1) Developmental milestones proposed by Arnold Gesell occur in predictable sequences, allowing developmental issues to be identified and addressed. However, a child's development can vary across physical, cognitive, and social/emotional domains and is influenced by many environmental factors.
2) A child's environment must meet their basic needs for development to progress. Trauma can delay or arrest development as needs take time to feel securely met.
3) Positive attachment enables exploration and cognitive growth, while insufficient attachment focuses development on survival and can disrupt the brain. Trauma affects cognitive and learning milestones, which vary individually rather than by age.
Attachment And Children In Care 45 Slide HandoutBill Reid
Attachment theory proposes that secure attachment to caregivers in early childhood is essential for healthy social and emotional development. Insecure or disrupted attachment can result from factors like parental mental illness, abuse/neglect, and multiple caregiving changes. Children with insecure attachment are at higher risk for problems like difficulty regulating emotions and forming relationships. Providing stable, nurturing caregiving environments and supporting the development of secure attachments can help mitigate these risks.
Attachment forms through attuned interactions between infants and their caregivers. Secure attachment provides children with safety and trust, forming the basis for future relationships, self-worth, resilience to stress, and emotional regulation. Trauma and neglect can disrupt attachment, affecting brain development and increasing risks for mental and physical health issues. Trauma-informed care aims to repair attachment injuries by focusing on safety, connections, and managing emotions through empathic, regulated interactions.
Intergrated-Therapy "Circle of Security"Karen Cowling
Do you want to bring up children who you have been able to parent from the inside out, to raise children who feel attached and loved, to assist them in being able to manage their own and others strong emotions. www.Intergrated-Therapy.com
0408618165
Karen.
Session Two Presentation: Attachment TheoryAndriaCampbell
Attachment theory proposes that secure attachment to caregivers is essential to child development. John Bowlby's research found that infants develop internal working models of relationships based on interactions with primary caregivers. These models influence how children view themselves, relationships, and regulate emotions. Secure attachment arises from caregivers being consistently sensitive and responsive to children's needs and signals. This allows children to develop self-esteem, empathy, emotional regulation, and view caregivers as a secure base for exploration.
This document outlines key aspects of attachment theory, including:
- Attachment is an evolutionary bond between caregiver and child that is crucial for development, well-being, and survival.
- Bowlby proposed that children need a warm, continuous relationship with their primary caregiver for healthy mental development.
- Attachment forms through interactions between caregiver and child in the first years, shaping the child's "internal working model" and expectations in relationships.
- Secure attachment, formed through caregiver sensitivity and responsiveness, promotes social/emotional competence and learning abilities while insecure attachments can hinder these.
- Practitioners can support children's learning by understanding attachment needs and how they impact behavior, self-regulation and relationships.
April 3, 2014-Trauma in Young Children Under 4-Years of Age: Attachment, Neur...MFLNFamilyDevelopmnt
The PowerPoint presentation for a 2 hour webinar exploring how young children are particularly vulnerable to the effects of trauma, especially when their relationships with their caregivers are affected. (Find the live recording of this webinar @ https://learn.extension.org/events/1416) This presentation examines the characteristics of trauma in young children who are 4-years of age and younger, formal diagnostic criteria as well as other signs and symptoms of trauma, the neurobiological underpinnings of traumatic experiences for children, and evidence-based interventions that may be useful for remediating the effects of trauma for young children and their families.
S. Sherrill - General Psychology - Chapter 9 (M1) sjbrabham
This document provides an overview of key concepts in developmental psychology, including nature vs nurture, Jean Piaget's stages of cognitive development, attachment theory, and parenting styles. Some of the main points covered are:
- Development is influenced by both genetic (nature) and environmental (nurture) factors.
- Piaget identified 4 stages of cognitive development from infancy to adulthood.
- Attachment theory describes different types of infant attachment to caregivers.
- Baumrind identified 4 parenting styles - permissive, authoritarian, neglectful/rejecting, and authoritative - that influence child development.
This document discusses attachment theory and its implications for therapy. It introduces John Bowlby and Mary Ainsworth's work identifying secure, insecure-preoccupied, insecure-avoidant, and insecure-disorganized attachment styles in infants based on their interactions with caregivers. Insecure attachment can stem from unpredictable, frightening, or dangerous caregiving or unresolved caregiver states. Attachment shapes biological systems in the body. Internal working models develop from early relationships. Adult romantic relationships and attachment-focused therapy can help develop secure attachment. The document then describes OnTrack's attachment-focused program which aims to build parenting capacity and reduce intergenerational trauma through assessment, therapy, and parenting coaching to reduce out-of-home placements.
Attachment And Children In Care 45 Slide HandoutBill Reid
Attachment theory proposes that secure attachment to caregivers in early childhood is essential for healthy social and emotional development. Insecure or disrupted attachment can result from factors like parental mental illness, abuse/neglect, and multiple caregiving changes. Children with insecure attachment are at higher risk for problems like difficulty regulating emotions and forming relationships. Providing stable, nurturing caregiving environments and supporting the development of secure attachments can help mitigate these risks.
Attachment forms through attuned interactions between infants and their caregivers. Secure attachment provides children with safety and trust, forming the basis for future relationships, self-worth, resilience to stress, and emotional regulation. Trauma and neglect can disrupt attachment, affecting brain development and increasing risks for mental and physical health issues. Trauma-informed care aims to repair attachment injuries by focusing on safety, connections, and managing emotions through empathic, regulated interactions.
Intergrated-Therapy "Circle of Security"Karen Cowling
Do you want to bring up children who you have been able to parent from the inside out, to raise children who feel attached and loved, to assist them in being able to manage their own and others strong emotions. www.Intergrated-Therapy.com
0408618165
Karen.
Session Two Presentation: Attachment TheoryAndriaCampbell
Attachment theory proposes that secure attachment to caregivers is essential to child development. John Bowlby's research found that infants develop internal working models of relationships based on interactions with primary caregivers. These models influence how children view themselves, relationships, and regulate emotions. Secure attachment arises from caregivers being consistently sensitive and responsive to children's needs and signals. This allows children to develop self-esteem, empathy, emotional regulation, and view caregivers as a secure base for exploration.
This document outlines key aspects of attachment theory, including:
- Attachment is an evolutionary bond between caregiver and child that is crucial for development, well-being, and survival.
