledged, supported and promoted though they also need to be enabled to interact with their peer group in other areas of learning

- providing for all aspects of cognitive development through a range of meaningful activities. Important that children are not alienated from learning by inappropriate teaching methods and styles. - encouraging and praising achievements of whatever size. A small step for one child is as significant as a leap for another. - using different methods of teaching to match individual learning styles is important to ensure that individual children are enabled to achieve their learning potential. • Medical conditions Will vary between a short-term condition with temporary negative effects on a child’s cognitive development. Other medical conditions requiring ongoing treatment and/or hospitalisation may have a negative impact on a child’s ability to learn - illness can result in children being in hospital or confined to home and missing school which can slow down their cognitive development. Hospitals often offer learning opportunities for long-term in-patient children - illness may be short-term when the effect on cognitive development is likely to be temporary and children can regain their developmental stage with support - illness may be long-term when the effect on cognitive development is likely to be more prolonged as children may not be well enough to access learning opportunities - whatever the medical conditions and the limits they may place on cognitive development the more specialist support and stimulating environment then the more children will develop their cognitive potential - some illness may result in impaired cognitive ability in a child who was previously at his or her developmental stage prior to the onset of illness.


Influences and their impact on cognitive development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Culture – gender expectations/differentiation The example of the ‘rubber band’ hypothesis (see page 55) indicates that all children are born with a certain cognitive potential. The experiences they receive decide how much they are stretched. Schools are developing curricula that provide equal access to children from all cultural backgrounds. - cultural differences both within one community and between different parts of the world can influence the cognitive development of children as some cultures value academic achievement very highly - some cultures value particular qualities and skills, for example some place emphasis on sporting ability, some on academic progress. The former culture is likely to place more emphasis on the development of physical skills whereas the latter is likely to focus more on scholastic achievement - individualist cultures focus on the success of the individual for example winning medals and prizes for being best. Such a culture may impose stress on children when they reach formal schooling. Children may feel compelled to study hard at school and at home or they may reject learning and ‘drop out’ - collectivist cultures focus on the child's ability to work as part of a group. Such a culture may impede individual children’s scholastic achievement. However, middle ability children may be reassured when working as part of a group where individual contributions are likely to be valued - within cultures there are views on sex-role, for example some cultures have greater expectations for boys in terms of doing well at school and are less accepting of girls pursing academic success - some cultures do not value academic achievement and discourage their children’s learning progress.



Outcome 2d) Explain the main influences on a child’s linguistic development Outcome 3d) Analyse the impact of influencing factors on a child’s linguistic development For these performance criteria of Outcomes 2 and 3, you are investigating the main influences and analysing their impact on children’s linguistic development Explain the following influences on children’s linguistic development and make notes on the possible positive and negative effects: • parental involvement and interaction • experiences to extend and expand vocabulary • siblings • physical development • cognitive development- vocabulary, self-expression • education • bi-lingualism.



Influences and their impact on linguistic development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Parental involvement in children’s linguistic development begins before birth. Unborn children hear and recognise their parents’ voices. Children usually learn their home language from their parents and their earliest experience of speech is usually in the home.

- early communication from birth, talking, singing, eye contact, reading stories is very important in the development of children’s linguistic skills. Babies are able to watch mouth movements during speech and begin to imitate them - hearing the spoken word precedes the ability to reproduce it - listening and responding to children when they come home from school, conversing with them about the day’s events is important from the beginning of attendance at nursery. Children who are listened to gain confidence in using and developing their linguistic skills - making meal-times a time for conversation allows children to develop skills in listening as well as expressing their thoughts, ideas and opinions. It is important that children feel their contributions to family conversations are valued so they gain confidence to accept and consider the opinions of others - helping children with language homework eg. reading books, story writing, factual and imaginative written work develops their linguistic skills and expands and extends their vocabularies - discussing language progress with relevant professionals at nursery and school helps to identify any difficulties children may have linguistically so that appropriate intervention can be initiated - encouraging older children to express their thoughts and feelings freely without being ridiculed or criticised provides the opportunity for them to become articulate in argument and discussion.



Influences and their impact on linguistic development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Experiences to extend and expand vocabulary gives children the opportunity to learn and pronounce new words and express their thoughts and feelings clearly. - trips to the countryside, zoo, city, plays and concerts – children are stimulated by new surroundings and experiences which can later be used for discussion and written work to extend and expand vocabularies, and linguistic skills - library visits – exposure to books and reading allows children to experience a variety of linguistic styles and approaches

- visiting speakers into nursery or school, discussing aspects of their work encourage learning new expressions and vocabularies. Children may develop linguistic skills through learning to ask relevant questions

- discussion time in the nursery, school or at home, where children interact with their peer group or family, develop conversation skills and are encouraged to ask and answer questions - music, art and drama – creative experiences which allow the child to express ideas using words and other means - careful correction of grammar, pronunciation and vocabulary mistakes so children are not discouraged from trying to communicate. • Siblings often provide extra opportunities for linguistic development - being a close friend whom the child can share thoughts and ideas with assists both children to develop self-expression and linguistic skills - stimulating ideas often come from a big sister or brother – eg. making up imaginative games involving vivid descriptions of characters etc. The older child will contribute to the younger child’s vocabulary acquisition - sharing of books and stories allows all siblings involved to comment and speculate on the storyline. Young children often memorise favourite story books which further expands vocabulary - occasionally can hinder language development if an older sibling does all the talking. Younger children are often willing to allow an older sibling to be their mouthpiece - occasionally an older child reverts to baby talk when a new baby comes along (usually short lasting) - being involved in the care of a new baby may encourage speech in an older child to talk to the baby.



