Recent orders
Developmentally Appropriate Practices for Young Children
Developmentally Appropriate Practices for Young Children
Student’s Name
Institutional Affiliation
Developmentally Appropriate Practices for Young Children
Introduction
The early years of a child serve as an effective foundation for literacy development in the future. With this in mind, it is appropriate to come up with strategies that promote both language and literacy development among young children. Green and Peterson (2006) stated that the degree to which these children acquire the necessary language skills is a strong predictor of their future academic excellence.
One of the strategies is phonics and phonemic awareness (Lin, 2001). Phonemic awareness helps the child to know that speech is composed of identifiable units, which includes words, syllables and sound. To assist children in literacy development, teachers should incorporate phonemic awareness into the curriculum. The instruction involves teaching children to categorise various phonemes into words and later combine the various words into a phrase.
Adult-child relationship greatly influences language acquisition. In their infancy and toddler years, children require numerous one-on-one interactions with their parents and older siblings to enhance their oral literacy skills. Parents can communicate with their children using simple language aided by appropriate non-verbal cues. At school, the children need teachers to play with, sing with or do other activities.
Children also need a print-rich atmosphere to support their language progress. Children who access writing tools, with which to express themselves in various symbolic ways, get motivated to learn faster, compared to those with limited accessibility. These materials include books, papers, pencils, and visual aids. In the classroom, a teacher can provide various teaching aids like charts to aid literacy development.
The teacher should use varied reading and writing activities in the classroom. Since children have a very a short attention span, the teacher should use short stories, which are conversational as learning aids. The teacher can decide to read aloud to ensure that each learner gets what is taught (Neuman et al, 2004). The ability of children to process written material stems from their daily exposure to stories, informational texts, poems and other literature materials.
Individualizing children’s needs is very important in literacy development. Different children have different cognitive abilities and information processing. Some children are fast learners while others are slower. A good teacher adjusts teaching strategies according to children’s requirements.
Teachers should integrate language explorations into the curriculum. The curriculum should be intellectually engaging, as well as challenging, to expand the children’s knowledge of vocabulary and the world. The teacher can investigate real topics or events that relate to children’s everyday experiences. When these children investigate, they get the chance to ask questions and use their skills to explore their surroundings.
In Conclusion, early literacy enables a child to get the necessary academic skills that impact their future life. Through the various educational strategies, the child is able to develop into both a competent reader, as well as writer.
References
Green, SD, & Petersen, R. (2006). “Language and Literary Promotion in Early Children Settings:
A survey of Center –Based Practices.” ECRP, Vol. 8, Issue no. 1
Lin, Chia-Hui. (2001). Early Literacy Instruction: Research Applications in the Classroom.
ERIC Digest. ERIC Clearinghouse on Reading English and Communication. Retrieved from HYPERLINK “http://www.readingrockets.org/article/397/” http://www.readingrockets.org/article/397/ on December 11, 2013.
Neuman, SB, Copple, C, & Bredekamp, S. (2004). Learning to Read and Write:
Developmentally Appropriate Practices for Young Children. National Association for the Education of Young Children-Washington, DC.
Developmental Psychology annotated bibliography
(Name)
(Instructors’ name)
(Course)
(Date)
Developmental Psychology annotated bibliography
Phillips, F. B. (2004). NTU Psychotherapy: An Afrocentric approach. The Journal of Black Psychology, 17, 55-74.
This article explores a kind of a therapy known as NTU, commonly pronounced as ‘in-too’ found on a central Africa ideology of a functional unit that reaches all aspects of being. The main focus in its approach is based on a natural order that looks at the emifiaction of body, soul and mind. The critical issues of this African philosophy are perceived to be affected and influenced by the culture of African American. These issues are congruent to a Hemonistic view. And due to this, the core objective of this therapy study is congruence with oneself. The therapeutic understandings and relationship is key to the success of psychotherapy. African fundamentals of Narigo Saba are highlighted as the spiritual procedures for persons to abidance and acceptance of these opinions allowing the process of healing to start. Numerous values and aspects involved in the therapeutic process are greatly discussed. This provides credible and resourceful materials for the discussions and understanding of abnormal psychology.
Hotvedt, M. E., Gray, J., & Smith, L. (2005). Lesbian mothers and their children: A comparison with solo parent heterosexual mothers and their children. Archives of Sexual Behavior, 15, 167-184.