- Bowlby proposed that children need a warm, continuous relationship with their primary caregiver for healthy mental development.
- Attachment forms through interactions between caregiver and child in the first years, shaping the child's "internal working model" and expectations in relationships.
- Secure attachment, formed through caregiver sensitivity and responsiveness, promotes social/emotional competence and learning abilities while insecure attachments can hinder these.
- Practitioners can support children's learning by understanding attachment needs and how they impact behavior, self-regulation and relationships.
April 3, 2014-Trauma in Young Children Under 4-Years of Age: Attachment, Neur...MFLNFamilyDevelopmnt
The PowerPoint presentation for a 2 hour webinar exploring how young children are particularly vulnerable to the effects of trauma, especially when their relationships with their caregivers are affected. (Find the live recording of this webinar @ https://learn.extension.org/events/1416) This presentation examines the characteristics of trauma in young children who are 4-years of age and younger, formal diagnostic criteria as well as other signs and symptoms of trauma, the neurobiological underpinnings of traumatic experiences for children, and evidence-based interventions that may be useful for remediating the effects of trauma for young children and their families.
S. Sherrill - General Psychology - Chapter 9 (M1) sjbrabham
This document provides an overview of key concepts in developmental psychology, including nature vs nurture, Jean Piaget's stages of cognitive development, attachment theory, and parenting styles. Some of the main points covered are:
- Development is influenced by both genetic (nature) and environmental (nurture) factors.
- Piaget identified 4 stages of cognitive development from infancy to adulthood.
- Attachment theory describes different types of infant attachment to caregivers.
- Baumrind identified 4 parenting styles - permissive, authoritarian, neglectful/rejecting, and authoritative - that influence child development.
This document discusses attachment theory and its implications for therapy. It introduces John Bowlby and Mary Ainsworth's work identifying secure, insecure-preoccupied, insecure-avoidant, and insecure-disorganized attachment styles in infants based on their interactions with caregivers. Insecure attachment can stem from unpredictable, frightening, or dangerous caregiving or unresolved caregiver states. Attachment shapes biological systems in the body. Internal working models develop from early relationships. Adult romantic relationships and attachment-focused therapy can help develop secure attachment. The document then describes OnTrack's attachment-focused program which aims to build parenting capacity and reduce intergenerational trauma through assessment, therapy, and parenting coaching to reduce out-of-home placements.
Learn the history of attachment theory (known today as attachment parenting), and the benefits of creating a secure attachment with your infant and/or child.
1. Attachment theory proposes that deep emotional bonds form between infants and their caregivers and influence development. John Bowlby identified four stages of attachment formation in early childhood.
2. Research on Bowlby's theory identified three main attachment styles in infants - secure, anxious/resistant, and avoidant - based on their reactions to separation and reunion with caregivers.
3. Secure attachment is correlated with positive outcomes, while insecure styles can lead to difficulties with relationships and emotional regulation. Caregiver sensitivity and consistency affects the attachment style that develops.
Evaluating child with disruptive behaviourDr Wasim
This document discusses evaluating and understanding disruptive behavior in children. It begins by defining disruptive behavior and providing examples. It explains that some behaviors are developmentally normal for younger children but could become problematic depending on the child's age. Causes of disruptive behavior can be biological, psychological or social. The document provides guidance on when to seek professional help and lists disorders that can involve disruptive behaviors. It also outlines approaches to evaluating a child with disruptive behaviors.
John Bowlby was the first attachment theorist and described attachment as a lasting psychological bond between human beings. Bowlby believed that the earliest bonds formed between children and their caregivers have a tremendous impact that continues throughout life. Psychologist Mary Ainsworth further studied attachment through her "Strange Situation" experiments, which observed how children responded to brief separations from their mothers. Ainsworth identified three main styles of attachment - secure, ambivalent, and avoidant - which can influence relationships and behaviors later in life.
This document discusses cognitive, emotional, and social development from childhood through adulthood based on theories from Freud, Erickson, and Piaget. It describes key stages of development including trust vs mistrust in infancy, autonomy vs shame and doubt in toddlers, initiative vs guilt in preschoolers, industry vs inferiority in school-aged children, identity vs role confusion in adolescence, intimacy vs isolation in young adults, and integrity vs despair in late adulthood. It also outlines Piaget's stages of cognitive development from sensorimotor to concrete to formal operational thought. Dental considerations are discussed for each developmental period.
Session 3 Presentation: Attachment Aware Schools and StrategiesAndriaCampbell
This document discusses attachment theory and emotion coaching strategies to support children's learning and relationships. It begins by considering how attachment affects learning and outlines the Attachment Aware Schools project. It then discusses emotion coaching, a strategy involving 5 steps: 1) recognizing and empathizing with a child's feelings, 2) setting limits on behavior if needed, and 3) problem-solving with the child. The document provides information on how emotion coaching aligns with brain development and attachment theory to help children learn emotional regulation.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and that these bonds are important for survival. John Bowlby was the first major theorist of attachment, suggesting infants become attached to caregivers who are sensitive and responsive in order to feel safe and secure as they grow. Bowlby identified four stages of attachment from birth through early childhood and proposed styles of attachment including secure, avoidant, ambivalent, and disorganized. Attachment serves protective and exploratory functions critical to child development.
This document summarizes theories of infant psychosocial development in the first two years. It discusses emotional development in infancy, including specific emotions like pleasure, pain, social smiles, anger, fear, and separation anxiety. It also covers theories from Freud, Erikson, behaviorism, cognitive theory, and sociocultural theory. Attachment styles like secure, avoidant, resistant, and disorganized are defined. The development of social bonds through synchrony, attachment, and social referencing are also summarized.
1. Identifying an emotional or behavioral disorder in children is difficult as there are many biological, environmental, and psychological factors that influence development and behavior exists on a continuum.
2. Diagnoses are based on classification systems like the DSM-IVR which lists behavioral characteristics, but these criteria are subject to interpretation and can vary between professionals.
3. The most important goal of an evaluation is to provide recommendations to support the child, regardless of whether a diagnosis is given. A problem does not disappear if criteria for a diagnosis are not fully met.