Influences and their impact on linguistic development

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illness. These children again are likely to need speech therapy with home and school support - prolonged use of dummies and feeding bottles into toddlerhood may impair speech development in early muscles required for speech. This is a further situation requiring t

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- children who are read to and who read for themselves experience different ways of expressing ideas



Influences and their impact on linguistic development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Education – environment, teaching styles, ethos relates to an encouraging atmosphere with recognition of children’s individual strengths and learning needs. The education environment can also reflect the cultural and language backgrounds of its pupils. Teaching styles should be flexible enough to adapt to individual and group needs.

- encouragement to learn reading and writing will encourage the acquisition of an extensive vocabulary in children and the ability to express themselves verbally and in writing - using imagination and creativity in verbal and written discussion and description expands children’s linguistic skills. Children need freedom to develop their ideas unrestricted initially by grammar and spelling constraints. They will later acquire the linguistic rules of their own language - opportunities to develop social skills through interaction with adults and their peers will give children confidence in their linguistic skills - Opportunities for role-play in nursery and later participating in school dramatic productions and presentations help children develop confidence in speaking in public - encouragement from teaching staff to build on existing skills and make progress gives children confidence in their linguistic ability - focussing on children’s individual interests and recognising them as individuals encourages them to express their thoughts and ideas - children whose effort to express their thoughts and ideas are ridiculed or dismissed will experience difficulty in developing linguistic skills.



Influences and their impact on linguistic development You may have included all or some of the following as you completed the activity. You may also have had some ideas of your own. • Bilingualism is the term used for children who use two languages. The term is sometimes used for ‘multilingualism’. Some children grow up speaking two languages because their parents speak to them using both languages. Others speak the language of the home until they go to school, where they are exposed to another language – eg. English – which is therefore an ‘additional’ language. Only a few years ago in this country some teachers considered that it was a disadvantage to have two languages. Children were encouraged not to use their ‘home’ language in school and told to speak only in English. Nowadays, as a result of research into this area, it is advised that children should speak their home language in school while they are learning, as well as gradually being taught English and being helped to use it fluently. This way the child becomes truly bilingual, but is not disadvantaged in learning new concepts, or being assessed.

- a strong first language contributes to a child’s development of a second or third - important that a child grows up with at least one strong language to enable the acquisition of others - children learning through an additional language may have high levels of ability in curricular aspects or areas but may lack the linguistic skills in the additional language to achieve to their potential. In this instance home/school liaison may assist the development of linguistic skills in the additional language - important for child’s self-esteem that both languages are maintained and developed. Children need acknowledgement of their home and cultural background to maintain their individual identities - other children from monolingual backgrounds benefit from exposure to new language concepts and awareness of different cultures in the presence of bilingual children - children’s home language should continue to be spoken at home to ensure they develop a strong first language on which to build their second language - children learning two languages simultaneously may take longer to develop linguistic skills but this is a recognised successful route to bilingualism - children may have distinct vocabularies in one language for schoolwork and in another for social occasions with friends and family. They might find discussing homework easier in the learned language terminology and explaining playground game rules easier in their home language with friends who also speak it.




Inter-relationship of influences and their impact on all aspects of development It is very important that you recognise that the impact of influences on one aspect of children’s developmental progress will impact on other aspects. All aspects are developing at the same time. However, sometimes a particular influence will have a greater impact on one aspect of development than others. • children who have their physical needs for warmth, food and shelter met will feel secure and have a sense of self-worth. They will achieve their optimum health and have high energy levels to be able to explore, investigate, experiment and learn • children who have sufficient sleep and rest, fresh, clean air and opportunities for exercise will be alert and able to concentrate in learning environments. They will be able to achieve their maximum potential giving them a strong sense of self-worth • children who are emotionally secure will grow and thrive and have good appetites and good energy levels. They will have confidence to build on their abilities and try new experiences and develop new skills • children develop social skills through participation in physical games and sports with their peer group and will develop independence and self-confidence. Physical games also provide opportunities for exercise which allows children to expend physical energy making them more ready to concentrate on learning. Physical games also encourage muscle development and co-ordination which contributes to the development of cognitive skills • children with social skills can interact with their peer group and teachers, feel comfortable in their environment and have confidence to investigate and experiment. Interaction with others also encourages the development of linguistic skills • children who are encouraged to communicate and are listened to will develop linguistic skills and self-confidence and have high self-esteem. They will develop the ability to express their feelings and have confidence in discussions and debates. Children who learn to experience emotions through books and pictures at home and in the nursery can be helped to express emotions through words • children who have opportunities to explore their environment will learn through investigation and experimentation and learn to take responsibility for their own actions. They will also learn to make choices and make risk assessments • when a new baby arrives in the family, a child's language progress may be affected, depending on how he reacts to the new arrival. Some children may regress to baby-talk through feeling unwanted • family events such as the birth of a new baby in the family may have a positive influence on a child's language if he/she is encouraged to talk to the baby and join in stories with the adult. Being involved in the care of a new baby will raise a child’s self-esteem and feeling of self-worth • if a child is experiencing physical trauma, such as abuse, it can sometimes be signalled in his/her language development. Some children when severely unhappy, or anxious will withdraw and be unwilling to speak to others • some children develop stammers that might be due to their excitement and hurry to talk about things. If adults lead the child to believe this is wrong, eg. by being cross or impatient, or making fun of it, then the stammer can become a real problem with subsequent negative effects on the child’s self-confidence.



