Children’s Development:
Birth to 12 Years (Higher)
Support Material
June 2005
Scottish Further Education Unit
Children’s Development: Birth to 12 Years (Higher)
Support Material
Children’s Development: Birth to 12 Years (Higher)
Acknowledgements
SFEU is grateful to Learning and Teaching Scotland for permission to use material from
the Higher Still Development Unit Document:’ Early Years Care and Education, Child
Development and Behaviour Teacher Resource Pack’ Published 2002 from which this
support pack has been adapted. Learning and Teaching Scotland is the current copyright
holder of HSDU materials.
© Scottish Further Education Unit 2005
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Children’s Development: Birth to 12 Years (Higher)
Child Development: Birth to 12 Years
Unit DM3X 12
Introduction
These notes are provided to support teachers and lecturers presenting the Scottish
Qualifications Authority Unit DM3X 12 - Child Development: Birth to 12 Years. This can
be offered as a stand alone Unit but is also a component Unit of the Early Education and
Childcare (Higher) Course and the National Certificate Group Award in Early Education
and Childcare.
Copyright for this pack is held by the Scottish Further Education Unit (SFEU). However,
teachers and lecturers have permission to use the pack and reproduce items from the
pack provided that this is to support teaching and learning processes and that no profit is
made from such use. If reproduced in part, the source should be acknowledged.
Enquiries relating to this Support Pack or issues relating to copyright should be
addressed to:
Information and Publications Coordinator
The Scottish Further Education Unit
Argyll Court
Castle Business Park
Stirling
FK9 4TY
Website: www.sfeu.ac.uk
Further information regarding this Unit including Unit Specification, National Assessment
Bank materials, Centre Approval and certification can be obtained from:
The Scottish Qualifications Authority
Hanover House
24 Douglas Street
Glasgow
G2 7NQ
Website: www.sqa.org.uk
Whilst every effort has been made to ensure the accuracy of this Support Pack, teachers
and lecturers should satisfy themselves that the information passed to candidates is
accurate and in accordance with the current SQA arrangements documents. SFEU will
accept no responsibility for any consequences deriving either directly or indirectly from
the use of this Pack.
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Children’s Development: Birth to 12 Years (Higher)
CONTENTS
Introduction
6
Statement of standards
Assessment
7
8
Section 1:
Approaches to learning and teaching
How to use the pack
Scheme of work
Guide to resources
9
10
12
13
Section 2:
Outcome 1
1a
1b
1c
1d
15
16
24
31
36
Growth and physical development
Emotional, personal and social development
Cognitive development
Linguistic development
Test yourself questions
Outcomes 2 and 3
2a & 3a Influences and impact on growth and physical development
2b & 3b Influences and impact on emotional, personal and
social development
2c & 3c Influences and impact on cognitive development
2d & 3d Influences and impact on linguistic development
Test yourself questions
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Children’s Development: Birth to 12 Years (Higher)
INTRODUCTION
Unit Title: Children’s Development: Birth to 12 Years
This Unit is designed to develop candidates' knowledge and understanding of children's
development from birth to age 12 years at support worker level. The candidate will gain
knowledge and understanding of children's development and of the main influences that
affect their developmental progress.
This Unit is a mandatory Unit in the NC Group Award: Early Education and Childcare
(Higher). It is also suitable for candidates wishing to study the Unit on its own. The Unit
is suitable for candidates who wish to gain employment in the early education and
childcare sector at support worker level or to progress onto higher early education and
childcare qualifications.
The Unit has three Outcomes:
1. Describe the development of children 0 – 12 years
2. Explain the main influences on children’s development
3. Evaluate the impact of influencing factors on the development of children
The Unit content can be summarised as follows:
•
•
•
•
•
•
•
fundamental concepts of growth and development in children from birth to 12 years,
including those for whom additional support is required
stages of all aspects of development from birth to 12 years:
- physical
- emotional, personal and social
- cognitive
- linguistic
the inter-relationship between all aspects of children's development
significant influences on children's development
positive and negative effects of influences on children’s development
the impact of culture on a child’s development
evaluation of the impact of influences affecting children’s development.
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Children’s Development: Birth to 12 Years (Higher)
Statement of standards
Outcome 1
Describe the development of children 0–12 years
Performance criteria
(a)
(b)
(c)
(d)
describe features and principles of growth and physical development of children
describe the emotional, personal and social development of children
describe the cognitive development of children
describe the linguistic development of children.
Outcome 2
Explain the main influences on children’s development.
Performance criteria
(a) explain the main influences on a child’s growth and physical development
(b) explain the main influences on a child’s emotional, personal and social
development
(c) explain the main influences on a child’s cognitive development
(d) explain the main influences on a child’s linguistic development.
Outcome 3
Evaluate the impact of influencing factors on the development of children
Performance criteria
(a) analyse the impact of influencing factors on a child’s growth and physical
development
(b) analyse the impact of influencing factors on a child’s emotional, personal and social
development
(c) analyse the impact of influencing factors on a child’s cognitive development
(d) analyse the impact of influencing factors on a child’s linguistic development.
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Children’s Development: Birth to 12 Years (Higher)
Assessment
The Unit Assessment Pack from the National Assessment Bank contains the following
internal assessment instruments for this Unit:
Assessment
number
Outcome
Assessment
1
One extended response question (closed book) to
be completed under supervision.
Answers approximately 100 words for each part.
2
and
3
Two extended response questions (closed book)
to be completed under supervision.
Answers approximately 50 words for Question 2.
Answers approximately 150 words for each part
of Question 3.
1
Two alternative instruments of assessment are available from the National Assessment
Bank. Centres can, alternatively, devise their own internal assessment items and submit
them to the Scottish Qualifications Authority (SQA) for prior moderation.
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Children’s Development: Birth to 12 Years (Higher)
SECTION 1
Approaches to learning and teaching
In delivering this Unit it is useful if teachers/lecturers achieve a balance between
teacher/lecturer exposition and experiential learning. Students can be encouraged from
the beginning to draw on their own experience and previous and current learning. Where
students have experience of working in an early education and/or childcare setting these
experiences can be drawn on to explore the information covered in this Unit.
Students should be encouraged from the beginning of the Unit to gather leaflets,
newspaper and magazine articles related to child development. Attention should be
drawn to television programmes on child development. Visiting speakers can also
broaden the students’ learning.
In delivering the Unit it is important that a multicultural approach is taken. Approaches
and attitudes to child development are culturally specific and therefore people’s views on
some aspects of child development can vary according to their cultural background.
Teachers/lecturers can ensure a multicultural focus is adopted during exercises and
discussions on different perceptions of child development.
Unit induction
Teachers/lecturers should ensure that students understand the nature, purpose and
outcomes of the Unit, the learning and teaching approaches to the Unit and the
assessment requirements of the Unit. The necessity for induction exercises will depend
on the particular group, their familiarity with each other, their familiarity with the
teacher/lecturer and the education setting and the Course or Group Award they are
undertaking. If the group is a new one, induction exercises to ensure that students feel
comfortable talking to each other should be included.
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Children’s Development: Birth to 12 Years (Higher)
Learning environment
Teachers/lecturers should aim to create a supportive and motivating learning
environment. The Unit examines some issues of a sensitive nature and it is essential that
the needs of the students in the learning environment are considered and met wherever
possible.
The ‘people’ element in the classroom is therefore of paramount importance. The
following conditions should always be in place:
•
•
•
the provision of a learning climate in which students feel supported to share their
thoughts and feelings
a teaching style which promotes a supportive learning climate
teaching and learning methods which draw on students’ past and present learning
experience and which enable them to integrate new ideas and skills into their
interactions with others.
The learning environment is established at the outset through factors such as the style
adopted by the teacher/lecturer and the physical layout of the room.
How to use the pack
Purpose of the pack
This pack is designed to provide guidance and support materials to help teachers/
lecturers in the delivery of the Unit. The student information sheets and activities are
designed to be used by teachers/lecturers in whatever way suits their preferred style of
delivery and the needs of their particular student group. The pack could be used for open
learning purposes. Answers relating to activities could also be provided and facilitated by
the teacher/lecturer. The student activities may need to be followed up and brought
together by the teacher/lecturer in whatever way is appropriate for the particular student
group.
The student activities in the pack cover the three outcomes and their performance criteria.
The material is presented to cover Outcomes 1 to 3 in sequence which is the
recommended order for self-study or classroom delivery.
The materials are a resource for teachers/lecturers to use, adapt and add to in whatever
way best meets the needs of the student group.
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Children’s Development: Birth to 12 Years (Higher)
Using the materials
The materials in Section 2 of this pack have been identified as either student activity or
information sheets with the following symbols.
Information
Student activity
The materials can be photocopied, adapted, altered, presented in a different order, added
to and delivered in the way that best suits the particular teaching situation. Many of the
worksheets could be written onto OHTs, blackboards or flipcharts where photocopying is
not possible. The essential knowledge required for the Unit has been covered on the
pages which have the information symbol. These information sheets could be used as
the focus for input by the teacher/lecturer and to promote question and answer sessions
and group discussions.
The information sheets can be photocopied as a separate pack if the teacher/lecturer
prefers to use them as teaching notes or as separate handout material. The materials
could be assembled into smaller topic packs or into a pack for each outcome.
Exercises and activities
All the worksheets and assignments have the student activity symbol. The activities have
been suggested for individuals to carry out. However, they are also suitable for pairs or
groups. There are many additional activities that could be used.
Current media articles, videos, situations from soap operas and students’ own
experiences are likely to provide other sources of material for discussion and activities.
Where students have work placement experience this is likely to provide a rich source for
discussion.
Preparation for assessment
Many of the worksheets are for formative assessment purposes and will allow
teachers/lecturers to monitor the understanding of their students on an ongoing basis.
The ‘test yourself’ questions at the end of the material for each outcome can be used by
teachers/lecturers in whatever way they wish prior to internal assessment. They could be
taken in and marked by the teacher/lecturer or the students could mark their own as the
teacher/lecturer explains the correct answers. Alternatively they could be marked in peer
groups, facilitated by the teacher/lecturer. Completion of them should give the student
and the teacher/lecturer a good indication of whether students are ready for internal
assessment. Following each ‘test yourself’ question sheet is an information sheet giving
a brief summary of the expected answers. Teachers/lecturers may wish to give this
information sheet to students to reinforce what they are expected to know prior to internal
assessment.
