Brazelton Developmental Milestones

The influences of societall interactions, enivoronment and culture are three factors that determine the gap in students vocabulary and literacy development. The 30 million word gap by age three refers to the “ amount of experience with children of different SES groups might bring to an intervention begins in preschool” ( ,2003). Children's vocabulary

INTRO Attachment theory is the idea that a child needs to form a close relationship with at least one primary caregivers , this theory provided that attachment is necessary to ensure successful social emotional development of an infant. This is a very crucial stage in occurs in the early infant years this factors relationships with the child and the primary child care giver. In this case the parents and the educator can share the primary role. John Bowlby began researching after he graduated, he believed the attached processed involved the cognitive emotional and social features of attachment.

According to the Boys Town National Research Hospital, there are two main goals of early communication intervention. The first goal is to help the child with hearing loss learn to communicate and interact socially. The second goal is to help the child participate fully in the family. Infants that are hard of hearing need to be enrolled in an appropriate early intervention programme by the age of 6 months so that they can catch up with hearing peers of the same

In stage 5, the identity vs role confusion stage, Erikson focuses on the questions that teenagers from 12 – 19 years would like to answer like Who am I?' , 'What are my values?', and 'What is my identity?’.(Ramkumar). According to Erikson, This is the stage where a child has to learn the roles he will occupy as an adult and it is during this stage that an adolescent will re-examine his or her identity and try to find out exactly who he or she is. Failure to establish an identity leads to role confusion or an identity crisis. (McLeod 2003)

Assignment 2.5 Task Stream Portfolio Submission Home is where it is said children grow and learn, it is a place where they find love, comfort, and care. It’s also a place where children feel safe. According to research home environment during children’s first three years can lead to poorer language development by age three. Later behavior problems, aggression, anxiety and depression, impaired cognitive development at age three. In the long-term effects the child may just stop school right after receiving a high school diploma and teen parenthood.

Unit 1.4 promote children emotional well-being 1.1 John Bowlby attachment theorist was that he believed mental health and behavioural problems could be attributed to early childhood, babies get attach usually for who care for them and this crate a close bond and they need attachments in order to survive. Bowlby theory says that when children come into the world they set up to form attachments with others because this will help them to develop sure relationship. Bowlby looked at how babies become attached to their mother and what happens to them when they are separated or when they feel insecure and fear, the attachment behaviours are instinctive and will be activated by any circumstances that seem to threaten for the child. Bowlby also assumed

In Piaget’s (1958) concrete operational stage, the child can mentally solve problems using a logical thought process. In relation to this, Bruner suggests that by mid childhood, children make use of symbols to code information which can be manipulated to assist learning. At such an age there is also an importance placed on being a good boy and nice girl; Kohlberg’s (1958) stage three of moral development states that the child’s behavior is influenced by the social norms and will do what is socially acceptable. When I was in year 7, I entered a cultural speech contest where I ended up winning first prize in my year level. The interesting thing was that when I was having difficulty in memorizing my speech so I developed a symbolic method where

As humans go through the various stages of life, infancy to late adulthood, social interactions shape their understanding of the world around them. Human socialization begins at birth. During the first weeks of life, Interactions with parents and siblings teach infants basic human emotions such as happiness, anger, fear, surprise, and joy. Early interactions with family members and caregivers provide children a foundation to build on as they grow. Interactions during the first years teach skills such as self-feeding, communication, and friendship.

During this period, called the formal operational stage, children begin to use the formal rules of thought and logic to provide justification of their answers. They formulate and test complex hypotheses, they think abstractly and generalize, using abstract concepts, from one situation to another. SOCIAL DEVELOPMENT Social development analyzes how children or people make connection with others. The first stage of social development starts in infancy, when child’s first social connections occur with his mother. A baby is very much attached with his mother because she feds him, cares him and loves him.

Social and emotional development: Children go through many different social and emotional developments during their childhood. The first eighteen months of their lives is centered around attachment where they learn to recognise their primary carer and subsequently interact using body language and rudimentary noises. Babies will then develop their interactions with other adults and children in their immediate environment, if this is fostered early on, by nine months, they may begin to branch out showing a willingness to interact with other children and adults who are not the primary carers. As a child grows to the age on one they willhave begun to understand object permanence and begin to show definite emotions and assertivenesswhile also

The average school-based speech-language pathologist (SLP) is likely to maintain a caseload that consists of a significant number of children with phonological disorders (Gierut, 2001). According to the American Speech-Language Hearing Association (1999), 10-15% of preschoolers have a speech disorder. Given the lifelong importance of phonologic learning and intelligibility in daily functioning, there is a need to utilize effective intervention strategies for targeting these skills. Goal-attack strategies, as stated by Fey (1986), arrange treatment in a way that works to eliminate a child’s phonological errors and restructure the phonological system. The vertical, horizontal, and cyclical goal-attack strategies have been applied to multiple