The document discusses attachment disorders and secure attachment in children. Secure attachment is formed through attuned interactions between caregiver and infant, which helps the infant feel safe and regulate their emotions and behaviors. Insecure attachment and attachment disorders can be caused by neglect, abuse, frequent caregiver changes and other traumatic experiences, and can impact brain development and lead to difficulties forming relationships and controlling emotions. Treatment focuses on forming a corrective attachment through structure, attunement, empathy, maintaining a positive effect, and supporting the development of reciprocity between child and caregiver.
This document discusses strong-willed children and provides guidance for parenting them effectively. It defines strong-willed children as spirited, passionate, and self-motivated individuals who see rules as guidelines and are creative problem-solvers. The document advises building strong relationships with unconditional love and respect to influence children, using calm, firm communication, explaining rules' purposes, and holding children accountable in a way that involves them in problem-solving. It emphasizes adapting to each child's unique needs and seeking help if safety is threatened.
Adolescent Attachment To Parents And Peersgaz12000
1. This document discusses patterns of attachment in adolescence, specifically looking at how attachment to parents relates to attachment to peers and how adolescents are attached differently to their mothers versus fathers.
2. It reviews literature showing that adolescents generally rate attachment to their peers higher than to parents, suggesting peers become more important during adolescence, though parents remain significant. Research also indicates adolescents typically report stronger attachment and communication with their mothers compared to their fathers.
3. The document analyzes how adolescent development impacts relationships, as adolescents gain independence but still desire parental support, and relationships with mothers and fathers take on different qualities during this transitional period.
A group presentation that involves research articles which analyze how parenting styles and attachment types can affect a child's development. Within the CFLE matrix, this slideshow falls under the substance areas of internal dynamics of families and human growth and development. It falls under the competency area of assessment and evaluation skills.
This document discusses emotional development in children. It defines emotion and explains the importance of understanding a child's emotional development when providing dental treatment. It describes the physiology of emotions, including the role of the nervous and endocrine systems. It then examines characteristics of common emotions seen in children, such as distress/crying, anger, fear, anxiety, and phobias. For each emotion, it outlines how the emotion typically presents at different developmental stages.
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
Resilience & Adult Attachment in Cases of Child TraumaJane Gilgun
This document provides an overview of resilience and adult attachment in cases of child trauma. It discusses key topics like adverse childhood experiences, definitions of trauma and complex trauma, neurobiology of trauma, and general styles of adult attachment. The document also presents case examples to illustrate typical reactions of adults with different attachment styles (secure/resolved, preoccupied, dismissive, disorganized) to child sexual abuse disclosures.
This document discusses attachment theory and how early experiences with caregivers impact attachment and brain development. It covers how neglect, abuse, prenatal drug/toxin exposure, and frequent changes in caregivers can disrupt attachment and cause stress that harms brain development. Proper nurturing from a stable caregiver is important for developing emotional regulation and a healthy attachment relationship.
The document discusses the factors that influence human growth and development, including both nature and nurture. It describes how hereditary, physical, intelligence, emotional, and social factors can all impact a child's development. Both internal biological factors and external environmental factors shape how a person matures over time.
How do genetic and environmental factors work together to influemeagantobias
How do genetic and environmental factors work together to influence emotional and moral development? What can parents do to ensure healthy emotional and moral development with their children?
This week you’re going on a field trip – an internet field trip! Please do a search online for a current event that relates to the material in the reading this week. Give a brief summary of what you found and explain how it fits in with what you learned this week. Don’t forget to cite your source!
Emotional Development and Moral Development
This week we will explore the functions of emotions, the development of emotional expression and emotional understanding, the role of temperament, and the development and significance of attachment. Additionally, we will study moral development. Topics involving moral development will include the study of morality as the adoption of societal norms, morality as social understanding, moral reasoning of young children, the development of self-control, and the development of aggression.
Topics to be covered include:
Stages of Emotional Development
Moral Development
Emotional Development
Emotion is defined as a rapid appraisal of the personal significance of a situation that prepares us for action. When you experience something that is personally relevant, there is physiological response in your body that causes a behavioral response. If you get into an argument, someone you love smiles at you, or you accomplish a challenging task, you feel a surge of emotion. Your behavioral responses to your emotions is part of what makes you unique!
EMOTIONS DEFINED
Theorists with a functionalist approach to emotion believe that emotions play an integral role in cognitive processing, social behavior, and physical health. They believe that the purpose of emotions is to motivate behavior aimed at accomplishing personal goals. If you have a goal in mind, the anticipation of the outcome, as well as the outcome itself, triggers emotions that help dictate your response. As an individual interacts with his or her environment and situations change, emotions change.
We see how cognition and emotions work together when we consider the impact of anxiety on performance. When anxiety levels rise, thinking skills are often impacted, as attention given to mental processing is now occupied with thoughts of worry. In addition, children who become distressed tend to better recall that particular experience, showing emotion is linked to memory. We also previously learned that two childhood growth disorders, nonorganic failure to thrive and psychosocial dwarfism, result from emotional deprivation.
SOCIAL SITUATIONS
SELF-AWARENESS
HEALTH
Emotional Expression
The progression of emotional expression occurs with age. In early infancy, happiness is displayed through smiles and laughter, often as a reaction to parental affection or the achievement of sensorimotor goals. Infants also begin to experience anger (as a result of not being able ...
Scsn early years annual conference - heather stack - presentation oct 2013joyoneill
The document discusses the impacts of parental absence, relocation, and disability on babies and young children. It notes that parental stress, depression, absence, and other challenges can negatively impact children's development by affecting brain activity and attachment relationships. However, it also discusses factors that can promote resilience, such as social support, secure family contexts, and parents' ability to buffer stress. The document emphasizes that early experiences and relationships play a crucial role in children's social-emotional development and future mental health outcomes.
Learn the history of attachment theory (known today as attachment parenting), and the benefits of creating a secure attachment with your infant and/or child.
1. Attachment theory proposes that deep emotional bonds form between infants and their caregivers and influence development. John Bowlby identified four stages of attachment formation in early childhood.
2. Research on Bowlby's theory identified three main attachment styles in infants - secure, anxious/resistant, and avoidant - based on their reactions to separation and reunion with caregivers.
3. Secure attachment is correlated with positive outcomes, while insecure styles can lead to difficulties with relationships and emotional regulation. Caregiver sensitivity and consistency affects the attachment style that develops.