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Children’s Development: Birth to 12 Years (Higher)
Scheme of work
On the following page is an exemplar teaching plan showing how the pack could be used
to deliver the Unit. This example is based on a delivery pattern of three hours a week
over twelve weeks. Where the delivery pattern is different, each three-hour lesson can be
subdivided into shorter sessions.
Week
Content
1
Outcome 1: Introduction to Unit: holistic approach to child development.
Divide into four different aspects
Investigate growth and physical development from birth to 12 years
Investigate emotional, personal and social development form birth to 12
years
Investigate cognitive development from birth to 12 years
Investigate linguistic development from birth to 12 years
Test yourself questions
2
3
4
5
6
7
8
Outcomes 2 & 3: Consider influences and their impact on children’s
development
Investigate influences and evaluate their impact on growth and physical
development before birth to 12 years
Investigate influences and evaluate their impact on emotional, personal
and social development
Investigate influences and evaluate their impact on cognitive
development
Investigate influences and evaluate their impact on linguistic
development
Test yourself questions
9
Revision of Unit content
10
Assessment for Unit
11
Remediation/reassessment
12
This schedule includes limited time for remediation and reassessment. Outcomes may
be taught in fewer sessions.
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Children’s Development: Birth to 12 Years (Higher)
Guide to Resources
Beaver, M. et al. (1999) Babies and Young Children. Book 1. Early Years Development.
2nd edn. Nelson Thornes.
Bee, H. (2000) The Developing Child. 9th edn. Allyn and Bacon.
Bruce, T. and Meggitt, C. (2002) Child Care and Education. 3rd edn. Hodder and
Stoughton.
Brunner, L. and Suddarth, D. (1986) The Lippincott Manual of Paediatric Nursing. 2nd edn.
Harper & Row.
Davenport, G. (1994) An Introduction to Child Development. 2nd edn. Collins Educational.
Dowling, M. (2000) Young Children’s Personal, Social and Emotional Development. Paul
Chapman.
Leach, P. (1988) Baby and Child, From Birth to Age Five. Penguin.
Lee, C. (1990) The Growth and Development of Children. 4th edn. Prentice Hall.
Lewer, H. and Robertson, L. (1987) Care of the Child. Macmillan.
Lindon, J. (1993) Child development from Birth to Eight – A Practical focus. National
Children’s Bureau.
Meggitt, C. and Sunderland, G. (2000) Child Development – An illustrated guide.
Heinemann.
Miller, M. et al. (1992) Skills for Caring – Human Development. Longman.
Moore, S. (2001) Sociology Alive! 3rd edn. Nelson Thornes.
O’Hagan, M. and Smith, M. (1999) Early Years Child Care and Education: Key Issues. 2nd
edn. Bailliere Tindall.
Roberts, R. (1995) Self-Esteem and Successful Early Learning. Hodder and Stoughton.
Seifert, K. and Hoffnung, R. (1991) Child and Adolescent Development. Houghton Mifflin
Co.
Sheridan, M. (1997) From Birth to Five years – Children’s Developmental Progress.
Routledge.
Tassoni, P. et al. (1998) Child Care and Education. Heinemann.
Thomson, H and Meggitt, C. (1997) Human Growth and Development. Hodder Arnold.
Whitehead, M. (1996) The Development of Language and Literacy. Paul Chapman
Publishing Ltd.
Windmill, V. (1987) Human Growth and Development. Edward Arnold.
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Children’s Development: Birth to 12 Years (Higher)
Guide to Resources
www.babyworld.co.uk – advises on choosing toys for babies and young children including
safety information. Recommends toys for stages of development.
www.family.go.com – US site with ideas for activities and recipes for play materials.
www.ncb.org.uk – site of the National Children’s Bureau.
www.ngflscotland.com/earlyyears/resources – lists of early years publications available
from Learning and Teaching Scotland. Gives examples of staff development activities.
www.parentsplace.com – information on children’s development and learning showing
ages and stages and ideas for activities.
www.playeducation.co.uk
www.raisingkids.co.uk - information on all aspects of child care and education, health and
nutrition. Information on child development divided into ages and stages. Offers a free
newsletter.
www.smallfolk.com – Great Ormond Street Hospital site with detailed information on allround child development with good tables showing progress and linking aspects of
development. Ideas for toys and activities for different ages and stages. Information on
play stages. A video is available soon.
www.zerotothree.org – information on development and learning progress of babies and
toddlers and ideas for activities.
www.weatherprobe.com/siren – Siren is a non-profit making co-operative which produces
educational videos and DVDs about children and their development, based in Newcastleupon-Tyne in Northeast England.
www.playwork.co.uk – provides lists of publications and resources.
www.raisingkids.co.uk – provides information on children and child development at all
ages.
www.allkids.co.uk – information on a wide range of interactive websites and resources.
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Children’s Development: Birth to 12 Years (Higher)
SECTION 2
Outcome 1
Describe the development of children 0-12 years
Performance criteria
a)
b)
c)
d)
describe features and principles of growth and physical development of
children
describe the emotional, personal and social development of children
describe the cognitive development of children
describe the linguistic development of children.
Introduction
In this Outcome you will investigate all aspects of children’s development from birth to 12
years. Although you will study each of the above aspects separately, it is important to
understand that children’s development progresses in a holistic way. This means that as
children grow and develop, all aspects will be involved. While babies are developing fine
and gross motor skills such as grasping and sitting, they are also developing language
and communication skills through making sounds, discovering that objects still exist even
when they are out of sight, interacting with others and developing their own individual
personalities.
At the outset it is important to be clear about definitions. Studying children’s growth and
development is a holistic process, yet the two aspects can also be examined separately.
Growth: ‘Growth refers to an increase in physical size, and can be measured by height
(length), weight and head circumference.’
Bruce, T and Meggitt, C. (1996) Child Care and Education. Hodder and Stoughton.
Development: ‘Development is concerned with the possession of skills. Physical
development proceeds in a set order, with simple behaviours occurring before more
complex skills – for example a child will sit before he or she stands.’
Bruce, T and Meggitt, C. (1996) Child Care and Education. Hodder and Stoughton.
Development also includes the acquisition of cognitive, linguistic, social and emotional
skills.
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Children’s Development: Birth to 12 Years (Higher)
Outcome 1a)
Describe features and principles of growth and physical development of children.
For this performance criterion of Outcome 1, you are investigating children’s growth and
physical development.
Class ‘brainstorm’ – patterns of growth
Look back at the definitions on the previous page and consider how children grow.
•
•
is there a change in body proportions between birth and the age of 12 years?
does one part of the body grow more quickly than others at different ages?
Try to describe the main features of the changes and differences.
There are many videos and DVDs available showing children’s growth patterns and
physical development. You may find suitable ones in your local library or in your college
library if you are a student.
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Children’s Development: Birth to 12 Years (Higher)
Main features of changes and differences
Head size
•
babies’ heads are bigger in proportion to their bodies in comparison with older
children
•
babies’ heads are approximately one third to one quarter of their total length
•
toddlers’ heads are approximately one quarter to one fifth of their total height
•
the head of a 7 year old is approximately one sixth of their total height
•
the head of a 12 year old will be near the adult proportion of one eighth of the
total height.
Growth rates
•
babies’ heads initially grow more quickly than their bodies but gradually the growth
of the head slows down and the body and limbs grow more quickly
•
between two years and the onset of puberty, children grow at a relatively steady
rate
•
from about 10 years in girls and 12 years in boys there is usually a considerable
growth spurt.
Body changes
•
from about 10 years girls may begin to develop secondary sex characteristics and
develop breasts and broader hips. They may also grow body hair
•
the feet and hands of most adolescents will reach their adult size before they gain
their ultimate height.
Centile charts
•
centile charts show the growth rates of babies and children including head
circumference, weight and height (length). Most children will follow the curve
which is individual to them.
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Children’s Development: Birth to 12 Years (Higher)
You now need to consider the principles of physical development, which indicate the
sequence of skill development in children.
The main principles of physical development are:
•
cephalo-caudal
•
proximodistal
Look in your textbooks to find out what these two terms mean and how they apply to
children’s development.
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Children’s Development: Birth to 12 Years (Higher)
Principles of physical development
Cephalo-caudal
• cephalo-caudal principle of development refers to the sequence of physical
development from head to toe such as ossification (hardening) of bones beginning
with the skull down the body through the spine
• cephalo-caudal principle relates to the development of physical skills from simple to
complex beginning with head control which precedes sitting unsupported, crawling
and walking.
Proximodistal
• proximodistal principle of development refers to the sequence of physical
development such as ossification from the spine towards first the arms and legs and
then the hands and feet
• proximodistal principle relates to the development of physical skills from ‘inner to
outer’ beginning with reaching which progresses to the palmar grasp which precedes
the pincer grip.
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Children’s Development: Birth to 12 Years (Higher)
Next you need to consider, what is physical development? Physical development and
growth go together. Physical development includes the increase in size of the body as
children grow and mature. It also includes increase in muscle strength and size and in
ossification, lengthening and strengthening of bones.
Physical development also includes the gradual development of control of the body. As
children grow and mature they develop physical skills such as bladder and bowel control
and gross and fine motor skills.
Gross motor skills are those developed by the large muscles that control the spine and
neck, arms, hands, feet and legs.
Fine motor skills relate to the development of the manipulative skills of the fingers
and/or toes.
Sequence
The development of physical skills in children follows a sequence. Children will usually
follow this sequence as they grow and develop but individual children will achieve specific
skills at different ages.
Development of Physical Skills
List some gross motor skills you may observe in children aged birth to 12 years. You
may already have knowledge and experience of children or you may need to use a
textbook to help you.
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Children’s Development: Birth to 12 Years (Higher)
List some fine motor skills you may observe in children aged birth to 12 years. You may
already have knowledge and experience of children or you may need to use a textbook to
help you.
You may find the following books and websites helpful:
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth
Care of the Child by H. Lewer and L. Robertson
Child Development – An Illustrated Guide by C. Meggitt and G. Sunderland
www.parentsplace.com
www.smallfolk.com
www.raisingkids.co.uk
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Children’s Development: Birth to 12 Years (Higher)
Group presentation – the development of physical skills in children
After viewing video or DVD material and/or investigating textbooks and websites,
investigate one of the following developmental stages:
Birth to 18 months
18 to 24 months
2 to 3 years
3 to 5 years
5 to 7 years
7 to 10 years
10 to 12 years
Individual group members may have the opportunity to observe a child at one of the
above developmental stages in their families, a child of friends or a child in a childcare
setting.