This article investigates and presents the reports from a comparative study of two kinds of a single parent household setting with children ages 4-12. The objective of the study was to compare the sexuality identity development of children in household where fathers are absent but live with their mothers who are either homosexual or heterosexual; the research was conducted in ten states. The survey was done through mothers completing their sex- role and personalities by mail. The children were examined with the age equivalent Weschhler Scales, test of family relationship and sexual identity were also carried out. A significant quantity of qualitative information is recorded about the mothers’ background. The observations and results from interviews and questionnaires reveal that there was no supporting evidence on gender identity disorder. Daughters displayed a wider array of gender-role behavior compared to sons. The study also revealed that to a certain extent daughters of mothers who are lesbians were observed to portray a lesser feminist particularly on how they dress.
Neighbors, H. W., & Williams, D. (2006). The influence of racial factors on psychiatric diagnosis: A review and suggestions for research. Community Mental Psychological Journal, 25, 301-311.
This review article provides the prevalence factors and figures to substantiate a notion that Blacks are more frequently misdiagnosed with schizophrenia and not as often as their White counterparts who manifest identical symptomology. The basis of the review looks at the DSM-II system but not DSM IV where a comprehensive discussion of symptomolgy was done. Among the objectives of the research was to work out a proper design of alternative investigative modalities to reduce misdiagnoses specifically among Blacks as it has happened. It also touches on ways of improving cultural mannerism and language on issues relating to symptomology. (i.e, the use structured interviews by both Black and White Clinicians when diagnosing their clients). Given the date of this article and its merits, this review would be the most call for invitation to students to study these developments and ideas and point evidence and support them with the present literature. The article discusses the importance of clarification cultural functions and context of diagnosis. The author categorically illustrates the early learning experiences and symptoms. And so doing, he undermines the challenge of the DSM III-R nosology that only permits diagnosis which is upon the symptomoloy manifestation. For a psychology specialist, this study offers the significance of information of cultural context and also a very useful source of information concerning maladaptive symptoms.
Baltes, M. M., & Schmid, U. (2003) Ed. 4. Psychological gerontology. German Journal of Psychology, 13, 88–121.(This is an example of a psychological journal publication.)
Describes the study in the developmental psychology in East Germany (German Democratic Republic) as from the end of the world war two. Comprises four periods of research. Looks at the research built upon the study of the aptitudes of the person bringing up the needed advance conditions of the development of psychic and those of the biological preconditions. Demonstrates the nature of development of psychology in GDR with regard to resources of research, professional education, current trends in research and communication. Illustrates the weaknesses in the present practice in the developmental psychology that are apparently shared by other nations. This long- time study of GDR children shows the predicaments with peer relations during childhood development to be a predictor of the unforeseen symptoms of depression. This developing behavior can happen through a pathway way of incremental aggression behavior that resulted from peer relationships that were poor. The aspect of the developmental psychology is presently described as the study of the modification and acquisition of behavior as a functional element between external and internal factors. It encompasses the developmental changes that are mostly connected with the postulation of changes. This discipline is broadly categorized into three major classical orientations namely; behaviorist, psychoanalytic and cognitive. (This paper ranks highly as one of the most cited papers registering over 782 citations since it was published in 2003)
Mundia, L. (2008). Childhood education in Brunei Darussalam and Swaziland: Achievements, Goals and Challenges. Children care and development, PsychologicalReview 178: 152-160.( This is an example of an article published in a scientific journal.)
Strategically looks at the condition of the early childhood welfare and its overwhelming shortcomings such as assessments problems and poor training of the teachers. Studies outline various recommendations for improvement in the systems, most notably are the strategies that enhance the system to be more inclusive.
The study also gives an insight for the required strategies for the development of psychology in Africa, and how to promote indigenous psychologies in a coherent manner that do not hinder the development of overarching theoretical mainframes. The research again lays more emphasis on the development of the divergent evolutionary views that connected with the relationship between thought and culture. Applies study examining infant-caregiver responsiveness and proximity among diverse groups in Africa to describe the concepts explained. This work offers professionals, teachers and students with an applied and conceptual resource to establish an atmosphere and environment that is workable for a culturally diverse group such as the one been studied. Taking into consideration the psychological outcomes and the nature of adversity as witnessed by a great number of children in Darussalam and Swazi children. Examines the relationship between the environmental variables such as parent family demographics, school experience and parent expectation and the children reading abilities and also scrutinizes the implications of poverty in view of the subject. Other areas of concern include the dialectical, ecological, ethological, socio-biological and processing of information reproaches is discussed. The work examines actions; self announced attitudes and the demographics concerns and trends as a way of issuing judgments and predicting pro-social habits, characters and behaviors among the African adolescent population
Describes the three pre-coping deployments strategies that young children used in Africa their civil wars. The study focused on the role of maintaining a cohesive essence of purpose, proper and effective modalities of managing traumatic memories, and acquisition of a successful guard against destructive social segregation and isolation. (This paper is frequently cited with well 322 citations since its publication in 2008).