Evaluating child with disruptive behaviourDr Wasim
This document discusses evaluating and understanding disruptive behavior in children. It begins by defining disruptive behavior and providing examples. It explains that some behaviors are developmentally normal for younger children but could become problematic depending on the child's age. Causes of disruptive behavior can be biological, psychological or social. The document provides guidance on when to seek professional help and lists disorders that can involve disruptive behaviors. It also outlines approaches to evaluating a child with disruptive behaviors.
John Bowlby was the first attachment theorist and described attachment as a lasting psychological bond between human beings. Bowlby believed that the earliest bonds formed between children and their caregivers have a tremendous impact that continues throughout life. Psychologist Mary Ainsworth further studied attachment through her "Strange Situation" experiments, which observed how children responded to brief separations from their mothers. Ainsworth identified three main styles of attachment - secure, ambivalent, and avoidant - which can influence relationships and behaviors later in life.
This document discusses cognitive, emotional, and social development from childhood through adulthood based on theories from Freud, Erickson, and Piaget. It describes key stages of development including trust vs mistrust in infancy, autonomy vs shame and doubt in toddlers, initiative vs guilt in preschoolers, industry vs inferiority in school-aged children, identity vs role confusion in adolescence, intimacy vs isolation in young adults, and integrity vs despair in late adulthood. It also outlines Piaget's stages of cognitive development from sensorimotor to concrete to formal operational thought. Dental considerations are discussed for each developmental period.
Session 3 Presentation: Attachment Aware Schools and StrategiesAndriaCampbell
This document discusses attachment theory and emotion coaching strategies to support children's learning and relationships. It begins by considering how attachment affects learning and outlines the Attachment Aware Schools project. It then discusses emotion coaching, a strategy involving 5 steps: 1) recognizing and empathizing with a child's feelings, 2) setting limits on behavior if needed, and 3) problem-solving with the child. The document provides information on how emotion coaching aligns with brain development and attachment theory to help children learn emotional regulation.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and that these bonds are important for survival. John Bowlby was the first major theorist of attachment, suggesting infants become attached to caregivers who are sensitive and responsive in order to feel safe and secure as they grow. Bowlby identified four stages of attachment from birth through early childhood and proposed styles of attachment including secure, avoidant, ambivalent, and disorganized. Attachment serves protective and exploratory functions critical to child development.
This document summarizes theories of infant psychosocial development in the first two years. It discusses emotional development in infancy, including specific emotions like pleasure, pain, social smiles, anger, fear, and separation anxiety. It also covers theories from Freud, Erikson, behaviorism, cognitive theory, and sociocultural theory. Attachment styles like secure, avoidant, resistant, and disorganized are defined. The development of social bonds through synchrony, attachment, and social referencing are also summarized.
1. Identifying an emotional or behavioral disorder in children is difficult as there are many biological, environmental, and psychological factors that influence development and behavior exists on a continuum.
2. Diagnoses are based on classification systems like the DSM-IVR which lists behavioral characteristics, but these criteria are subject to interpretation and can vary between professionals.
3. The most important goal of an evaluation is to provide recommendations to support the child, regardless of whether a diagnosis is given. A problem does not disappear if criteria for a diagnosis are not fully met.
The document discusses attachment disorders and secure attachment in children. Secure attachment is formed through attuned interactions between caregiver and infant, which helps the infant feel safe and regulate their emotions and behaviors. Insecure attachment and attachment disorders can be caused by neglect, abuse, frequent caregiver changes and other traumatic experiences, and can impact brain development and lead to difficulties forming relationships and controlling emotions. Treatment focuses on forming a corrective attachment through structure, attunement, empathy, maintaining a positive effect, and supporting the development of reciprocity between child and caregiver.
This document discusses strong-willed children and provides guidance for parenting them effectively. It defines strong-willed children as spirited, passionate, and self-motivated individuals who see rules as guidelines and are creative problem-solvers. The document advises building strong relationships with unconditional love and respect to influence children, using calm, firm communication, explaining rules' purposes, and holding children accountable in a way that involves them in problem-solving. It emphasizes adapting to each child's unique needs and seeking help if safety is threatened.
Adolescent Attachment To Parents And Peersgaz12000
1. This document discusses patterns of attachment in adolescence, specifically looking at how attachment to parents relates to attachment to peers and how adolescents are attached differently to their mothers versus fathers.
2. It reviews literature showing that adolescents generally rate attachment to their peers higher than to parents, suggesting peers become more important during adolescence, though parents remain significant. Research also indicates adolescents typically report stronger attachment and communication with their mothers compared to their fathers.
3. The document analyzes how adolescent development impacts relationships, as adolescents gain independence but still desire parental support, and relationships with mothers and fathers take on different qualities during this transitional period.
A group presentation that involves research articles which analyze how parenting styles and attachment types can affect a child's development. Within the CFLE matrix, this slideshow falls under the substance areas of internal dynamics of families and human growth and development. It falls under the competency area of assessment and evaluation skills.
This document discusses emotional development in children. It defines emotion and explains the importance of understanding a child's emotional development when providing dental treatment. It describes the physiology of emotions, including the role of the nervous and endocrine systems. It then examines characteristics of common emotions seen in children, such as distress/crying, anger, fear, anxiety, and phobias. For each emotion, it outlines how the emotion typically presents at different developmental stages.
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
Resilience & Adult Attachment in Cases of Child TraumaJane Gilgun
This document provides an overview of resilience and adult attachment in cases of child trauma. It discusses key topics like adverse childhood experiences, definitions of trauma and complex trauma, neurobiology of trauma, and general styles of adult attachment. The document also presents case examples to illustrate typical reactions of adults with different attachment styles (secure/resolved, preoccupied, dismissive, disorganized) to child sexual abuse disclosures.
This document discusses attachment theory and how early experiences with caregivers impact attachment and brain development. It covers how neglect, abuse, prenatal drug/toxin exposure, and frequent changes in caregivers can disrupt attachment and cause stress that harms brain development. Proper nurturing from a stable caregiver is important for developing emotional regulation and a healthy attachment relationship.
The document discusses the factors that influence human growth and development, including both nature and nurture. It describes how hereditary, physical, intelligence, emotional, and social factors can all impact a child's development. Both internal biological factors and external environmental factors shape how a person matures over time.
How do genetic and environmental factors work together to influemeagantobias
How do genetic and environmental factors work together to influence emotional and moral development? What can parents do to ensure healthy emotional and moral development with their children?