Look back at the gross motor skills you have listed on the previous page and list them in
sequence with the approximate age you would expect a child to achieve each skill.
Look back at the fine motor skills you have listed on the previous page and list them in
sequence with the approximate age you would expect a child to achieve each skill.
Give an oral presentation of your findings and/or prepare a handout for the rest of the
group
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Children’s Development: Birth to 12 Years (Higher)
Physical skills
You may have included all or some of the following as you completed the activities. You
may also have had some ideas of your own.
Gross motor skills
•
Birth to 18 months
•
18 – 24 months
•
2 – 3 years
•
3 – 5 years
•
5 – 7 years
•
7 – 10 years
•
10 – 12 years
-
head control, sits unsupported, crawls, pulls to stand
cruises around furniture, walks, climbs onto furniture
walks, runs, climbs stairs one foot to a step
jumps, hops, walks backwards, rides tricycle
throws and catches a ball, skips, rides bicycle with
stabilizers
- develops grace and balance in sport and other physical
activities, controls speed when running
- develops strength for games like tennis, plays sport with
increased skill, increased physical stamina.
Fine motor skills
•
Birth to 18 months - reaches for object, palmar grasp, pincer grip, builds 2-3
block tower
•
18 – 24 months
- builds 4-6 block tower, holds and lifts cup, turns book
pages
•
2 – 3 years
- strings large beads, scribbles, starts to use scissors
•
3 – 5 years
- draws recognizable figures, buttons front of clothes,
brushes teeth
•
5 – 7 years
- detailed drawings, uses scissors competently, prints
sentences
•
7 – 10 years
- writes in script, increased manipulative skills, may play
musical instrument
•
10 – 12 years
- manually dexterous, writes well, keyboard skills well
developed.
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Children’s Development: Birth to 12 Years (Higher)
Outcome 1b)
Describe the emotional, personal and social development of children
For this performance criterion of Outcome 1, you are investigating children’s emotional,
personal and social development.
The study of emotional, personal and social development involves looking at how children
develop an awareness of themselves, how they feel about themselves and others, and
how they interact in society.
Emotional and personal development relates to how children cope with and express
different feelings. This includes how children feel towards others, both positive and
negative feelings, and the feelings they experience from others towards themselves.
Children’s emotional development includes bonding and attachment, the establishment of
trust in others, developing a concept of self and becoming self-confident and
independent.
Social development describes how we interact with family members and others outside
the family. It involves making friends, co-operating, sharing and learning group
responsibility. It relates to our social interaction with others both verbal and non-verbal.
Social development also relates to how children learn the rules and norms of the society
and culture in which they live. This aspect of social development is often referred to as
socialisation. Primary socialisation is learning to behave in the way our immediate family
and friends behave. Secondary socialisation is learning the social rules outside our
homes such as those that apply in school, in clubs and what we see on television and in
newspapers.
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Small group activity – emotional, personal and social development
Think about the relationships babies and children form with others.
From your own knowledge and experience or using your textbooks, make notes on how
children from birth to 18 months interact with others, adults and children. Indicate ages
when interaction may change or show developmental progression.
There are many videos and DVDs available showing children’s emotional, personal and
social development. You may find suitable ones in your local library or in your college
library if you are a student.
You may find the following books and websites helpful:
Babies and Young Children. Book 1. Early Years Development by M. Beaver et al.
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
Young Children’s Personal, Social and Emotional Development by M. Dowling
www.parentsplace.com
www.smallfolk.com
www.zerotothree.org
www.raisingkids.co.uk
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Emotional, personal and social development
Babies express their feelings by crying, vocalising and smiling. Babies will observe their
carers’ faces closely while being fed, changed, bathed and talked to. Within their first two
weeks babies are imitating facial expressions they see. They will recognise familiar
voices such as their mother and/or father and show signs of being soothed when they
hear familiar tones.
Young babies are fascinated by faces and until they reach approximately 6 months old
they will smile and coo at anyone who spends time interacting with them. Babies as
young as 4-6 weeks old are making social overtures by smiling and vocalising. They will
take conversational turns, pausing in their vocalising to allow the other to speak. Babies
will then respond when a conversational gap is left for them.
From approximately 6 months old onwards, babies begin to develop wariness of
strangers. Some babies will become very distressed when separated from their main
carer. The dependence on the presence of a familiar adult continues into toddlerhood.
Although some 12 – 18 month old children may be intrepid explorers, they regularly return
to their parent or carer for reassurance.
By 9 months old and through toddlerhood, babies will play ‘give-and-take’ with toys and
household objects. They will enjoy the company of other children and will play alongside
them. Children at this age are not able to join independently in others’ play.
At around 9 months old babies will clearly express emotions such as pleasure with laughs
and squeals and may have words to express annoyance. They will hold out their arms to
be lifted and cuddled when distressed.
As children reach 12 – 18 months old they may express their frustration in ‘toddler
tantrums’ and may show jealousy if their mother/carer holds or pays attention to another
child or baby. This is also the age when young children become aware of pain or distress
in others and will attempt to comfort a sibling or another child who is crying.
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Children’s Development: Birth to 12 Years (Higher)
From your own knowledge and experience or using your textbooks, make notes on the
development of emotional, personal and social skills in children in the following age
ranges:
•
18 – 24 months
•
2 – 3 years
•
3 – 5 years
There are many videos and DVDs available you could view to help you. You may find
suitable ones in your local library or in your college library if you are a student.
You may find the following books and websites helpful:
Babies and Young Children. Book 1. Early Years Development by M. Beaver et al.
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
Young Children’s Personal, Social and Emotional Development by M. Dowling
Self Esteem and Successful Early Learning by R. Roberts
www.parentsplace.com
www.smallfolk.com
www.zerotothree.org
www.raisingkids.co.uk
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Children’s Development: Birth to 12 Years (Higher)
Emotional, personal and social development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
•
18 – 24 months
- solitary play
onlooking play
toddler tantrums
no concept of sharing
may attend mother and toddler group
requires reassuring presence of familiar adult
shows sympathy for others who are upset
may show jealousy
•
2 – 3 years
- becomes more independent
begins simple co-operative play
likes routine
possessive of personal belongings
sits with family for meals
may have tantrums when frustrated
develops self-feeding skills
•
3 – 5 years
- complex co-operative play
has sense of ‘mine’ and ‘yours’
has increased self-confidence
may attend playgroup/nursery
may have imaginary friend
chooses own friends
willing to share
may defy parents as they assert independence
is able to negotiate verbally
toilet trained
makes efforts to control temper.
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Children’s Development: Birth to 12 Years (Higher)
From your own knowledge and experience or using your textbooks, make notes on the
development of emotional, personal and social skills in children in the following age
ranges:
•
5 – 7 years
•
7 – 10 years
•
10 – 12 years
There are many videos and DVDs available you could view to help you. You may find
suitable ones in your local library or in your college library if you are a student.
You may find the following books and websites helpful:
The Developing Child by H. Bee
The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth
Care of the Child by H. Lewer and L. Robertson
Skills for Caring – Human Development by M. Miller et al.
Child and Adolescent Development by K. Seifert and R. Hoffnung.
www.parentsplace.com
www.playeducation.com
www.raisingkids.co.uk
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Children’s Development: Birth to 12 Years (Higher)
Emotional, personal and social development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
•
5 – 7 years
- protective of younger children
co-operative and sympathetic
increased confidence
aware of different emotions
strong awareness of ‘right’ and ‘wrong’
may be frightened of the dark and/or imagined monsters
starts primary school
may join after-school activities
•
7 – 10 years
- peer group increasingly important
chooses best friend
joins clubs/organisations
plays in single-sex groups
finds it difficult to cope with being teased
strongly desires independence
•
10 – 12 years - peer groups very important
works out own social patterns
may join sports team
likes privacy to be respected
may defy adult authority
enjoys socialising in groups
likes to be part of a team or gang
awareness of the opposite sex
continues to be part of single-sex groups
is able to work as part of a group.
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Children’s Development: Birth to 12 Years (Higher)
Outcome 1c)
Describe the cognitive development of children
For this performance criterion of Outcome 1, you are investigating children’s cognitive
development.
‘Cognitive development is about the way our thought processes develop. It is about the
ways in which we organise our thinking and come to an understanding of our
environment.’
(Tassoni, Beith and Eldridge, 1998)
Cognitive development concerns our ability to think, reason, understand and learn and
includes memory and recall. Perceptual and sensory skills are part of our cognitive
development. The development of the five senses, sight, hearing, taste, touch and smell
contribute to our cognitive development and are linked to physical development such as
development of binocular vision and fine motor skills. Cognitive development also
includes understanding concepts such as time, size, shape and colour.
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Children’s Development: Birth to 12 Years (Higher)
Cognitive development
All children are investigative, experimental and willing to explore.
intellectual capability will develop within her or his first four years.
50% of a child’s
Babies are very cognitively competent. They can differentiate between a male and
female voice and have a preference for the female. They learn quickly and develop the
ability to initiate social interaction within their first six weeks. Their five senses are well
developed from birth. They can recognise the smell of their own mother and her voice
within their first week of life. Their sight is developed enough to respond to changes in
shapes and patterns by 4 months old. At this age also, babies show an awareness of
object permanence. Their sense of taste is also developed as they are fed breast or
formula milk and then progress to weaning to solid foods. Babies are also sensitive to
touch and respond to comforting, cosy materials.
As babies progress to toddlers, their capacity for learning increases. Their ability to
remember and recall becomes more competent. They recognise routines such as
mealtimes, bathtime and bedtime. They enjoy repetition of favourite rhymes and request
the same storybook over and over again. Toddlers can find hidden objects and
remember where the biscuit tin is kept. Their favourite question is ‘What’s that?’.
The older child, at around 3 years old will remember nursery rhymes and songs and be
able to repeat them. They will ask constant questions which feature, what? and why?
Their vocabulary increases almost daily and their speech becomes more intelligible and
complex. By the time they are 4 or 5 years old they can name colours and shapes.
At 5 years old most children are in primary school and begin formal learning. This is the
time when literacy and numeracy skills develop. As children progress through primary
school from age 5 – 12 years they develop more complex cognitive skills. Their reading
and writing becomes fluent and skilled. They begin to use logical reasoning and enjoy
discussion and debate. They understand concepts of comparative weight and size.
