Child Development from Zero to Three Years
Children’s early home and development environments have long-term impacts on their developments. From infancy throughout the child’s development period, exposure to risky environments could result into problems with the child’s cognitive development, reduced care received by the child and generally the whole growth process. Through studies it has been found that, children and youngsters might be essentially influenced by being raised in homes prone to domestic violence. These effects can continue even after measures have been taken to secure their well being. It likewise infers that there is infrequently a direct causal pathway prompting to a specific result and that kids are dynamic in building their own social world. Suggestions for intercessions propose that opportune, proper and exclusively customized reactions need to expand on the strong pieces in the kid’s life (Holt et al. 1).
Children learn from their connections and their chances to investigate as they give the stimulation required for mental development. Exposure to chronic stresses therefore influences a child’s connections and puts them in danger of having impaired mental health. However, we should keep in mind that stress is a characteristic piece of life and at times it may have some beneficial impacts. Stress and exposure to risky environments during growth may also affect their psychosocial behaviors. Most children brought up in unfavorable environmental conditions have been known have later conduct issues, aggression, nervousness and sadness. Social economic status conditions one is brought up in also affects their views about life. Profound or constant during childhood impacts negatively on the kid’s capacity and accomplishment (Duncan et al. 1). [“Write my essay for me?” Get help here.]
Cognitive Development and Learning Process
Cognitive development in children basically involves the process of restructuring information the child is exposed to. A child therefore comes to learn through various different ways. In Cause-and-Effect is the child learns that a particular action results into another action. For instance, a child could learn that crying results into them being picked up or if old enough shaking a toy and it produces music or rattles. Imitation is also another means children undergo cognitive development. It is common for infants to stick out their tongues the same way their caregivers do or for children to assume roles of adults, like being a teacher, when playing.[Need an essay writing service? Find help here.]
Problem solving and spatial relationships are crucial aspects of cognitive development. Problem solving is the most exhibited aspect of learning by infants and children. Most infants will always learn how to get their fingers to their mouths for sucking. Children on the other side will devise ways of reaching or obtaining objects not in their reach. A child may learn to use a stick when trying to reach an interesting toy. Infants and Children learn about spatial relationships through similar but different ways. Infants achieve this through constant exploration of objects through their mouths. Children on the other hand achieve this through dismantling and then try fixing playing toys. Children who fail to depict some of the above mentioned maybe said to have impaired cognitive development. The main cause being adverse environmental conditions as illustrated in the beginning.
Children all over the world learn their mother language quickly and easily, from jabbering at 6 months of age to full sentences before 3 years. Language development in children occurs with regards to relationships that exist between the child and the caregiver. It is also hypothesized that this process depends on the dialect spoken by their mothers amid her pregnancy. This is owing to the fact that infants prefer sounds made by their mothers, more so the language she used to speak while pregnant.
During the child’s first year of development, language development relies mainly on the effective communication and relationship developed between the child and caregiver or the mother. Before an infant has the ability to speak, communication is usually through eye conduct, gestures and sounds like crying. At some point in time, about six months, children pose the best ability of perceiving a variety of contrasts in speech than adults. At the age of about one and a half years, majority of the children can say some common words and sentences.
Factors affecting cognitive development, such as unfavorable family practices and unhealthy environmental conditions (such as poor socioeconomic status) during the child’s development also affect language development (Perkins et al.). This is owing to the fact that the language center is located in the left hemisphere of the brain. If brain development is impaired, as illustrated before, language development is also affected.
Social-emotional development, attachment and Relationships
Social-emotional development involves all the child goes through in order to express, manage be in the position to identify emotions. It is believed that despite the fact that infants are unable to understand emotions, they are in the position to express and identify them from their caregivers. Children also are in the position to experience, express, manage and identify different forms of emotions. For instance, a child would start crying once they hear their friend cry or smile on seeing the mother or caregiver approach. Recent studies also indicate that Social-emotional development occur at the time with cognition development. This therefore means exposure to unfavorable environments during a child’s development adversely affects their well social-emotional development.
Attachment and relationships is something that cannot be missed development of any child. At the 8th month, most children are able to identify familiar and unfamiliar children. This can be observed how they look other children with interest or even go ahead to touch their faces. When they reach eighteen months, they develop the ability to identify about two children of interest that they love playing with. As time goes by before reaching their 36th month, they already have groups of friends they interact with. All this depends on whether they were introduced to other children during this time. [Click Essay Writer to order your essay]
Motor development includes development of gross and fine motor skills by the child. Gross motor skills involve large muscles of the body while fine motor skills involve use of smaller muscles. It is expected that between the 8th to the 18th months of development the child should have started walking. Crawling and walking while getting support from objects always occurs before the real walking. Children who fail to demonstrate the above within the expected timeframes are said to have impaired motor development. This could be attributed to malnourishment that can be caused by poor socio-economic status of the family or poor health of the child due to neglect.
Duncan, Greg J., and Jeanne Brooks?Gunn. “Family poverty, welfare reform, and child development.” Child development 71.1 (2000): 188-196.
Holt, Stephanie, Helen Buckley, and Sadhbh Whelan. “The impact of exposure to domestic violence on children and young people: A review of the literature.” Child abuse & neglect 32.8 (2008): 797-810.
Perkins, Suzanne C., Eric D. Finegood, and James E. Swain. “Poverty and Language Development: Roles of Parenting and Stress.” Innovations in Clinical Neuroscience 10.4 (2013): 10–19. Print.