Phillison, S.,and Phillison,.S (2008). Belief of ability, academic expectation and participation of parents and guardians as predictors of child success and achievement: A cultural ComparisionLearning and Educational Psychology, Psychological Review 26(4), 324-39. ( This Review article has highly been cited since its publication in 2008).
This study asserts the hypotheses that the parent’s perceived notion of a child’s cognitive ability, their academic expectation of a child and subsequently their participation and involvement both at school and home, are actually all predictors of academic success and achievement. It also clearly illustrates the differences in academic excellence coming as a result of difference in culture. The research investigates actual ideal discrepancies, gender differences and self-concept in Swedish and Japanese adolescents. To conduct the research, the Self-Description Questionnaire II (SD QII) is applied for the core purpose of examining its components visa vi the ideal actual questionnaire modeled for the research. The results obtained from both the two cultures reveal that the questionnaires are satisfactory. The interpretation is that the Japanese adolescents recorded higher self-discrepancies and lower self-concepts than their Swedish counterparts.
Gender differences showed insignificant influence than the cultural impact.
References:
1. Hotvedt, M. E., Gray, J., & Smith, L. (2005). Lesbian mothers and their children: A comparison with solo parent heterosexual mothers and their children. Archives of Sexual Behavior, 15, 167-184.
2. Phillips, F. B. (2004). NTU Psychotherapy: An Afrocentric approach. The Journal of Black Psychology, 17, 55-74
3. Phillison, S.,and Phillison,.S (2008). Belief of ability, academic expectation and participation of parents and guardians as predictors of child success and achievement: A cultural Comparison. Learning and Educational Psychology, Psychological Review. 6(4), 324-329.
4. Mundia, L. (2008). Childhood education in Brunei Darussalam and Swaziland: Achievements, Goals and Challenges. Children care and development, PsychologicalReview 178: 152-160.
5. Baltes, M. M., & Schmid, U. (2003) Ed. 4. Psychological gerontology. German Journal of Psychology, 13, 88–121.
6. Neighbors, H. W., Jackson, J. S., Campbell, L., & Williams, D. (2006). The influence of racial factors on psychiatric diagnosis: A review and suggestions for research. Community Mental Psychological Journal, 25, 301-311.
Developmental Milestones
Name:
Institution:
Course:
Tutor:
Date:
Developmental Milestones
Developmental milestones are a state of functional skills or age-specific tasks that most children can do at a certain age range. These milestones are vital indicators for checking the progress of a child’s development. The development skills in developmental milestones are categorized under four primary domains; the physical, cognitive, social and emotional (Zastrow & Karen 64).
To begin with, the physical development consists of the development of the body structure which includes muscles, bones and organ systems. Generally, it comprises of: the sensory development which deals with the organ systems that underlie the senses and perception; motor development which is concerned with muscle action; and, the nervous system which co-ordinates the perception and movement. The motor activity is dependent upon muscle strength and co-ordination with gross motor activities such as walking and standing involving the large body muscles while finer motor activities such as speech, vision involve the relatively smaller muscles of the body. The central nervous system plays a vital role in the co-ordination and control of both the large and small muscle activities (115).
Sensory development as postulated by Zastrow & Karen includes the development of basic senses of touch, smell, taste, hearing and the co-ordination and integration of the perceptual input from these systems by the central nervous system (124). It is vital to note that vision is composed of both the sensory and motor activities and that muscles regulate the physical structures of the eye so as to permit focusing with neurological pathways assisting in the transmission of visual input to the brain.
Cognitive development is the second form of the developmental milestone. It is at times referred to as intellectual or mental development. Cognitive activities include thinking, reasoning, memory, abstract thinking, perception, concept development and problem-solving ability. The language factor, a significant and complicated component of cognitive development, requires symbolization and memory. It is important to differentiate language and speech as they are controlled by different parts of the brain. Understanding and formulating language is a complex cognitive activity as opposed to speech which entails motor activity (Pine 4-5).
A child’s interaction with other people as well as his or her involvement in social groups is a perfect description of social development, a fourth component of the development milestone. The earliest social task is attachment which further defines the development of relationships with adults and peers, the assumption of an existing moral system and the productive role in society.
The last concept is emotional development which includes the development of personal traits and characteristics, including personal identity, the ability to enter into reciprocal emotional relationships, self-esteem and mood and effect that are appropriate for one’s age and the situation as a whole (6).