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Children’s Development: Birth to 12 Years (Higher)
Activity in pairs – Cognitive development
Working in pairs, from your own knowledge and experience or using your textbooks,
make notes on the cognitive skills you would expect to see in children in the following age
ranges:
•
Birth to 18 months
•
18 – 24 months
•
2 – 3 years
You may find the following books and websites helpful:
Babies and Young Children. Book 1. Early Years Development by M. Beaver et al.
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
An Introduction to Child Development by G. Davenport
Self Esteem and Successful Early Learning by R. Roberts
Child Care and Education by P. Tassoni et al.
www.parentsplace.com
www.smallfolk.com
www.zerotothree.org
www.raisingkids.co.uk
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Children’s Development: Birth to 12 Years (Higher)
Activity in pairs – Cognitive development
From your own knowledge and experience or using your textbooks, make notes on the
cognitive skills you would expect to see in children in the following age ranges:
•
3 – 5 years
•
5 – 7 years
•
7 – 10 years
•
10 – 12 years
You may find the following books and websites helpful:
The Developing Child by H. Bee
The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth
An Introduction to Child Development by G. Davenport
Care of the Child by H. Lewer and L. Robertson
Skills for Caring – Human Development by M. Miller et al.
Child and Adolescent Development by K. Seifert and R. Hoffnung
www.parentsplace.com
www.playeducation.com
www.raisingkids.co.uk
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Children’s Development: Birth to 12 Years (Higher)
Cognitive development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
•
Birth to 18 months – recognises familiar faces and objects
recognises familiar routines
fear of strangers
concept of object permanence
puts all objects into mouth to explore their properties
learns simple games such as peek-a-boo
enjoys looking at books
•
18 – 24 months
– points to objects named by adult
obeys simple requests
wants to explore and investigate everything in reach
joins in nursery rhymes
solves simple puzzles
•
2 – 3 years
– remembers rhymes and songs
matches colours
sorts objects into simple categories
solves more complex puzzles
•
3 – 5 years
– remembers past events
names 2-3 colours or more
understands concept of number up to three
counts with increased understanding
concentrates on activities and completes them
names different shapes
shows interest in reading and writing
•
5 – 7 years
– begins to develop concepts of quantity
develops literacy skills
begins to understand basic scientific principles
learns to tell the time
plays board games with understanding and skill
attention span increases
•
7 – 10 years
– understands value of coins
begins to understand logical reasoning
writes for good length of time relatively quickly
interested in reading books for research for project work
develops interests or hobbies.
•
10 – 12 years
– understands relational terms such as weight and size
considers all aspects of situations
enjoys discussion and debate
develops and maintains interests such as sport and music
may understand abstract concepts
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Children’s Development: Birth to 12 Years (Higher)
Outcome 1d)
Describe the linguistic development of children
For this performance criterion of Outcome 1, you are investigating children’s linguistic
development.
Linguistic development involves the development of language and communication skills
and includes verbal and non-verbal communication. Children’s linguistic development
relates to hearing and reproducing the speech of others. Also involved is turn-taking in
conversation and the development of listening skills.
Children use language to reason and problem solve. Young children will talk to
themselves as they attempt a task, giving a running commentary on their progress. As
children become older, they are able to internalise their thoughts and reasoning
processes.
One of the most fascinating aspects of child development is the complexity of language
skills that are acquired by children in the first few years of life.
‘Language is an organised system of symbols which humans use to communicate.
These symbols can be spoken, signed or written down.’
(Davenport, 1994)
In her book The Developing Child, Helen Bee reminds us that language is also ‘rule
governed’ and ‘creative’.
There are many videos and DVDs available showing children’s linguistic development.
You may find suitable ones in your local library or in your college library if you are a
student.
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Children’s Development: Birth to 12 Years (Higher)
From your own knowledge and experience or using your textbooks, make notes on the
linguistic skills you would expect to see in children in the following age ranges:
•
Birth to 18 months
•
18 – 24 months
•
2 – 3 years
You may find the following books and websites helpful:
Babies and Young Children. Book 1. Early Years Development by M. Beaver et al.
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
An Introduction to Child Development by G. Davenport
Self Esteem and Successful Early Learning by R. Roberts
Child Care and Education by P. Tassoni et al.
The Development of Language and Literacy by M. Whitehead
www.parentsplace.com
www.smallfolk.com
www.zerotothree.org
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Children’s Development: Birth to 12 Years (Higher)
From your own knowledge and experience or using your textbooks, make notes on the
linguistic skills you would expect to see in children in the following age ranges:
•
3 – 5 years
•
5 – 7 years
•
7 – 10 years
•
10 – 12 years
You may find the following books and websites helpful:
The Developing Child by H. Bee
The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth
An Introduction to Child Development by G. Davenport
Care of the Child by H. Lewer and L. Robertson
Skills for Caring – Human Development by M. Miller et al.
Child and Adolescent Development by K. Seifert and R. Hoffnung
www.parentsplace.com
www.playeducation.co.uk
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Children’s Development: Birth to 12 Years (Higher)
Linguistic development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
•
Birth to 18 months
– cries
gurgles/early sounds
tuneful babble
receptive language
gestures
single words
•
18 – 24 months
– conversational jargon
echolalia – repeat everything they hear
holophrases such as ‘more drink’, ‘mummy read’
infantile substitutions – pronunciation mistakes
•
2 – 3 years
– telegraphic speech – talks like a telegram eg. ‘I go
walk’
continually asks questions
remembers and repeats songs and rhymes
talks to self while playing
•
3 – 5 years
– can learn more than one language
carries on simple conversations
applies grammatical rules to all words unaware that
some words have irregular forms eg. ‘I goed’
speech understandable
verbal negotiation with peers
may ‘answer back’ to adults
•
5 – 7 years
– talks fluently and with correct grammar
enjoys jokes
tells stories from memory
holds long conversations
listening skills improve
•
7 – 10 years
– expresses self clearly and fluently
participates in family discussions
reasons
reads a range of books by themselves
•
10 – 12 years
– verbal formal reasoning
enjoys discussion and debate
discusses a variety of topics with knowledge and
understanding
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Children’s Development: Birth to 12 Years (Higher)
Inter-relationship of all aspects of child development
It is very important that you recognise that children’s developmental progress is holistic.
All aspects are developing at the same time although sometimes one aspect of
development may appear to take precedence over others.
As a child is growing and developing physical skills, they are also developing social,
emotional, cognitive and linguistic skills. If one aspect of development is impeded, this
will impact on other aspects. For instance, a child who is hungry may be unable to sleep.
Lack of sleep will affect a child’s ability to concentrate and learn. A child who is insecure
will find it difficult to interact socially and may also lack appetite for food. From a more
positive perspective, a child who feels safe and secure is able to develop self-confidence
and self-esteem and explore and investigate the environment. Children who receive an
adequate, nutritious diet and have sufficient rest and sleep will be ready to learn.
The interaction of the different aspects of child development is limitless. Aspects interrelate with each other throughout a child’s life.
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Children’s Development: Birth to 12 Years (Higher)
Test yourself questions
You have now reached the end of the material you need for assessment of Outcome 1 of
the Unit Children’s Development: Birth to 12 years.
Here are some questions for you to test yourself. Sample answers follow on the next
page.
1.
Describe two physical skills in children aged 5 – 8 years
2.
Describe two emotional, personal and social skills in children aged
Birth – 3 years
3.
Describe two cognitive skills in children aged 8 – 12 years
4.
Describe two linguistic skills in children aged 3 – 5 years
These questions will also help you to prepare for assessment when you will be working
under supervision within a specified time limit.
Similar questions in a timed assessment will carry 8 marks each. If you wish to time
yourself, you should allow approximately 8 minutes for each question.
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Answers to test yourself questions
1.
•
•
•
•
•
•
•
2.
•
•
•
•
•
•
•
3.
•
•
•
•
•
4.
•
•
•
Your answers could include two physical skills in children aged 5 – 8 years
selected and described from the following:
skips
throws and catches a ball with accuracy
rides bicycle with stabilisers at first
controls speed when running
detailed drawings
uses scissors competently
prints sentences with capital and lower case letters in proportion.
Your answers could include two emotional, personal and social skills in
children aged Birth – 3 years selected and described from the following:
eye contact
smiles and laughs
plays give-and-take
fear of strangers
toddler tantrums
becomes more independent
likes routine.
Your answers could include two cognitive skills in children aged 8 – 12 years
selected and described from the following:
begins to understand logical reasoning
writes for good length of time relatively quickly
understands relational terms such as weight and size
considers all aspects of situations
enjoys discussion and debate.
Your answers could include two linguistic skills in children aged 3 – 5 years
selected and described from the following:
can learn more than one language
carries on simple conversations
applies grammatical rules to all words unaware that some words have irregular
forms.
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Children’s Development: Birth to 12 Years (Higher)
Outcomes 2 and 3 should be integrated together for study and to
prepare material for the Unit assessment.
Outcome 2
Explain the main influences on children’s development.
Performance criteria
a)
Explain the main influences on a child’s growth and physical development
b)
Explain the main influences on a child’s emotional, personal and social
development
c)
Explain the main influences on a child’s cognitive development
d)
Explain the main influences on a child’s linguistic development
Outcome 3
Evaluate the impact of influencing factors on the development of children
Performance criteria
(a) Analyse the impact of influencing factors on a child’s growth and physical
development
(b) Analyse the impact of influencing factors on a child’s emotional, personal and
social development
(c) Analyse the impact of influencing factors on a child’s cognitive development
(d) Analyse the impact of influencing factors on a child’s linguistic development
Introduction
In these Outcomes you will investigate the main influences on children’s development
from before birth to 12 years and the impact of these influences on children’s
development. Although you will study influences on each of the above aspects
separately, it is important to understand that children’s development progresses in a
holistic way. This means that as children grow and develop, all aspects will be involved
and influences that affect one aspect of development are likely to affect other aspects
also.
For example, if a mother does not have access to antenatal care, her baby may fail to
grow and gain weight. This impact of this influencing factor may be restricted growth and
physical development leading to low birthweight. Further impact may restrict the growth
and development of the brain leading to impaired cognitive development. If children have
all their physical needs met such as a nutritious diet, access to fresh air, exercise and
sufficient sleep and rest, the impact on their physical development will give them
opportunity to develop to their maximum potential. They will also be rested and
nourished which will impact positively on their cognitive developmental progress. They
are likely to possess a sense of physical well-being which will positively impact on their
emotional development. Feeling good about themselves impacts on children’s social
development and ability to make friends, which, in turn, has a positive impact on their
linguistic development as social interaction develops their language and communication
skills.