This week you’re going on a field trip – an internet field trip! Please do a search online for a current event that relates to the material in the reading this week. Give a brief summary of what you found and explain how it fits in with what you learned this week. Don’t forget to cite your source!
Emotional Development and Moral Development
This week we will explore the functions of emotions, the development of emotional expression and emotional understanding, the role of temperament, and the development and significance of attachment. Additionally, we will study moral development. Topics involving moral development will include the study of morality as the adoption of societal norms, morality as social understanding, moral reasoning of young children, the development of self-control, and the development of aggression.
Topics to be covered include:
Stages of Emotional Development
Moral Development
Emotional Development
Emotion is defined as a rapid appraisal of the personal significance of a situation that prepares us for action. When you experience something that is personally relevant, there is physiological response in your body that causes a behavioral response. If you get into an argument, someone you love smiles at you, or you accomplish a challenging task, you feel a surge of emotion. Your behavioral responses to your emotions is part of what makes you unique!
EMOTIONS DEFINED
Theorists with a functionalist approach to emotion believe that emotions play an integral role in cognitive processing, social behavior, and physical health. They believe that the purpose of emotions is to motivate behavior aimed at accomplishing personal goals. If you have a goal in mind, the anticipation of the outcome, as well as the outcome itself, triggers emotions that help dictate your response. As an individual interacts with his or her environment and situations change, emotions change.
We see how cognition and emotions work together when we consider the impact of anxiety on performance. When anxiety levels rise, thinking skills are often impacted, as attention given to mental processing is now occupied with thoughts of worry. In addition, children who become distressed tend to better recall that particular experience, showing emotion is linked to memory. We also previously learned that two childhood growth disorders, nonorganic failure to thrive and psychosocial dwarfism, result from emotional deprivation.
SOCIAL SITUATIONS
SELF-AWARENESS
HEALTH
Emotional Expression
The progression of emotional expression occurs with age. In early infancy, happiness is displayed through smiles and laughter, often as a reaction to parental affection or the achievement of sensorimotor goals. Infants also begin to experience anger (as a result of not being able ...
Scsn early years annual conference - heather stack - presentation oct 2013joyoneill
The document discusses the impacts of parental absence, relocation, and disability on babies and young children. It notes that parental stress, depression, absence, and other challenges can negatively impact children's development by affecting brain activity and attachment relationships. However, it also discusses factors that can promote resilience, such as social support, secure family contexts, and parents' ability to buffer stress. The document emphasizes that early experiences and relationships play a crucial role in children's social-emotional development and future mental health outcomes.
Universal vs conntext.specific develpmentEngr Hassan
The document discusses three key issues in developmental psychology: nature vs nurture, continuity vs discontinuity, and universal vs context-specific development. It then summarizes three major theories: Piaget's cognitive-developmental theory which emphasizes innate stages of cognitive development influenced little by environment; Erikson's psychosocial theory which views development as proceeding through innate psychosocial stages with strong environmental influences; and social cognitive learning theory which sees development as the gradual accumulation of learned behaviors through modeling and reinforcement from the environment.
Lost in Translation 2 Talking to teens #2Jane mitchell
The document discusses communicating with adolescents. During adolescence, the brain undergoes significant neurological development including pruning of pathways and myelination. This results in increased impulsivity and difficulty regulating emotions. Teens may misinterpret social cues and engage in risky behaviors. The document provides tips for parents to empathize with their teen's experience and adjust expectations based on their physical, cognitive, and emotional development. Effective communication involves active listening, understanding the teen's perspective, and finding a balance of trust and responsibility.
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
1) The document discusses Chomsky's theory of critical periods in language development and provides examples from real life cases, including Genie, showing disruptions during critical periods can negatively affect language development.
2) It asks what Genie's outcome tells us about language and emotional development, and what cues educators can take from these tragic cases.
3) The document is about emotional and language development in children, discussing theories, stages of emotional development, attachment theory, and the development of language and communication skills.
The document discusses key concepts in developmental psychology including nature vs nurture, continuity vs stages of development, stability vs change over the lifespan. It covers prenatal development, infancy, childhood, adolescence and adulthood. Key theorists discussed include Piaget, Kohlberg, Erikson. Development is influenced by both biological/genetic factors and environmental experiences.
Growth and Development: Developmental HazardsGreeshma Raj
Growth and development can be impacted by various hazards that interfere with normal developmental patterns. Hazards can originate from environmental or internal factors, and affect physical, psychological, and social adjustments. During prenatal development, physical hazards like maternal stress can disrupt hormone functioning, while psychological hazards may have more persistent effects. Birth-related hazards include both physical risks of the process as well as psychological challenges of adjusting to life outside the womb. Delays or issues in areas like motor skills, speech, emotions, social skills, and personality can negatively impact personal and social adjustments if not addressed. Teachers play an important role through curriculum and activities in fostering children's moral development appropriate to their stage.
The document discusses various theories of human development including:
- Psychosexual theory by Freud which includes oral, anal, phallic, latency, and genital stages.
- Psychosocial theory by Erikson which includes trust vs mistrust, autonomy vs shame, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, and integrity vs despair.
- Cognitive development theory by Piaget which includes sensorimotor, preoperational, concrete operational, and formal operational stages.
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docxaulasnilda
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
The document discusses the psychological impacts of early childhood trauma on refugee children based on lessons learned from child protection research. It covers key topics like the importance of early development, theories of child development, outcomes of development, risk factors for poor outcomes, and the clinician's role in caring for refugee children. The clinician aims to promote optimal health, development, and family support for refugee children who face risks from their traumatic experiences.
The document discusses the importance of early childhood development and the impacts of trauma on children. It notes that early experiences shape lifelong patterns of behavior by changing the brain's structure and function. Childhood trauma, neglect, and poor attachment can negatively impact cognitive, emotional, social, and behavioral development, with effects often persisting into adulthood. Research on child development has led to understanding how to advantage children through supportive early experiences.
This document discusses strategies for facilitating successful transitions for children entering the foster care or adoption system. It emphasizes the importance of transition planning to reduce stress and trauma. The key strategies discussed include:
1) Building familiarity for the child in their new home through welcome packs, learning about their interests and needs, and following familiar routines.