Developmental Milestones at Infancy
An infant is a child of up to two years of age. A child in this age range adopts and develops several attributes which are fundamental for their individual growth and development. The physical, emotional, cognitive and social developmental skills are the main focal changes of an infant. This are indicated by various abilities and coping strategies.
Physical development
From birth to one year, Pine discusses that an infant develops control and mastery over his or her body in both fine and gross motor skills. This primary task culminates towards the end of the first year in walking. Between one and two years, the infant perfects the gross and fine motor skills that emerged in the first year by developing balance, stability, improved ability to manipulate objects and stability (7).
Cognitive Development.
Cognition begins with alertness, recognitions, awareness and interest in visual, auditory and tactile stimuli from birth to one year. As motor development improves, the infant starts to explore and manipulate objects and develops a basic understanding of their properties. Object permanence is developed towards the end of the first year. The emergence of symbolic thought, central to cognitive development, results in the ability to understand and produce language is manifested between one and two years of age (Zastrow & Karen 111).
Social development
The development of attachment to the primary caretaker such as the child’s mother is the most important undertaking of infants aged below one year. From one to two years, a child develops affectionate and trusting relationships with other family members other than the mother, and engages in simple games (150).
Emotional Development
During the first year, an infant develops basic trust which is derived from the positive attachment between an infant and the primary caregiver, often the foundation of emotional development. Until the age of two years, the primary developmental task involves the development of autonomy which includes mastery and control over oneself and the adjacent environment (67). Children at this age develop a rudimentary self-concept and consequentially experience pride and pleasure of being ‘good,’ and ashamed or embarrassed at being ‘bad.’
The developmental milestone process that has been discussed adequately foresees the development of infants and transcends a long range of an individual’s life. The processes occurring at each of these levels may very to a large extent based on the external environment as well as hereditary factors. The development process is also challenged by disorders that occur and affect the acquisition of skills and consistent progress of the co-ordination process. Autism, a developmental disorder is discussed below.
Childhood autism, otherwise known as autistic disorder or infantile autism occurs commonly to infants and toddlers (Bolton & Simon 22). It is characterized by impaired verbal and non-verbal communication, social interaction, some form of repetitive and controlled stereotyped interest, ritual, or other behavior. Children affected by autism experience extreme difficulty in developing normal relationships with other people. They are isolated from their peers’ interests, are unable to interpret non-verbal communication cues such as facial expressions and struggle with language and speech development.
The ratio of prevalence of autistic children is about eight for every ten thousand children, with about one in every three exhibiting some form of pervasive disorder, which displays some of the autistic symptoms. Its major causes include genetic, traumatic and infectious factors (Stanley 38).
Autistic symptoms are greatly varied however a general pattern is evidenced among the affected, for example, autistic infants may act relatively normal during their first few months of life before becoming less responsive to stimuli and their parents, they may experience difficulties in toilet training, may fail to recognize their parents faces and be resistant to being cuddled; secondly, they isolate from their fellow children and avoid playing games with them; thirdly, verbal and non-verbal communication develop peculiarly; they also develop extreme resistance changes as they desire to maintain the already established behavioral patterns; and further exhibit poor judgment hence highly vulnerable to risks (Bolton & Simon 74-104).
Treatment of Autism
The treatment of autism requires appropriate early intervention. The parents and physicians have to discuss what is best for the child. In most scenarios, the parents are encouraged to take care of their children at home. There are also special education classes available for autistic children. Additionally, structured behavioral based programs, geared towards patient’s developmental level are provided as an option. In order to treat specific symptoms like seizures, hyperactivity, and extreme mood changes, medication is recommended (Stanley 45).
Development milestones define the different stages that contribute to the growth of the human being, from childhood to adulthood. The developments at each range of the development process are clearly outlined with eminent differential variations influenced by the genetic make up and adjacent environment. This document conclusively discussed the developmental milestones and their visible indicators at infancy, autism as a developmental disorder and its treatment options.
Works Cited
Bolton, P., and Simon, B. Autism: the facts. Oxford: Oxford: Oxford UP, 1993.
Pine, Daniel, S. “Classification of Child and Adolescent Psychopathology.” Journal of
Child Psychology and Psychiatry 37 (2006): 3-12.
Stanley, I. “Executive Function Deficits in Children with Autism.” Journal of
Development and Learning Disorder 7 (2003): 37-56.
Zastrow, C., and Karen, K. Understanding Human Behavior and the Social
Environment USA: Cengage Learning, 2009.