Inter-relationship of influences on all aspects of development


Test yourself questions You have now reached the end of the material you need for assessment of Outcomes 2 and 3 of the Unit Child Development: Birth to 12 years. Here are some questions for you to test yourself. Sample answers follow on the next page. 1. Explain the importance of a balanced nutritious diet to the physical development of the child from birth to 12 years 2. Explain the importance of a secure attachment to a child’s emotional, personal and social development 3. Evaluate the impact of stimulation on children’s cognitive development 4. Evaluate the impact of siblings on children’s linguistic development These questions will also help you to prepare for assessment when you will be working under supervision within a specified time limit. Similar questions to Questions 1, 3 and 4 will carry 6 marks each. Similar questions to Question 2 will carry 4 marks. If you wish to time yourself, you should allow approximately 6 to 7 minutes each for questions 1, 3 and 4. For question 2 you should allow approximately 4 to 5 minutes.



Answers to test yourself questions 1. Your answer could explain the importance of a balanced, nutritious diet to children’s growth and physical development in the following terms: • breast-fed babies initially have all their nutrition needs met and are less likely to be overweight and less susceptible to infection and allergies • a balanced diet containing protein, fat, carbohydrate, minerals and vitamins is essential for healthy growth and development • fresh fruit and vegetables may protect children from developing later illnesses such as cancer and heart disease • many children take too much sugar in sweets and fizzy drinks – can lead to tooth decay and obesity. A well-balanced diet will ensure children have strong healthy teeth and maintain the correct weight for their height • some children have food allergies that can lead to difficult and hyperactive behaviour or to severe allergic reactions. Their need for a balanced diet is the same as for non-allergic children but parents and early education and childcare workers must ensure that the contents of the diet avoids foods that are allergens. 2. Your answer could explain the importance of a secure attachment to a child’s emotional, personal and social development in the following terms: • children who do not develop a secure attachment may have difficulties in developing relationships in later life • children who develop secure attachments are likely to have high self-esteem and self-confidence • children who develop secure attachments are likely to develop the emotional, personal and social skills to establish positive relationships as children and adults • the establishment of a secure attachment is likely to have a positive effect on the long-term emotional well-being of the child • children with secure attachments establish trust in others • children who lack secure attachments are likely to have low self-esteem and lack confidence.



Answers to test yourself questions 3. Your answer could evaluate the impact of stimulation to a child’s cognitive development in the following terms: • a stimulating environment provided by parents, carers, pre-school and school can influence cognitive development through providing opportunities for exploration, investigation and experiment • there is evidence that children deprived of stimulation do not develop all their cognitive abilities • stimulation should ideally be in as many forms as possible – books in different styles with factual and fictional content – communication through conversations, circle time, presentations – pictures to encourage discussion and to inspire artwork – music and rhymes to develop concepts of rhyme and rhythm – games and play to encourage learning and following rules and also to encourage new ideas and experiment – new experiences such as outings to develop knowledge and understanding of the world. • recognising and providing for special abilities so that children can reach their developmental potential • providing for all aspects of cognitive development through a range of meaningful activities to ensure a variety of learning and development experiences • encouraging and praising efforts as well as achievements. 4. Your evaluation of the impact of siblings on children’s linguistic development could include the following: • being a close friend whom the child can share thoughts and ideas with assists both children to develop self-expression and linguistic skills • stimulating ideas often come from a big sister or brother – eg. making up imaginative games involving vivid descriptions of characters etc. The older child will contribute to the younger child’s vocabulary acquisition • sharing of books and stories allows all siblings involved to comment and speculate on the storyline. Young children often memorise favourite story books which further expands vocabulary • occasionally can hinder language development if an older sibling does all the talking. Younger children are often willing to allow an older sibling to be their mouthpiece • occasionally an older child reverts to baby talk when a new baby comes along (usually short lasting).


children's development birth - 12 years text book extract

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