2) Establishing consistent routines and boundaries while also showing empathy and avoiding power struggles.
3) Ensuring any necessary medical, educational, or therapeutic care is in place.
4) Allowing time and a gradual process for the child to settle into their new home and community.
5) Developing a strong support system for the caregivers to help ensure a
Parental Presence – Building foundations of change for our childrenJane mitchell
The document discusses several aspects of parental presence that are important for therapeutic parenting of children who have experienced developmental trauma. It discusses:
1) The importance of a calm physical presence to help children feel cared for, accepted, and begin developing trust. Simple physical presence can help regulate children's emotions.
2) Keeping children "in mind" when apart by using reminders like photos, notes, smells to reassure them of the parental bond. This helps children who struggle with separation due to inappropriate early care.
3) Providing a narrative by describing what you see in the child, to reinforce the messages of care, acceptance and that the child is important. This was how parents naturally interact with pre
The document describes the case of Annabel, a 14-year-old girl who was adopted at age 3 but presented with complex needs including autism and attachment disorder. Her behaviors escalated with puberty and secondary school, resulting in violent outbursts towards her adoptive mother. She was ultimately placed in a residential home for safety reasons. The placement allowed Annabel to maintain contact with her adoptive family, which helped her develop resilience and confidence in the family unit despite not living with them. The case demonstrates how adoptive families can assert their parental rights to support a child in an out-of-home placement.
Lost in Translation - Communication and MiscommunicationJane mitchell
Communication is complex from birth as babies rely on sensory signals to interact with caregivers to meet survival needs. Early communication involves crying, smiling, and other behaviors to get attention for needs. As cognitive skills develop, language and reasoning allow for more complex communication, though some rely more on sensory and literal interpretations. Effective communication considers developmental levels, checks for understanding, focuses conversations, and supports those with disabilities or delays through visual aids, simplified language, and addressing emotional states. Barriers like differences in ability, language, environment or disabilities can cause misunderstandings.
Riding in Tandem - co-regulation in actionJane mitchell
1) The author discusses how a child's emotions can influence a caregiver's emotions, known as co-regulation, where a child in an upset state can push a caregiver's buttons and cause them to also become overwhelmed.
2) Staying calm as a caregiver is important for co-regulating a child; the author provides examples of how reflecting on situations that cause stress can help develop strategies to remain in a calm state.
3) The attachment process involves cycles of rupture and repair between a child and caregiver; mistakes can be recovered from through explanation, reassurance and repairing the relationship.
This document discusses how a child's developmental age may differ from their chronological age due to past trauma or attachment issues. It summarizes Jean Piaget's stages of cognitive development, focusing on the sensorimotor and pre-operational stages. During the sensorimotor stage from birth to age 2, children learn object permanence and attachment. During the pre-operational stage from ages 2 to 7, children think visually and egocentrically, which can lead to fantastic stories and lies due to a lack of reasoning skills. The document provides examples of how one adopted child exhibits behaviors characteristic of an earlier developmental age due to past trauma.
Jane reflects on using a structured observation and reflection process to better understand and address her adopted daughter's chaotic and unpredictable behavior. She keeps a diary with columns for event descriptions, reflections, and planned actions. This allows her to identify triggers and underlying issues like jealousy, anger, and fear of abandonment in a detached way. It also helps her recognize patterns over time and improve her responses by staying calm and empathetic. She finds reading about attachment theory and strategies for creating safety and trust to be invaluable complements to the reflective process. While challenges remain, Jane feels more in control and hopeful that through understanding her daughter's trauma better, they can build a more secure relationship.
1) The document discusses the importance of making time for fun and play with children in order to lower their stress, build attachments, and promote healthy development. It notes that many parents get so busy with activities for their kids that they forget to have fun with them.
2) It describes the author's experience taking a relaxing holiday with her daughter, during which the daughter was able to fully relax and enjoy herself for the first time in years. The author reflects on how fun promotes bonding and positive emotions.
3) The author advocates for gently introducing fun to children and being aware that some children may find fun overwhelming at first due to anxiety or lack of experience with it. She shares stories of her daughter's early difficulties
1) The author adopted a daughter and advocated for maintaining contact with the birth mother despite the social worker's recommendation against it.
2) The first contact meeting went well but caused emotional issues for the daughter, bringing up feelings of being "horrid" and fears that everything was her fault.
3) While contact stirs up difficult emotions and behaviors in the daughter, the author believes it allows her to process her history and build understanding, rather than avoiding the issues.
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One of the things that I encounter time and again when delivering training,
whether to parents or professionals, is the importance of emphasising the
necessity of meeting the child at their stage of development, whatever their
chronological age. Although this has been proposed as the best approach
to individual assessment and planning, and the concept of the “unique
child” was central to the development of the Early Years Foundation Stage,
this still seems to present a challenge. In addition the approach is further
complicated by the fact that a child or young person can be at a different
developmental stage in each of three main developmental areas – physical,
cognitive and social/emotional
Developmental Milestones:
Arnold Gesell (1880-1961) developed his theory of Biological Maturation in the
1940s. According to Gessell human development in all areas – physical,
cognitive and emotional/social - is predetermined by the genetic blueprint
which is the result of the combined genetic background of the parents.
Gesell believed in “maturation patterns” which occur in predictable
sequences. This being the case, it was possible to construct a timeline for
human development. These guides could then be used as a benchmark
against which to assess the development of any individual. This was clearly
extremely useful, as the theory also allowed any developmental issues to be
identified and followed up, and appropriate support given.
Factors which influence development
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It comes as no surprise that there are many factors which influence how
children and young people develop. If we break this down, then we can
look more closely at the reasons for the variations we see in individual cases.
Environment
As I write this, we are better placed than ever to begin to understand the
impact of the environment on the developing child, as our understanding of
and research into neurodevelopment grows and develops, posing new
questions even as original queries are answered.
Maslow’s hierarchy of needs suggests that a child’s environment needs to be
able to provide for physiological, safety and belonging needs (also known as
deficit needs) in order for the individual to achieve their individual potential.
My observations tell me it is not enough for needs to be met, they must be
perceived and understood as being met by the individual for progress to be
made. In other words, moving a child from a harmful home and placing
them in a safe and secure home where their needs will be met means that as
adults we know those deficit needs are met, improving outcomes for the
child. However for the traumatised child, it is likely to take time, patience and
repeated experience before they are able to move on from their sense of
danger – their development may be delayed or arrested. Their initial
reaction to the move may be fear and anger, which may be heightened by
the strangeness of their surroundings, and overwhelming feelings of isolation
and rejection.
