When children have a wide range of play opportunities it allows them to gain physical skills and to explore textures, shapes, colours and sounds. They also need play opportunities with adults which will allow children to learn that play is enjoyable. Physical play encourages babies and toddlers to move and to learn to coordinate their movements. When children have play opportunities it helps develop children’s fine and gross motor movements.
As they reach maturation they find it difficult to adjust to these physical and emotional changes. Making them feel frustrated, anxious. Some have mood swings and show behavioural problems. Change in learning environment, separation from friends affect participation in activities and learning process.
Furthermore, research is demonstrating the promise that equine therapy holds for children with intellectual disabilities. Although equine therapy seems to be costly, when compared to traditional physical therapy methods, it can actually be less expensive. This means more families can afford equine therapy. With this in mind, it shows promise of becoming a standard form of early intervention for individuals with disabilities (Holmes, Goodwin, Redhead, & Goymour, 2012, p. 120). As the child ages, research is showing more and more support for equine therapy. It was mentioned previously how equine therapy can help a child in the classroom.
The adaptation to different cultural or social environments can create specialization among one 's brain and personality; one should be around a safe community to ensure their future. The brain of a child becomes more specialized as they grow older. The surrounding to different environments influence their cognitive development : “Cognitive development fits itself to the social and cultural environment of the child. Yet although the plasticity of the developing child’s brain is remarkable, equally remarkable is the similarity in cognitive development that is found across cultures and social contexts” (“Development”). Cognitive development is exhibited when children adapt to their surroundings and environment; through one’s surroundings, they can acquire different intelligence or learning behavior.
Although children learn all the time this seems to expand more and children gain more knowledge when starting school. When starting school children are encouraged to learn to write letters and words, recognise and write numbers and read and by mid of primary school they are usually fluent at carrying these out. Also when starting school children become more socialized and develop this skill in many ways. Children often being to make friendship groups and are able to say what they like and dislike very confidently.
This is because they do not have the experience and can not handle themselves responsibly. By giving children a small amount of freedom at a young age, and slowly adding more you are allowing them to interact in “Skill-building activities, such as many physical, learning, and creative endeavors, not only provide stimulating challenges, but can simultaneously build strong brain pathways.” ("Teens and Decision Making: What Brain Science Reveals"). Because children are able to stimulate their brain, they can learn some new things that can help them along in the future. A child should be able to have an amount of freedom, no matter how big or small it is it allows them to feel independent and helps them to grow up into great people.
This group of teens, nonconformist, end up being directly or indirectly affected. These effects can lead to long-lasting changes in the teen’s daily life, mentally and physically. Conformity can alter a person’s life and could cause the person to suffer from anxiety, depression, PTSD from the trauma, and even attempts at suicide. When conformity comes into a teenager 's life they start to see things differently.
That being said, I also see the downsides of age-segregated education. Students who are behind developmentally may struggle to keep up with their peers. In addition, I think there is a lot of learning that takes place when students interact with one another. As explained previously, the responses to the actions and reactions of those around us changes who we are (Schaffer & Kipp, 2014). On one hand our genes (nature) impact who we are, and on the other hand our environment (nurture) also plays a crucial role in shaping who we are.
Developmental Assessment Children grow and develop physically, psychosocially, and cognitively at different rates This development Some children may grow faster where others may grow slow. Some children may learn to vocalize their thoughts at a young age early, where others are timid and take longer to develop a voice. Development has no firm time limit for children to meet certain milestones, only that they reach each milestone in a timely manner. Measurement tools are available helping to determine a child’s developmental stage, but the tool that is the topic of this paper is The Denver Developmental Screening Test.
Observations will be carried out throughout the year on various of children as it is an easier way to assess their individual needs. For example, the practitioner challenging the children with activities which will increase the child 's development and skills. With the assessment framework, they come under 3 headings: Baseline assessments is assessments that are being shared with the parents of the children to ensure they are settling into the new setting and the children has many different rights in expressing their feelings and showing facial expressions. The summative assessment: is an assessment being consistency completed and that the information is being passed onto the right people and no information is misled.
Many transitions experienced are part of growing up and also come with certain challenges. However these transitions are not always done alone, they may be supported by peers/adults. The majority of children go through transitions easily with the support of others.
Health professionals should be constantly and consistently assessing for signs of abnormal development in children of all ages. Babies tend to develop at their own speed, sometimes falling behind in one area or advanced in another. As long as development falls within a normal range, reaching a milestone late is usually not a cause for concern. However, if a baby consistently reaches milestones much later than expected, it should be discussed with that child’s provider. Babies develop in several areas, and parents and nurses should take notice if a child is having difficulty in a particular one.
• What are the strengths of this assessment tool? This assessment allows for a more individualized approach to planning for specific children, while providing support to all. Using observation and anecdotal assessments provides multiple opportunities to view children learning and provides a more realistic view of their learning than an assessment, which only allows for right or wrong answers. •
It is important that a child or a young person are supported when they enter a new setting. It is also important that the individual also feels supported. Transitions affect young people and children 's development as transitions is the milestones that the individual has to go through in order to achieve different stages in life. There are short term transitions and long term transitions that children and young people go through. Some of the short term transitions that a child or young person may go through are out bursts of anger, lack of motivation/concentration etc.