The Concepts of Development and Growth Angela Booker [College Studies]ECE205 Introduction to Child Development
Constructively, there are basics for a child’s developmental path and how his or her growth pattern is simulated based on their categorical age group. Of course, a child’s development in many areas of their learning is contributed by an enormous outlook on the changes and stages in his or her growth process that is continuous throughout their life span. Typically, there are also positive challenges in a child’s development that show variation in his or her growth that make up certain factors of milestones in which helps them to adapt or lead to surmountable negative challenges as he or she maintain their fulfilled purpose in life.
One discovery of a developmental path for children who are newborns is bringing to them exposure of music. According to a reliable source from the McClatchy- Tribune Business News, it is wise to ‘expose children at an early age to music which is said to definitely increase his or her development and cognitive thinking skills’ (Garcia, Julie, 31 August). In essence, a child who experiences sound earlier in childhood can demonstrate an ability that encourages motivation and stimulus of their growing brain cells. To add, the author of the Tribune, Julie Garcia documented an interesting point relating to a child’s attitude concerning music, which was implied from a contributing source that “Music brings us to life”, and babies that are sung to are attentive to hear those pitches and rhythms and will appear to know them” (Garcia, Julie, 31 August). Altogether as shared in the Tribune Business News, a child who is a part of a music program will expand in the bonding of relationships, develop more in cognitive thinking and analytical skills along with the assimilated capability to mobilize in his or her coordination. According to the text, there are anticipated ‘age-level expectancies, or what is known as norms and thought of as being chronological which indicates age relations of development’ (pp. 27).
Relatively, there are different stages of maturation that express the interrelatedness of the growth in a child. In fact, social interaction is a major factor in a child’s growth, and will of course become the valued source of his or her continuous developmental milestones. Consequently, a longitudinal study that was proposed by several researchers conquers another interesting factor that could show stagnated growth in the early years of children which can result later in life anxiety and depression in young adults and adolescents. Because of the severity of the study from the American Journal of Public Health, the research abridged in reality that ‘the more frequent exposure a child was to poverty, the more significant the risk of that individual being anxious and depressed at the age of both 14- and 21-year old follow-ups’ (Najman, J., Hayatbakhsh, M., Clavarino, A., et al. 2010). Moreover, there are milestones in a child’s growth that can stem from this one factor of poverty alone, and which for this cause may hinder the development in the child’s brain, and may lead to a child facing developmental delay.
Nonetheless, exposure to poverty also can be challenging for children with learning disabilities more so as he or she mature into their stages of adolescent to adult years. Moreover, there are factors that may contribute to being atypical in the developmental process and growth of a child’ physical ailments. For example a child who has not learned to walk by the age of one. On the contrary, a child who has begun to walk is exposed to somewhat the attentiveness of various stages that it will take to master walking. The very first thing for a baby to do who is in the beginning steps of maturing to walk is to be consoled by their caregiver or parent in a way that will lead him or her to cognitively think and to adventure his or her capabilities of that given task. In other words, a child who is learning to walk is subjective to imitating others who are closely related to their environment, unless he or she has infractions from birth, or other complications that may hinder them from enhanced abilities within the developmental process.
In essence children who are excited about growing up and learning to be more independent sense gratification from their caregiver or parent, especially when he or she is given mental stimulation to their brain by being encouraged and made to feel good about their accomplishments. For instance, a baby who experiences pulling up on their own is learning by dictating from what he or she visualizes and focuses on mobilization. At the same time, a growing child can then exercise the use of their limbs, which is a remarkable way for him or her to make use of their sensory and motor skills in the beginning years of development. Because each child grows into his or her own uniqueness, it is an ideal to be more concerned about the sequential status of development opposed to the age of the individual.
However, development and growth are both terms of conclusive qualities that one would portray regarding a substanstial environment, and not limited to his or her cultural statuses, socioeconomic or family values in life. Since a child’s world is centered on his or her entire environmental atmosphere, the concept of assuring that nature is a part of their developmental stages are definitely crucial toward learning at an early age. To conclude, an abstract summary from ‘McClatchy Business news’ makes an exemplary point, acclaiming that “Children have an in-born inclination towards and interest in the environment, and sure enough, it is crucial to foster this type of behavior at an early age" (Dore, Bhavyae. 3 Sept). Lastly, a child’s intellect and mental abilities will enlist learning tools such as, discovering, interpreting, classification, remembering, and most of all understanding rules and concepts; therefore, in order for a child to develop fully into interdependence or into his or her own autonomy, the perception of his or her process of development will be repetitive learning throughout their growing years from birth to adulthood.
Allen, K., Marotz, L. (2010). Developmental profiles: Pre-birth through twelve (6th ed.)Belmont: Cengage.
Garcia, Julie (31 August). Children's music program helps build bonds, coordination and cognitive thinking. McClatchy - Tribune Business News,Retrieved November 29, 2010, from ABI/INFORM Complete. (Document ID: 2124852801).
Najman, J., Hayatbakhsh, M., Clavarino, A., Bor, W., O'Callaghan, M., Williams, G. et. al (2010). Family Poverty over the Early Life Course and Recurrent Adolescent and Young Adult Anxiety and Depression: A Longitudinal Study. American Journal of Public Health, 100(9), 1719-23. Retrieved November 29, 2010, from ABI/INFORM Global. (Document ID: 2120365331).
Dore, Bhavyae. (13 September). Nature helps children learn faster. McClatchy - Tribune Business News, Retrieved December 6, 2010, from ABI/INFORM Complete. (Document ID: 2136098131).
Contributor and Author of Intellect by: Angela Booker, BA Psychology, Mentor
Artist Music Contribution Link: http://www.cdbaby.com/cd/angelabooker5
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