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Children’s Development: Birth to 12 Years (Higher)
Outcome 2a)
Explain the main influences on a child’s growth and physical development
Outcome 3a)
Analyse the impact of influencing factors on a child’s growth and physical development
For these performance criteria of Outcomes 2 and 3, you are investigating the main
influences and analysing their impact on children’s growth and physical development
There are many available videos and DVDs you could view to help you. You may find
suitable ones in your local library or in your college library if you are a student.
Explain the following influences on children’s growth and physical development and make
notes on their possible positive and negative effects:
•
antenatal care
•
birth circumstances - prematurity, multiple birth
•
genetics - hereditary conditions, chromosomal abnormalities
•
health
•
illness - short-term, long-term
•
nutrition - breast-fed or bottle-fed, diet
•
exercise, rest and sleep
•
environmental influences.
You may find the following books helpful:
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth
Care of the Child by H. Lewer and L. Robertson
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on growth and physical development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
Antenatal care is the care of the mother and unborn child during pregnancy. Its purpose
is to ensure and maintain the health of the mother and the baby and to prepare the
mother for having the baby.
Specific tests are carried out during antenatal care
• the mother’s blood pressure is checked because if it becomes abnormal, this could
lead to poor growth of the unborn baby
• the mother’s urine is checked because detection of abnormalities may indicate the
onset of conditions that can adversely affect the health of mother and baby
• the mother is checked for steady weight gain. If the mother is losing weight this
could mean that the unborn baby is not getting enough nutrients
• palpation means feeling the mother’s abdomen to check that the baby is in the right
position and is growing properly
• the baby’s heartbeat is checked to establish it is strong and regular
• the mother’s blood is checked in order to detect anaemia, which affects the mother’s
health. Blood tests identify the mother’s blood group and risks of incompatibility with
the unborn baby. Blood tests also identify immunities and infections which may affect
the unborn child such as rubella, syphilis and hepatitis B.
More complicated tests include:
• amniocentesis – which is done during pregnancy at 16 weeks and tests for Down
syndrome and spina bifida and other genetic abnormalities
• chorionic villus sampling – which is done at around 11 weeks and can also detect
Down syndrome and other genetic abnormalities.
– Good antenatal care helps ensure the health of mother and baby and the baby's growth
and development both in the uterus and after birth
– There is a range of blood tests to check for genetic/developmental abnormalities.
– Lack of antenatal care may mean that developmental abnormalities and restricted
growth in the unborn baby may be undetected
– If warning signs of difficulties are detected during pregnancy, measures can be
taken to improve the growth and development of the baby.
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on growth and physical development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Birth circumstances can have a lasting effect on the growth and physical development
of a child
- premature babies may have low birthweight and have difficulty in feeding and gaining
weight. Their physical development may be delayed in comparison with their peer group
- premature babies who receive appropriate care will quickly gain weight and make
developmental progress
- the more premature a baby is, the longer he or she is likely to take to reach the
milestones of their peer age group
- low-birth weight babies may have difficulty gaining weight and may be more susceptible
to illness
- twins and other multiple birth babies may have low birthweight. They may also be
premature with the possible resultant developmental delay
- some multiple births produce full-term babies, of good birthweight who make physical
developmental progress with their peer group.
Genetics - In each cell of the human body there is a set of 46 chromosomes, arranged in
23 pairs. Chromosomes include all our genetic information. At conception 23
chromosomes from the father and 23 from the mother come together and provide what is
often referred to as the genetic blueprint of the newly created individual. Our genes
determine our sex and many other characteristics. Some genetic abnormalities can result
in inherited conditions such as Down Syndrome and Sickle Cell Anaemia.
The study of how genetics contributes to the individual’s behaviour has become known as
Behaviour Genetics. In behaviour genetics, psychologists look at how heredity influences
aspects of growth, development and behaviour such as: height, body shape, intelligence,
reading ability, aggressiveness, depression, temperament and sociability.
- growth and development of children is influenced by the genetic information inherited
from parents and contained in the chromosomes
- sex, eye colour, hair colour, skin colour and height are all genetically determined
- genetic errors can lead to abnormalities in growth and development and conditions such
as Down's syndrome
- a number of medical conditions that effect growth and development are hereditary
- defective genes can be detected antenatally and may soon be able to be replaced in
the unborn child, leading to the birth of an unaffected baby
- parents with a child with a life-threatening genetic condition may use genetic information
to produce a sibling who can provide blood or tissue to treat the affected child, providing
the opportunity to achieve maximum developmental potential.
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on growth and physical development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Health/illness relates to children’s state of health and includes the impact of shortterm illness such as chickenpox (varicella), appendicitis or minor injury. Long-term illness
such as malignant conditions or ongoing conditions necessitating regular treatment such
as cystic fibrosis also impact on children’s growth and physical development
- good health contributes to children’s growth as they can eat and sleep well
- children need a good nutritional diet and a regular sleep pattern to encourage
physical growth and development
- healthy children have energy for exercise to develop muscle strength and their
bodies are more likely to develop immunities and the ability to fight infection
- short-term illness may temporarily delay growth and physical development as the
body’s immune system fights infection or focuses on healing injury
- children who enjoy good health usually recover completely from short-term illness
and will soon regain their developmental stage
- long-term illness may permanently restrict a child’s growth and physical
developmental progress as they may be restricted to bed at home or in hospital and
they may lack appetite for food.
• Nutrition relates to children’s diet and whether they are receiving balanced nutrition in
relation to their age and stage of development
- breast-fed babies are less likely to be overweight and less susceptible to infection
- current equipment allows others to feed babies with breast milk from their mothers
using bottles enabling babies to benefit from their mothers’ breast milk
- diet influences growth and development
- some food allergies in young children lead to failure to thrive due to inadequate
nutrition despite a full well-balanced diet
- some children have food allergies that can lead to severe allergic reactions
resulting in breathing difficulties
- balanced diet containing protein, fat, carbohydrate, minerals, vitamins essential
for healthy growth and development
- fresh fruit and vegetables may protect children from developing later illnesses
such as cancer and heart disease
- many children take too much sugar in sweets and fizzy drinks – this can lead to
tooth decay and obesity.
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on growth and physical development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Exercise, rest and sleep relates to children’s basic needs to maintain growth and
physical developmental progress.
- exercise is needed to strengthen and develop muscles and long bones
- exercise is needed to promote healthy sleep
- less easy for children to take exercise in built-up areas where there are no safe
playparks
- current fears for children’s safety prevents many parents allowing their older children
to play outside without adult presence
- rest is required to prevent over-tiredness which may prevent sleep
- some children do not recognise their need to rest. These children often need
strategies from adults such as story time to encourage rest
- sleep is needed to encourage growth as children grow during sleep
- some children need encouragement to sleep and bedtime routines can contribute to
a child’s ‘winding down’ in preparation for sleep.
Environmental influences on growth and physical development include quality of
air, food and water.
- maternal tobacco smoking, alcohol intake or use of illegal or prescribed drugs may
affect growth and physical development antenatally and after birth
- pregnant women who give up smoking, alcohol or drug misuse can benefit their
baby’s growth and physical development
- women who must take prescription drugs can be monitored throughout pregnancy
to minimise adverse effects on the unborn baby
- fathers who smoke can adversely affect their unborn child’s physical development
- the incidence of cot death is higher in homes where parents smoke tobacco
- air, food or water pollution may adversely affect child’s growth before and after birth
- the use of fluoride either in water supply or added to toothpaste helps to prevent
dental caries
- access to health care before and after birth may encourage growth and optimum
physical development
- clean water supply and access to fresh air encourages healthy growth and physical
development.
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Children’s Development: Birth to 12 Years (Higher)
Group investigation – Evaluate the main influences on a child’s emotional,
personal and social development
Outcome 2b)
Explain the main influences on a child’s emotional, personal and social development
Outcome 3b)
Analyse the impact of influencing factors on a child’s emotional, personal and social
development
For these performance criteria of Outcomes 2 and 3, you are investigating the main
influences and analysing their impact on children’s emotional, personal and social
development
There are many videos and DVDs available you could view to help you. You may find
suitable ones in your local library or in your college library if you are a student.
In groups, explain the meaning of the following influences on children’s emotional,
personal and social development and evaluate the possible positive and negative effects:
•
bonding
•
the nature/nurture debate
•
cultural background
•
parenting styles
•
position in family/siblings
•
life events
•
peer group pressure.
You may find the following books helpful:
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth
An Introduction to Child Development by G. Davenport
Care of the Child by H. Lewer and L. Robertson
Scottish Further Education Unit
49
Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on emotional, personal and social development
Your group may have included all or some of the following as you completed the activity.
You may also have had some ideas of your own.
Bonding – refers to the close relationship, known as attachment, developed between the
young child and his/her primary carer(s) within the first few years of life. It is believed that
a child requires a secure emotional attachment (or bond) with their mother, or mother
substitute, to ensure healthy mental development. Attachment has been defined as ‘an
affectionate tie or bond that an individual forms between himself and another specific
individual’. The ‘attachment’ or bond established between carer and baby may be a
survival mechanism. The human infant is helpless and therefore needs to ensure that he
receives the care and attention of the adult. The smiles, gurgles and chubby cute
appearance of the baby are attractive to the adult, who in turn smiles, cuddles the baby,
and talks in a soothing gentle manner. The attachment or bond becomes so strong that it
ensures that the infant, even when beginning to be mobile, stays close to the carer.
- early bonding between mother (or parents) and child is thought by some researchers
to have long-term effects on the long-term emotional well-being of the child
- some theorists think that bonding and attachment only occurs with one person
(usually mother)
- later research found that many babies develop multiple bonds with other carers and
family members with positive effects on children’s emotional development
- where bonding or attachment fails to take place there may be long-term
consequences for the personal, emotional and social development and behaviour of
children
- research provides some evidence of increased delinquency in young adults.
Scottish Further Education Unit
50
Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on emotional, personal and social development
Your group may have included all or some of the following as you completed the activity.
You may also have had some ideas of your own.
The nature/nurture debate – refers to whether a child’s inborn (genetic) make-up has a
greater influence on her/his growth and development than outside (environmental)
influences. There is no doubt that in some families people do seem to ‘take after’ other
members of the family. Is this due to nature or nurture?