In 1977 Urie Bronfenbrenner published The Ecology of Human Development,
whereby the development of an individual is placed at the centre of external
influences from family and friends to community and school, country and
global influences. We now know that environmental influences can literally
change the way our genes are expressed, with clear implications for health
and medical issues including mental health. For instance, children whose
mothers were exposed to chronic and severe stress during their pregnancy
have been shown to have a higher incidence of psychological and
behavioural disorders. This is linked to the toxic effect of stress hormones, and
it has been proven that these children are likely to have higher than average
levels of stress hormones produced as well as higher than average numbers
of stress hormone receptors. The result is a child who is easily stressed and
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fearful of change or transitions. Furthermore, research into epigenetics has
shown that the alterations to DNA are handed on to subsequent generations.
Neurological and cognitive Development
Richard Bowlby states that “neuroscientists are discovering that they cannot
explain the rapid neurological developments in the brain of a child without
reference to the interaction between the baby and his/her environment”.
(http://www.allianceforchildhood.eu/files/QOC%20Sig%204.pdf)
When a child feels safe, secure and loved, (deficit needs met according to
Maslow) then their exploration systems are switched on and they are eager
for new experiences and stimuli which gives them further information to
support their cognitive development.
Where there has been a positive attachment experience, needs are
perceived as being met by the individual (for an infant, this is a sensory state
of comfort or discomfort), they are confident in the provision of physiological
and safety needs and have been able to engage in a loving reciprocal
relationship that has enabled them to build an expectation based on the
primary emotion of love. They have a core knowledge that their needs will
be met, enabling them to be resilient and tolerant if they are occasionally
hungry, cold, upset, have an argument, etc. They are able to manage social
interactions and make connections readily. Their experience of the world as
accommodating means that they can take risks; are able to bear the
disappointment of being wrong; and can explore different experiences with
confidence. They will be able to better manage impulsivity as a result of their
needs being appropriately met, and the secure unchanging nature and
routine of their life gives a grounding for well developed executive function.
These individuals will be able to embrace a challenge whether this is
academic, physical or emotional.
Where there has been an insufficient, absent or disengaged attachment or
other developmental trauma, the individual will be focussed on getting
survival needs met. This focus is driven by the primary emotion of fear. The
stress created by this existence will also disrupt the healthy development of
the brain. This individual may filter most of his experience via fear of being
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able to survive in this hostile environment. It may be hard to connect and
engage with others. The individual may have issues with their self esteem as
well as finding it hard to trust or maintain a positive outlook. In this case the
executive function (higher brain activity controlling impulsivity, enabling
analytical thought, mediating responses, enabling capacity to be organised
and to plan) is largely shut down, or dependant on information that will feed
into adaptive responses based in fear and presenting possibly as anger or
withdrawal that will reinforce the fearful outlook of the individual. Resilience,
trust and hope may well be alien emotions. This individual is likely to be
resistant to and fearful of change.
Cognitive Development
There are many learning theories, but it was Jean Piaget (1896-1980) who
proposed a timeline of developing cognitive function.
Sensorimotor
(Birth-2 yrs) Differentiates self from objects
Achieves object permanence: realises that things continue to exist even
when no longer present to the senses.
Pre-operational
(2-7 years) Learns to use language and to represent objects by images and words
Concrete operational
(7-11 years) Can think logically about objects and events
Formal operational
(11 years and up) Can think logically about abstract propositions and test
hypotheses systematically
(http://www.learningandteaching.info/learning/piaget.htm)
The issue that I have with this theory, is that these learning milestones do not
necessarily occur at the age that has been indicated as the “norm” but will
be dependent on the pattern of the child’s developmental process from
conception to birth and through early experiences. Trauma, whether this is a
result of early attachment history, illness, maternal substance abuse, a
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genetic condition or medication, will affect this process with results that are
entirely individual.
Furthermore, our sense of how mature an individual is, and therefore our
expectations of them is determined by size and level of physical
development, not by observation of behaviour. Therefore a mature
individual with a severe learning difficulty can appear to be very threatening
and scary if they are trailing after their parents in a supermarket, yelling and
calling for them because they are bored and want to go home, behaving
like a three year old (level of cognitive development) even though they may
be a fully grown adult (level of physical development). For this reason I think
it is useful to consider the stages without the relevant ages.
Sensorimotor – This is the stage when attachment occurs in the presence of a
relationship with an attuned primary carer. Learning is sensory, as the infant
has no language to express ideas, thoughts or feelings and expresses their
needs or mood by the limited means available to them. Attachment is a
sensory process, and at the same time the infant is developing a cognitive
blueprint to understand and adapt to the environment that they are born
into. In addition, the positive attachment process provides a mirror for the
child to understand himself by the responses of the primary carer and gives
building blocks of consistency, pattern, trust and resilience. The negative
attachment process gives a distorted view for the child to understand both
themselves, their importance and their impact on the world. At this time, the
building blocks of psychological, physical, emotional and cognitive
development are constructed based on the immediacy of the infants needs
and whether they are responded to, which is in turn dependant on their
environment and care givers.
Pre-operational -
At this stage children’s learning is still a highly visual process – they believe
what they can see. They have difficulty holding ideas in mind and cannot
visualize something they have not seen. Imaginary play and role play will be
based on observed events or TV characters. Children at this stage will still
place themselves at the centre of any action – they are egocentric, and only
relate to their own feelings. Their sense of their impact on the world is such
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that they believe everyone will share their feelings and opinions, and
because they are emotionally and cognitively immature, they may assume
that they are responsible for any trauma which occurs.
Children at this stage will often tell the most incredible stories and this is a
normal developmental stage for a four year old. As a general rule the pre-
cognitive child is still also operating from a mainly emotional (limbic brain
system) base, so if they are caught out in unwanted behaviour, they will in
their panic tell a crazy lie. This is not naughty or manipulative, it is just panic –
fear of consequences, fear of rejection. Very many adoptive parents
complain of exactly these two issues – crazy lies and incredible stories. One
of the problems is that when an older child is doing this, because they are at
the wrong developmental stage, adults think they must be telling the truth (or
if it is an obvious story, that they are being manipulative).
