Child Development Analysis

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Many theorists discuss ways in which children are developing. Physically, emotionally, socially and language progressions. Within the early childhood sector, the study of children's development is vividly important as teachers learn to observe the children's individual learning patterns and habits. The practical knowledge of how to develop a child further will assist in utilising the children's skills and holistic development to their fullest potential, however, knowing how to practically aid children in the separate developmental domains is also key as individual kids need more help in some areas than others. In the context of being a teacher, it is highlighted and is excessively encouraged to create a safe environment where young children…show more content…
In this case, the children playing in the water are in a situation where cognitively they are creating pathways in which they can begin to identify objects, ways of exploring, what happens when you touch certain surfaces etc. The children are developing more knowledge of the water, the memory of what it feels like and an imagination on what can be done with it. An important aspect to remember is because the child is developing cognitively this, in turn, impacts other developmental domains as the child's brain is developing a memory for actions, words, and social cues. For example, as children are learning physical movements they are learning emotional attachments to these or they communication it takes to perform these movements. As children grow in age they grow further cognitively Piaget highlights the different stages a child 'undergoes' as they continue to develop. In the early childhood context, teachers are handling the ages 0-5, therefore we observe the beginning of a baby's use of senses and movements to explore the environment around them and then further on recognising the development of children's categorising of symbols. As a teacher, I have personally seen the growth of a child from the age 2 till 5 and the progression of starting to crawl and beginning to walk, classifying similar objects under one name to separately identifying items, this development can be seen as being influenced by the environment the child was in and those they were interacting
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