Researchers have compared characteristics of biological parents with characteristics
of their children who have been adopted and brought up in another family to assess the
extent of the genetic influences. They have also compared characteristics of adopted
children with those of their adoptive parents, to see if the environmental influence in
greater. As in most areas of such complex study the answers are not clear-cut. In
personality the evidence is not clear. These characteristics are thought to have a
biological basis but to what extent is still being discovered.
Psychologists are studying how heredity may affect an individual’s environment. This
involves looking at the tendency for parents with particular genes. Children who inherit
certain genes will behave in particular ways that will influence the responses of others.
For example, if there is an aggressive gene, it may be passed to a child, making her more
aggressive in her behaviour, which will possibly initiate negative responses to her
behaviour from others. A child who inherits a gene for high intelligence may be more
inquisitive and therefore find out more. He will therefore become more knowledgeable –
but is this because he has the gene, or because he found out more?
Studies of environmental influences are equally complex and are highlighting the
interaction between heredity and the environment. It is not a straightforward matter of the
environment causing us to develop in certain ways.
- environmental factors exert their influence before birth and during childhood,
including provision of love and security to encourage children’s feelings of self- worth
- individual temperaments of babies may affect the bonding process – ‘easy’ babies
may facilitate the bonding process. ‘Difficult’ babies may be insecurely attached,
particularly if their mothers do not have emotional support
- personality partly determined by genetics but environmental factors are also
important in the development of social skills and development of self-confidence
- children with ‘difficult’ temperaments more likely to display more aggression and
behaviour problems unless very well supported by significant adults in a loving and
supportive environment.
Scottish Further Education Unit
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on emotional, personal and social development
Your group may have included all or some of the following as you completed the activity.
You may also have had some ideas of your own.
• Cultural background. Culture encompasses lifestyles, values and beliefs that are
shared by an identifiable group and passed on through generations. Our culture
influences our growth and development.
- cultural differences within communities and between different parts of the world can
influence the emotional, personal and social development of children. Some cultures
value the birth of a son more highly than the birth of a daughter affecting children of
both genders as they grow and mature
- different cultures value particular qualities and skills, for example some place
emphasis on sporting ability, some on academic progress. The child's sense of
meeting parental expectations in these areas will affect his/her self-esteem
- individualist cultures focus on the success of the individual for example winning
medals and prizes for being best which may result in low self-esteem for those who
do not win
- collectivist cultures focus on the child's ability to get along with the group and be
accepted which may acknowledge individual contributions to the group which
provides children with a feeling of self-worth
- within cultures there are views on sex-role, for example some cultures have greater
expectations for boys in terms of doing well at school and may provide better schooling
opportunities for boys
- some cultures have different expectations of how boys and girls are expected to
behave, for example ‘tough’ or ‘gentle’, which may have negative effects on boys who
have gentle dispositions and on girls who want to pursue ‘tough’ activities such as
mountaineering or football.
• Parenting styles – research has shown that the style of parenting can impact on
children’s development.
- authoritarian/autocratic style of parenting (controlling, detached, less warm) tends to
result in children who have medium to low levels of self-esteem and self-reliance
Children lack interactive social skills and may be subdued or may show high levels of
aggression
- permissive/laissez-faire style of parenting (undemanding and uncontrolling, but quite
warm and affectionate) tends to result in children who are least self-reliant and
effective. Children may be aggressive and less likely to accept responsibility
-authoritative/democratic style of parenting (firm but reasoned control,
encouragement, praise, responsibility warmth and love) tends to result in children
with the highest self-esteem and self-reliance
- neglecting style of parenting (ill, substance-dependent parents, not emotionally
attached to the child) tends to result in children who show disturbance in relationships
with adults and peers and who are impulsive and anti-social
- in families where children are treated as responsible individuals, given responsibility
and praise and set fair and clear limits on their behaviour they are more likely to
develop into individuals with high self-esteem and self-reliance.
Scottish Further Education Unit
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on emotional, personal and social development
Your group may have included all or some of the following as you completed the activity.
You may also have had some ideas of your own.
• Position in family/Siblings – studies have shown that a child’s position in the family
can impact on her/his emotional, personal and social development.
- only children and first born are often given more responsibility and may be more
likely to be high achievers and conscientious later in life
- younger children may feel inferior as their needs may give way to older siblings but
the opposite could be equally true
- at school younger siblings may be compared with their older brother or sister in either
a positive or negative way. This does not acknowledge the individuality of each child
and may result in low self-esteem and lack of identity
- youngest children may be babied more and tend to have less undivided parental
attention, may result in children who are more easy going
- middle children may feel left out as they are neither the youngest nor the eldest which
may result in low self-esteem. They may have behaviour problems as they try to
assert themselves and need understanding and supportive parenting to ensure
successful emotional, personal and social development
- parents may show favouritism to one child over others resulting in the less favoured
child or children having feelings of low self-worth.
Scottish Further Education Unit
53
Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on emotional, personal and social development
Your group may have included all or some of the following as you completed the activity.
You may also have had some ideas of your own.
• Life events. Throughout life there are many significant events that occur and
subsequently impact on the emotional, personal and social development of individuals.
- moving house may provide a safer living environment encouraging a sense of
security. Moving house may mean moving school and leaving friends and family
members causing emotional distress
- parents’ separation or divorce may cause anxiety and distress. Some children blame
themselves when parents separate. If there was family stress prior to separation,
children may feel more secure with one parent. Older children may be expected to
support a divorced parent emotionally when they too are distressed
- bereavement often leaves young children bewildered and confused. They may
become anxious about who will die next in the family or worry about going into hospital
if the death occurred there. Older children may be angry
- starting or changing school can be a positive experience, allowing children to make
new friends, develop their personalities and self-confidence in their skills
- starting school may be difficult for children who have not mixed with other children.
- strange environment and routines of a new school may cause anxiety
- change in parents’ work situation may allow more time for parents and children to be
together and strengthen bonds and attachment. Unemployment or a reduction in
family income may cause family stress
- birth of a sibling may cause jealousy and feelings of rejection. Children may not feel
valued.
Birth of a sibling may provide opportunity for responsibility and
companionship.
Scottish Further Education Unit
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on emotional, personal and social development
Your group may have included all or some of the following as you completed the activity.
You may also have had some ideas of your own.
• Peer group pressure. The term peer group refers to the group of people round about
the same age and same status as an individual. By the time a child is 3-5 years old, the
peer group is becoming important and becomes more influential as the child grows older.
Children can feel that they must conform to the ideas and kind of behaviour common to
the majority, and most children do not like to be very different from the crowd.
Sometimes being different can lead to bullying. There have been experiments to show
that children even in nursery school are influenced in terms of the kind of things they play
with, eg. playing with dolls, and may be put off playing with these things if other children
tease them. This is said to have an effect on their ‘gender role acquisition’.
- peer group is important for children from about 3 years old, becomes increasingly
influential with older children
- children accepted by their peer group develop self-confidence, high self-esteem and
social skills
- children rejected by their peer group may be withdrawn and lack confidence in
social situations or they may become aggressive and anti-social
- many children want to be accepted by and conform to the peer group which
influences their social development and behaviour
- pursuing a feeling of belonging may lead to unacceptable behaviour depending on
the behaviour patterns and activities of the peer group. Alternatively the peer group’s
activities may be socially acceptable and responsible and encourage high self-esteem
and self-confidence as well as a sense of belonging
- children can be put off playing with certain things and acting in certain ways if they
are teased by other children for their individual preferences
- the peer group can have an important effect on their gender role acquisition as
children conform to the perceived role model within the group for their own gender.
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Children’s Development: Birth to 12 Years (Higher)
Activity in pairs – Influences and their impact on a child’s cognitive
development
Outcome 2c)
Explain the main influences on a child’s cognitive development
Outcome 3c)
Analyse the impact of influencing factors on a child’s cognitive development
For these performance criteria of Outcomes 2 and 3, you are investigating the main
influences and analysing their impact on children’s cognitive development
In pairs, explain the following influences on children’s cognitive development and make
notes on their possible positive and negative effects:
•
the nature/nurture debate
•
genetics, heredity
•
pre-school provision such as nursery school, attendance at playgroup, childminder
•
school ethos, environment
•
stimulation
•
medical conditions
•
culture – gender expectations/differentiation.
You may find the following books helpful:
The Developing Child by H. Bee
Child Care and Education by T. Bruce and C. Meggitt
The Lippincott Manual of Paediatric Nursing by L. Brunner and D. Suddarth
An Introduction to Child Development by G. Davenport
Care of the Child by H. Lewer and L. Robertson
Scottish Further Education Unit
56
Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on cognitive development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• The nature/nurture debate asks, ‘Which has the greater influence on development –
nature or nurture?’ As we live and grow the environment influences us. Before birth we
are influenced by factors inside and outside the womb. It is apparent that the interaction
of nature and nurture affects our development. Nature and nurture are really inseparable.
For example a baby is born with the ability to learn a spoken language but to what extent
this develops, will depend on his developmental stage (ie. no child will speak in
sentences before he is one year old), and also the amount of environmental stimulation
he receives. The spoken language will belong to that child’s own culture. Eventually, a
child who has inherited exceptional linguistic abilities will no doubt converse more, ask
questions and make comments, therefore initiating further language responses from
adults and thus further extending his abilities. So we can see that in language
development, an interaction of nature and nurture influences the progress, and this is true
in most aspects of development.
- there has been much research, debate and controversy over the extent to which
cognitive development and IQ is determined by our genes (nature) and our
environment (nurture)
- evidence from orphanage studies, Operation Headstart and studies of identical twins
separated at birth indicate that a more enriched and stimulating environment helps
cognitive development. However some debate about this – often twins have not been
raised completely apart
- environmental factors exert their influence before birth and during childhood include smoke, alcohol and drugs, love and security, stimulation, pollution, housing,
schooling and many other factors. Some studies claim that being exposed to Mozart’s
music in the womb can make children more intelligent
- personality and intelligence partly determined by genetics but environmental factors
are also important – the exact extent of the two factors is not clear
- genetic (nature) factors may set the limits of potential cognitive development
whereas environmental (nurture) factors determine to what extent, within those limits,
cognitive development is achieved (rubber band hypothesis)
- environmental factors are the only factors over which early education and
childcare workers have any influence – therefore it is possible that those working in
early education and childcare should focus on these factors rather than unalterable
genetic factors. However it is important to be aware of the impact of genetic
factors.
Scottish Further Education Unit
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on cognitive development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Genetics, heredity - The study which includes the contribution of genetics to the
individual’s cognitive development has become known as behaviour genetics. In
behaviour genetics, psychologists are looking at how heredity influences aspects of
development and behaviour such as: intelligence, reading ability and temperament.