Fact and fiction can be very blurred for children at this stage. Pre-cognitive
learning is a visual and practical process, and you believe what you see in a
very literal sense. This can have repercussions, for example, having watched
her favorite Disney film my daughter said to me how she likes Labrador
puppies. I agreed with her before gently saying to her that she did know that
they cannot really talk, didn’t she? “Oh yes” she said. Then added “But
those ones can!” Now we have dogs, walk dogs and frequently come into
contact with dogs, however because the Labrador puppies “talked” on film,
she believed that as truth. Her logical thinking function had not yet
developed at 9 years old, and she had no concept of the mechanisms of
filming and camera tricks.
Concrete Operations – This occurs when the individual is able to keep ideas
“in mind” and has good use of symbology (numerals and language – both
spoken and written), requiring less practical learning. The individual has had
more extensive experiences which have further developed and extended
their cognitive ability, and made basic logic achievable – at this stage
individuals might be expected to predict outcomes and design ways to test
their ideas. Logic will be applied to objects and events within the scope of
their experience. This stage of cognitive development is governed by the
“rationalising” pre-frontal cortex.
Formal operations – The individual is able to use their experiences and
manipulate information in an analytical and hypothetical way. This is the final
stage, however we continue to be able to live and learn, take on new
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experiences and new ideas and fit them into our existing perceptions. We
are able to change our minds and to see from others’ perspectives.
In order for us to develop cognition, the correct developmental tasks need to
be accomplished. As in the hierarchy of needs, the foundation must be
secure before we can move on to the next stage and not all individuals will
reach the same levels in the same sequence. In addition, development may
exceed the norm in some areas giving rise to specialist skills and vocations.
You cannot build a wall from the top down: likewise the strength of our
developmental walls depend upon their foundation and construction. In
some cases there may be fundamental damage due to illness, medicines
such as Thalidomide; toxicity in utero or genetic malfunction. In others
developmental trauma may occur as a result of early abuse and neglect.
We can think of cognitive development as a wall, where each course builds
upon the previous one:
Experimental Analytical Non
judgemental
Balanced Open
minded
Interested Motivated Questioning Resilient
Playful Confident Exploring Secure Growing
Engagement joyful Trust Belonging
Safety Nutrition Love Stimulation relax
Developmental wall (J Mitchell 2015)
If some of the foundation is removed, we get a different picture, and the
resulting structure is not able to develop– there are too many gaps.
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It has been my observation from my own experiences working with children
and from conversations with many parents that children seek to rebuild their
walls – they may actively seek the activity that they need in order to progress,
and this may not be age appropriate. Similarly, children may display
behaviours which are confusing – again it may be useful to look again at the
behaviour in order to get an idea of the developmental stage of the child.
A very useful tool when considering different aspects of child development
for children exhibiting younger behaviour patterns is the Early Years
Foundation Stage. This document can be downloaded easily. It gives many
ideas under six key areas: Personal, Social and Emotional Development;
Communication and Language; Physical Development, Literacy;
Mathematics; Understanding the World and Expressive Art and Design. It
shows you what children are capable of at each developmental stage, then
gives ideas for what to do and next steps.
http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-
AMENDED.pdf or enter www.foundationyears.org into your search engine.
If we want to help our children progress, we first need to establish what stage
they are at emotionally, socially and cognitively or whichever of these areas
takes priority. When teaching a child new skills it is useful to remember that
with very young children, we always give simple clear instructions, we
demonstrate, we encourage, we praise, we let the child find their own pace.
With older children we expect them to have the experience to understand
an instruction and get on with it. Try taking a step back to build practical skills
and confidence in learning.
Active Modelling
Parents have always known instinctively that their children learn from their
everyday activities – that is why we have play areas for make believe and to
practise those observed skills – mechanics toolbenches, small scale kitchens,
baby dolls and prams etc. Today we know that we have brain cells called
“mirror neurones”. BrainFacts.org (2008) states that motor neurons are “a
special class of brain cells that fire not only when an individual performs an
action, but also when the individual observes someone else make the same
movement”. (http://www.brainfacts.org/Brain-Basics/Neuroanatomy/Articles/2008/Mirror-
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Neurons) In other words, watching an action allows our bodies to understand
the mechanics of that action so that we can imitate. This is an important
leaning tool. We assimilate and learn behaviours appropriate to our
environment by observation. This can be further embedded by giving a
simple language narrative to explain –“I am cold, so I think I will put my coat
on”. “I feel thirsty, do you? Shall we have a drink?” In this way, you give a
name to the feeling, and a strategy for managing that feeling. At the same
time, your mirror neurons and your child’s are engaging, allowing the child’s
body to experience and understand the feeling and the action
Key Points
Development follows consistent sequences.
Early attuned relationships and a “good enough” environment
are key developmental issues
Although developmental milestones have been established,
developmental trauma may delay or arrest development in key
areas.
Neurological development follows a
sensory:emotional:reasoning pattern which mimics the three
areas of the triune brain.
Cognitive development is also dependant on early experience
Early experience of trauma can affect the individual perception
of the here and now
The human brain is an astonishing thing: It really is never too late
to learn, it just may time more time, effort, practice and support
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10. Jane Mitchell 2015
Developmental Awareness
Neurons) In other words, watching an action allows our bodies to understand
the mechanics of that action so that we can imitate. This is an important
leaning tool. We assimilate and learn behaviours appropriate to our
environment by observation. This can be further embedded by giving a
simple language narrative to explain –“I am cold, so I think I will put my coat
on”. “I feel thirsty, do you? Shall we have a drink?” In this way, you give a
name to the feeling, and a strategy for managing that feeling. At the same
time, your mirror neurons and your child’s are engaging, allowing the child’s
body to experience and understand the feeling and the action
Key Points
Development follows consistent sequences.
Early attuned relationships and a “good enough” environment
are key developmental issues
Although developmental milestones have been established,
developmental trauma may delay or arrest development in key
areas.
Neurological development follows a
sensory:emotional:reasoning pattern which mimics the three
areas of the triune brain.
Cognitive development is also dependant on early experience
Early experience of trauma can affect the individual perception
of the here and now
The human brain is an astonishing thing: It really is never too late
to learn, it just may time more time, effort, practice and support
9