Psychologists are studying how heredity may affect an individual’s environment. This
involves looking at the tendency for parents with particular genes – eg. for intelligence –
to not only pass these on, but also to provide a more intellectually stimulating
environment for the child. A child who inherits a gene for high intelligence may be more
inquisitive and therefore find out more. She will therefore become more knowledgeable –
but is this because she has the gene, or because she found out more?
- personality and intelligence partly determined by genetics but environmental factors
also important such as size of family, position in family and life circumstances
- genetic factors may set the limits of potential cognitive development whereas
environmental factors determine to what extent, within those limits, cognitive
development is achieved (rubber band hypothesis)
- children often display similar cognitive abilities to their parents such as musical
or mathematical ability, imaginative writing or artistic creativity. How far these
are developed will depend on opportunity, stimulation and encouragement
- learning difficulties such as dyslexia often occur in families. Such difficulties may
be overcome if children have access to early recognition, specialist advice and
equipment
- children with inherited visual or hearing impairments may achieve their cognitive
developmental potential with specialist intervention and equipment.
Scottish Further Education Unit
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on cognitive development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Pre-school provision
- a stimulating environment provided by nursery, playgroup or childminder could
influence cognitive development through exposure to new experiences, activities
and appropriate equipment for children to explore and investigate
- pre-school settings provide books, communication, pictures, music, rhymes,
games, play and outings to encourage exploration, investigation and experiment by
the children. The adult role is also important in recognising when intervention is
appropriate to support and promote children’s cognitive development
- stories and role-play in pre-school settings encourage imagination and extend
vocabulary either through spontaneous play initiated by children or adult-led to
promote the development of a specific skill in a group or for individual children
- opportunities to learn through play with peer group/other children. Children learn
skills from each other and also knowledge of other cultures and backgrounds
- Opportunities to gain knowledge and understanding of the world outside the
family environment.
• School ethos, environment relates to teaching approaches and styles, attitudes
towards and acceptance of individual pupils.
- children who are valued for themselves have a positive sense of self-worth and are
ready to learn.
They have the self-confidence to explore, investigate and
experiment. They are ready to try again if they do not succeed first time
- children who do not feel valued for themselves have low self-esteem and often do
not have the self-confidence to try new tasks or learn new skills. They are easily
discouraged by lack of success at first attempt
- children who are encouraged and praised for effort as well as achievement develop
confidence to build on their abilities and develop new skills
- children who are only praised for successful achievement may lack self-esteem as
their sense of self-worth depends on their ability to achieve. They may be reluctant to
investigate and experiment for fear of failure. Their motivation to learn may be
diminished and they may not achieve their full potential
- well-equipped schools with a broad curriculum will encourage learning and
investigation if they provide an appropriate mix of teacher-led and child-led activity
- enthusiastic teachers with knowledge and expertise will provide good role models
and high quality teaching and learning material. Uninterested, unmotivated or
overworked teachers may be a deterrent to children’s becoming active and
enthusiastic learners.
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on cognitive development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Stimulation – there is evidence that a more stimulating and enriched environment can
positively impact on a child’s cognitive development
- a stimulating environment provided by parents, carers, pre-school and school can
influence cognitive development as children will have opportunity to explore,
investigate and experiment
- there is evidence that children deprived of stimulation do not develop all their
cognitive abilities. Although good quality resources and equipment contribute to a
stimulating environment, children need the input of interested adults
- stimulation ideally in as many forms as possible – books, communication, pictures,
music, rhymes, games, play, new experiences, outings, hobbies. Adult role is
important in building on children’s abilities and promoting their cognitive developmental
progress
- recognising and providing for special abilities. Gifted children need their abilities
acknowledged, supported and promoted though they also need to be enabled to
interact with their peer group in other areas of learning
- providing for all aspects of cognitive development through a range of meaningful
activities. Important that children are not alienated from learning by inappropriate
teaching methods and styles.
- encouraging and praising achievements of whatever size. A small step for one child
is as significant as a leap for another.
- using different methods of teaching to match individual learning styles is important to
ensure that individual children are enabled to achieve their learning potential.
• Medical conditions
Will vary between a short-term condition with temporary negative effects on a child’s
cognitive development. Other medical conditions requiring ongoing treatment and/or
hospitalisation may have a negative impact on a child’s ability to learn
- illness can result in children being in hospital or confined to home and missing
school which can slow down their cognitive development. Hospitals often offer
learning opportunities for long-term in-patient children
- illness may be short-term when the effect on cognitive development is likely to be
temporary and children can regain their developmental stage with support
- illness may be long-term when the effect on cognitive development is likely to be
more prolonged as children may not be well enough to access learning opportunities
- whatever the medical conditions and the limits they may place on cognitive
development the more specialist support and stimulating environment then the more
children will develop their cognitive potential
- some illness may result in impaired cognitive ability in a child who was previously at
his or her developmental stage prior to the onset of illness.
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on cognitive development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Culture – gender expectations/differentiation
The example of the ‘rubber band’ hypothesis (see page 55) indicates that all children are
born with a certain cognitive potential. The experiences they receive decide how much
they are stretched. Schools are developing curricula that provide equal access to
children from all cultural backgrounds.
- cultural differences both within one community and between different parts of the
world can influence the cognitive development of children as some cultures value
academic achievement very highly
- some cultures value particular qualities and skills, for example some place
emphasis on sporting ability, some on academic progress. The former culture is likely
to place more emphasis on the development of physical skills whereas the latter is
likely to focus more on scholastic achievement
- individualist cultures focus on the success of the individual for example winning
medals and prizes for being best. Such a culture may impose stress on children
when they reach formal schooling. Children may feel compelled to study hard at
school and at home or they may reject learning and ‘drop out’
- collectivist cultures focus on the child's ability to work as part of a group. Such a
culture may impede individual children’s scholastic achievement. However, middle
ability children may be reassured when working as part of a group where individual
contributions are likely to be valued
- within cultures there are views on sex-role, for example some cultures have greater
expectations for boys in terms of doing well at school and are less accepting of girls
pursing academic success
- some cultures do not value academic achievement and discourage their children’s
learning progress.
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Children’s Development: Birth to 12 Years (Higher)
Outcome 2d)
Explain the main influences on a child’s linguistic development
Outcome 3d)
Analyse the impact of influencing factors on a child’s linguistic development
For these performance criteria of Outcomes 2 and 3, you are investigating the main
influences and analysing their impact on children’s linguistic development
Explain the following influences on children’s linguistic development and make notes on
the possible positive and negative effects:
•
parental involvement and interaction
•
experiences to extend and expand vocabulary
•
siblings
•
physical development
•
cognitive development- vocabulary, self-expression
•
education
•
bi-lingualism.
Scottish Further Education Unit
62
Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on linguistic development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Parental involvement in children’s linguistic development begins before birth. Unborn
children hear and recognise their parents’ voices. Children usually learn their home
language from their parents and their earliest experience of speech is usually in the
home.
- early communication from birth, talking, singing, eye contact, reading stories is very
important in the development of children’s linguistic skills. Babies are able to watch
mouth movements during speech and begin to imitate them
- hearing the spoken word precedes the ability to reproduce it
- listening and responding to children when they come home from school, conversing
with them about the day’s events is important from the beginning of attendance at
nursery. Children who are listened to gain confidence in using and developing their
linguistic skills
- making meal-times a time for conversation allows children to develop skills in
listening as well as expressing their thoughts, ideas and opinions. It is important that
children feel their contributions to family conversations are valued so they gain
confidence to accept and consider the opinions of others
- helping children with language homework eg. reading books, story writing, factual
and imaginative written work develops their linguistic skills and expands and extends
their vocabularies
- discussing language progress with relevant professionals at nursery and school
helps to identify any difficulties children may have linguistically so that appropriate
intervention can be initiated
- encouraging older children to express their thoughts and feelings freely without being
ridiculed or criticised provides the opportunity for them to become articulate in
argument and discussion.
Scottish Further Education Unit
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on linguistic development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Experiences to extend and expand vocabulary gives children the opportunity to learn
and pronounce new words and express their thoughts and feelings clearly.
- trips to the countryside, zoo, city, plays and concerts – children are stimulated
by new surroundings and experiences which can later be used for discussion and
written work to extend and expand vocabularies, and linguistic skills
- library visits – exposure to books and reading allows children to experience a variety
of linguistic styles and approaches
- visiting speakers into nursery or school, discussing aspects of their work encourage
learning new expressions and vocabularies. Children may develop linguistic skills
through learning to ask relevant questions
- discussion time in the nursery, school or at home, where children interact with their
peer group or family, develop conversation skills and are encouraged to ask and
answer questions
- music, art and drama – creative experiences which allow the child to express
ideas using words and other means
- careful correction of grammar, pronunciation and vocabulary mistakes so children
are not discouraged from trying to communicate.
• Siblings often provide extra opportunities for linguistic development
- being a close friend whom the child can share thoughts and ideas with assists
both children to develop self-expression and linguistic skills
- stimulating ideas often come from a big sister or brother – eg. making up
imaginative games involving vivid descriptions of characters etc. The older child will
contribute to the younger child’s vocabulary acquisition
- sharing of books and stories allows all siblings involved to comment and speculate
on the storyline. Young children often memorise favourite story books which further
expands vocabulary
- occasionally can hinder language development if an older sibling does all the
talking. Younger children are often willing to allow an older sibling to be their
mouthpiece
- occasionally an older child reverts to baby talk when a new baby comes along
(usually short lasting)
- being involved in the care of a new baby may encourage speech in an older child to
talk to the baby.
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on linguistic development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Physical development involves the growth and development of the mouth, teeth and
tongue in correct proportion. It also involves the growth and development of the ears and
hearing mechanism
- children’s mouths, teeth and tongues need to develop fully to enable linguistic
development
- children with mouth or tongue impairments may have speech difficulties. Usually
birth defects such as cleft palate and/or harelip are resolved before a child reaches
the age of speech development
- children who, through illness or accident, subsequently have mouth or tongue
impairments may have difficulty with speech even if their linguistic development was
initially progressing. These children will benefit from speech therapy which should
be supported in the home and school
- other speech impairments may be the result of brain damage through accident or
illness. These children again are likely to need speech therapy with home and
school support
- prolonged use of dummies and feeding bottles into toddlerhood may impair speech
development in early childhood as prolonged sucking impairs the development of oral
muscles required for speech. This is a further situation requiring the intervention of
the speech therapist
- hearing impairment may delay or impair linguistic development.
• Cognitive development includes comprehension and interpretation of the spoken word.
Linguistic development also depends on the growth and development of the speech
centre of the brain
- children with support for learning needs may find following instructions difficult as
they may not understand what they are required to do
- the introduction of too many ‘talking’ toys is also thought to impede linguistic
development. For example children who play with a toy telephone which does all the
talking cannot use their creativity to initiate imaginary conversations and develop their
linguistic skills
- children who do not experience conversation with adults, siblings and peers may
have limited vocabularies as they lack opportunity to practise their linguistic skills
- children who are encouraged to explore their thoughts and ideas verbally will develop
wide vocabularies and the means to express their feelings
- children who are read to and who read for themselves experience different ways of
expressing ideas
- children who are encouraged to discuss and reason with adults and their peers will
develop linguistic skills for competent argument and debate.
Scottish Further Education Unit
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on linguistic development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Education – environment, teaching styles, ethos relates to an encouraging
atmosphere with recognition of children’s individual strengths and learning needs. The
education environment can also reflect the cultural and language backgrounds of its
pupils. Teaching styles should be flexible enough to adapt to individual and group needs.
- encouragement to learn reading and writing will encourage the acquisition of an
extensive vocabulary in children and the ability to express themselves verbally
and in writing
- using imagination and creativity in verbal and written discussion and
description expands children’s linguistic skills. Children need freedom to
develop their ideas unrestricted initially by grammar and spelling constraints.
They will later acquire the linguistic rules of their own language
- opportunities to develop social skills through interaction with adults and their
peers will give children confidence in their linguistic skills
- Opportunities for role-play in nursery and later participating in school dramatic
productions and presentations help children develop confidence in speaking in
public
- encouragement from teaching staff to build on existing skills and make progress
gives children confidence in their linguistic ability
- focussing on children’s individual interests and recognising them as individuals
encourages them to express their thoughts and ideas
- children whose effort to express their thoughts and ideas are ridiculed or
dismissed will experience difficulty in developing linguistic skills.
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Children’s Development: Birth to 12 Years (Higher)
Influences and their impact on linguistic development
You may have included all or some of the following as you completed the activity. You
may also have had some ideas of your own.
• Bilingualism is the term used for children who use two languages. The term is
sometimes used for ‘multilingualism’. Some children grow up speaking two languages
because their parents speak to them using both languages. Others speak the language
of the home until they go to school, where they are exposed to another language – eg.
English – which is therefore an ‘additional’ language.
Only a few years ago in this country some teachers considered that it was a disadvantage
to have two languages. Children were encouraged not to use their ‘home’ language in
school and told to speak only in English. Nowadays, as a result of research into this
area, it is advised that children should speak their home language in school while they
are learning, as well as gradually being taught English and being helped to use it fluently.
This way the child becomes truly bilingual, but is not disadvantaged in learning new
concepts, or being assessed.
- a strong first language contributes to a child’s development of a second or third
- important that a child grows up with at least one strong language to enable the
acquisition of others
- children learning through an additional language may have high levels of ability in
curricular aspects or areas but may lack the linguistic skills in the additional language
to achieve to their potential. In this instance home/school liaison may assist the
development of linguistic skills in the additional language
- important for child’s self-esteem that both languages are maintained and developed.
Children need acknowledgement of their home and cultural background to maintain
their individual identities
- other children from monolingual backgrounds benefit from exposure to new language
concepts and awareness of different cultures in the presence of bilingual children
- children’s home language should continue to be spoken at home to ensure they
develop a strong first language on which to build their second language
- children learning two languages simultaneously may take longer to develop linguistic
skills but this is a recognised successful route to bilingualism
- children may have distinct vocabularies in one language for schoolwork and in
another for social occasions with friends and family. They might find discussing
homework easier in the learned language terminology and explaining playground
game rules easier in their home language with friends who also speak it.
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Children’s Development: Birth to 12 Years (Higher)
Inter-relationship of influences and their impact on all aspects of development
It is very important that you recognise that the impact of influences on one aspect of
children’s developmental progress will impact on other aspects. All aspects are
developing at the same time. However, sometimes a particular influence will have a
greater impact on one aspect of development than others.
• children who have their physical needs for warmth, food and shelter met will feel
secure and have a sense of self-worth. They will achieve their optimum health and have
high energy levels to be able to explore, investigate, experiment and learn
• children who have sufficient sleep and rest, fresh, clean air and opportunities for
exercise will be alert and able to concentrate in learning environments. They will be able
to achieve their maximum potential giving them a strong sense of self-worth
• children who are emotionally secure will grow and thrive and have good appetites and
good energy levels. They will have confidence to build on their abilities and try new
experiences and develop new skills
• children develop social skills through participation in physical games and sports with
their peer group and will develop independence and self-confidence. Physical games
also provide opportunities for exercise which allows children to expend physical energy
making them more ready to concentrate on learning. Physical games also encourage
muscle development and co-ordination which contributes to the development of cognitive
skills
• children with social skills can interact with their peer group and teachers, feel
comfortable in their environment and have confidence to investigate and experiment.
Interaction with others also encourages the development of linguistic skills
• children who are encouraged to communicate and are listened to will develop
linguistic skills and self-confidence and have high self-esteem. They will develop the
ability to express their feelings and have confidence in discussions and debates.
Children who learn to experience emotions through books and pictures at home and in
the nursery can be helped to express emotions through words
• children who have opportunities to explore their environment will learn through
investigation and experimentation and learn to take responsibility for their own actions.
They will also learn to make choices and make risk assessments
• when a new baby arrives in the family, a child's language progress may be affected,
depending on how he reacts to the new arrival. Some children may regress to baby-talk
through feeling unwanted
• family events such as the birth of a new baby in the family may have a positive
influence on a child's language if he/she is encouraged to talk to the baby and join in
stories with the adult. Being involved in the care of a new baby will raise a child’s selfesteem and feeling of self-worth
• if a child is experiencing physical trauma, such as abuse, it can sometimes be
signalled in his/her language development. Some children when severely unhappy, or
anxious will withdraw and be unwilling to speak to others
• some children develop stammers that might be due to their excitement and hurry to
talk about things. If adults lead the child to believe this is wrong, eg. by being cross or
impatient, or making fun of it, then the stammer can become a real problem with
subsequent negative effects on the child’s self-confidence.
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Children’s Development: Birth to 12 Years (Higher)
Inter-relationship of influences on all aspects of development
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Children’s Development: Birth to 12 Years (Higher)
Test yourself questions
You have now reached the end of the material you need for assessment of Outcomes 2
and 3 of the Unit Child Development: Birth to 12 years.
Here are some questions for you to test yourself. Sample answers follow on the next
page.
1.
Explain the importance of a balanced nutritious diet to the physical development
of the child from birth to 12 years
2.
Explain the importance of a secure attachment to a child’s emotional, personal
and social development
3.
Evaluate the impact of stimulation on children’s cognitive development
4.
Evaluate the impact of siblings on children’s linguistic development
These questions will also help you to prepare for assessment when you will be working
under supervision within a specified time limit. Similar questions to Questions 1, 3 and 4
will carry 6 marks each. Similar questions to Question 2 will carry 4 marks.
If you wish to time yourself, you should allow approximately 6 to 7 minutes each for
questions 1, 3 and 4. For question 2 you should allow approximately 4 to 5 minutes.
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Answers to test yourself questions
1.
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2.
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Your answer could explain the importance of a balanced, nutritious diet to
children’s growth and physical development in the following terms:
breast-fed babies initially have all their nutrition needs met and are less likely to
be overweight and less susceptible to infection and allergies
a balanced diet containing protein, fat, carbohydrate, minerals and vitamins is
essential for healthy growth and development
fresh fruit and vegetables may protect children from developing later illnesses
such as cancer and heart disease
many children take too much sugar in sweets and fizzy drinks – can lead to tooth
decay and obesity. A well-balanced diet will ensure children have strong healthy
teeth and maintain the correct weight for their height
some children have food allergies that can lead to difficult and hyperactive
behaviour or to severe allergic reactions. Their need for a balanced diet is the
same as for non-allergic children but parents and early education and childcare
workers must ensure that the contents of the diet avoids foods that are allergens.
Your answer could explain the importance of a secure attachment to a child’s
emotional, personal and social development in the following terms:
children who do not develop a secure attachment may have difficulties in
developing relationships in later life
children who develop secure attachments are likely to have high self-esteem and
self-confidence
children who develop secure attachments are likely to develop the emotional,
personal and social skills to establish positive relationships as children and adults
the establishment of a secure attachment is likely to have a positive effect on the
long-term emotional well-being of the child
children with secure attachments establish trust in others
children who lack secure attachments are likely to have low self-esteem and lack
confidence.
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Children’s Development: Birth to 12 Years (Higher)
Answers to test yourself questions
3.
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Your answer could evaluate the impact of stimulation to a child’s cognitive
development in the following terms:
a stimulating environment provided by parents, carers, pre-school and school can
influence cognitive development through providing opportunities for exploration,
investigation and experiment
there is evidence that children deprived of stimulation do not develop all their
cognitive abilities
stimulation should ideally be in as many forms as possible
– books in different styles with factual and fictional content
– communication through conversations, circle time, presentations
– pictures to encourage discussion and to inspire artwork
– music and rhymes to develop concepts of rhyme and rhythm
– games and play to encourage learning and following rules and also to
encourage new ideas and experiment
– new experiences such as outings to develop knowledge and understanding
of the world.
recognising and providing for special abilities so that children can reach their
developmental potential
providing for all aspects of cognitive development through a range of meaningful
activities to ensure a variety of learning and development experiences
encouraging and praising efforts as well as achievements.
Your evaluation of the impact of siblings on children’s linguistic development
could include the following:
being a close friend whom the child can share thoughts and ideas with assists
both children to develop self-expression and linguistic skills
stimulating ideas often come from a big sister or brother – eg. making up
imaginative games involving vivid descriptions of characters etc. The older child
will contribute to the younger child’s vocabulary acquisition
sharing of books and stories allows all siblings involved to comment and
speculate on the storyline. Young children often memorise favourite story
books which further expands vocabulary
occasionally can hinder language development if an older sibling does all the
talking. Younger children are often willing to allow an older sibling to be their
mouthpiece
occasionally an older child reverts to baby talk when a new baby comes along
(usually short lasting).
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