Chelsea Farrugia.
Holistic development of young children.
Chelsea Farrugia.
K&U1, K&U2, S&E1:
Genetics is the study of how genes pass on characteristics from one generation to the next.
Eye colour, height, personality traits, and a variety of other distinctive qualities are all
influenced by genetics. Apart from that, the genetics of the parents have an impact on a
child's intellectual abilities, social views, tastes, and personality. Heredity plays a significant
part in the development of personality and the appearance of mental health problems in
the field of mental health. Any mental health issues are inherited, meaning that those who
inherit them from their parents or other family members are more likely to develop them
themselves.
Humans are made up of 46 chromosomes. In addition, each human being has an extra set of
sex chromosomes. The sex chromosomes are X and Y, and their combination determines a
person's gender. Men have an XY pairing, whereas women have two X chromosomes. The X
chromosome is significantly longer than the Y chromosome and contains hundreds more
genes. Because more genes on the X chromosome have no counterparts on the Y
chromosome, the X genes are more dominant.
Prenatal Stage.
Following conception, the baby develops from a single cell into an embryo and eventually a
foetus during the prenatal stage. From conception until birth, prenatal development takes
an average of 38 weeks. During this phase, a single-celled zygote develops into a full-term
baby in stages. The three basic stages of prenatal development are the germinal stage,
embryonic stage, and foetal stage.
The Germinal Stage.
When a male sperm fertilizes a female egg, conception occurs during the germinal stage.
Ovulation is the process through which one egg is discharged from a female's ovary once a
month. The fallopian tube, which directs the egg away from the ovary, transports the egg
from the ovary to the uterus. Sperm ejected during sexual activity or through artificial
insemination travels to the uterus and subsequently to the fallopian tube, where the ovum
has been liberated, for fertilization. Fertilization happens when sperm effectively penetrate
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the ovum's membrane. The germinal stage of foetal development begins when sperm and
egg genetic material combines to form a single zygote cell.
Embryonic Stage.
The embryonic stage begins after implantation and lasts for 8 weeks after conception. After
implantation, the cells continue to grow swiftly, and clusters of cells begin to take on
specific roles. The ectoderm, mesoderm, and endoderm are the three germ layers formed
during gastrulation. As the embryo develops, each germ layer separates into distinct tissues
and structures. By the end of the embryonic period, all of the vital external and interior
structures have been established. The embryo is now known as a foetus.
Foetal Stage.
When prenatal development is most intense, it is the foetal stage. At 8 weeks, an embryo
grows to form a foetus, measuring about 3 centimetres in length from head to tail and
weighing about 3 grams. The foetus may be 50 cm or 3.3 kilos by the time he or she is
declared full-term at 38 weeks’ gestation. The organ systems continue to develop and
increase during the foetal period, even though they were generated during embryonic
development. During prenatal development, defects that are either inherited or
environmental might occur. When a foetus is born prematurely, difficulties might emerge in
some circumstances.
Neonatal Stage.
The neonatal stage encompasses a new-born’s first four weeks of life, regardless of whether
the baby was born full term or preterm. It's a time of rapid development and growth when
infancy behaviours like eating and bonding are created. It's also when the danger of postpartum complications is highest, as well as when birth defects or congenital disorders are
most likely to be identified for the first time. The neonatal period includes the perinatal
phase, which begins shortly after delivery.
Kyle is mostly affected by his parents' environmental factors, as described in the scenario.
We can tell that Christine (the mother) was depressed before to their conception and used
medication to help her cope. Christine had to stop taking her medicine before they tried to
conceive in order to protect the unborn kid. Christine reportedly found it difficult to stop
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taking the drug, and she did so at times during the pregnancy. The baby would have been
influenced in a variety of ways as a result of this medicine. Medication taken by the mother
may travel through the placenta and reach the developing foetus. Side effects include
developmental delays, intellectual incapacity, birth abnormalities, miscarriage, and stillbirth.
The baby's reaction to drugs is influenced by his developmental stage as well as the dosage
Christine took. Kyle's liver was also unprepared to deal with the drugs Christine ingested.
Severe depression during pregnancy, in addition to medicine, may have a negative impact
on the pregnancy. If a person is sad, they may not take care of themselves as well as they
would if they were not pregnant. If the mother does not eat enough or obtains adequate
nourishment, such as by skipping prenatal exams, the baby will not receive adequate care,
which may have long-term consequences for him.
Johann (the father) began using drugs during Christine's pregnancy, and as a result, he was
not supportive of her. This had such an impact on the mother that she relapsed into
depression. Depression during pregnancy increases the risk of postpartum depression,
which can interfere with bonding with the infant. Depression during pregnancy also
increases the risks of the baby developing, causing the baby to be born prematurely
(premature delivery) or underweight. Babies born to mothers who are depressed during
pregnancy are more irritable, less active, less attentive, and have less facial expressions than
babies born to mothers who are not depressed. This had an impact on the unborn child
(Kyle), who is now behind in his development. Aside from that, Kyle's parents influenced
many additional aspects of his growth (most notably his physical development).
Christine suffered from post-partum depression when Kyle was born, and Johann, Kyle's
father, became increasingly agitated and became addicted to using narcotics. More
disagreements between the parents arose since both parents were worried and/or
depressed. Postpartum depression can affect both the baby and the mother's bond.
Depressed mothers can be compassionate and attentive at times, but when they are
depressed, they may behave poorly or not respond at all. Postpartum depressive mothers
are less likely to interact with their children, including breastfeeding, playing with, and
reading to them. They may also have inconsistencies in how they care for their infants.
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Postpartum depression can also affect new fathers. They may experience sadness or
exhaustion, be overwhelmed or anxious, or have changes in their typical eating and sleeping
patterns. Paternal postpartum depression, like postpartum depression in women, can have
a deleterious impact on couple interactions and child development. Kyle felt ignored since
his parents did not pay him enough attention and pushed their moods and emotions down
on him.
Johann chose to move out after several disputes, and this had a negative impact on Kyle. He
is spending less time with his parents and watching them separate, and he may believe that
this is because of him. Despite the fact that both of Kyle's parents are now attempting to
devote more time to Kyle and spend time with him as a family, Kyle's learning and
development in all areas are still being impacted: 1. Physical development, 2. Intellectual
development, 3. Language development, 4. Emotional development, and 5. Social
development.
Chelsea Farrugia.
K&U3, K&U4, A&A1, S&E2:
Socio-Emotional Development.
Attachments are the interpersonal ties that young children form with their parents and
other caregivers, such as their main figure. Children with strong early attachments cry less
when they are separated. They engage in more pretend play and maintain focus for longer
periods of time. They are less violent and are well-liked by both children and adults. Their
awareness of who they are is quite powerful. Children need to feel comfortable in their
relationships with their parents or caretakers. (Us et al., 2020)
An attachment is a strong emotional bond with another person. Children's early
relationships with their caregivers, according to Bowlby, have a tremendous impact on them
that lasts throughout their lives. He stated that attachment helps to keep infants close to
their mothers, increasing the child's chances of survival.
British psychologist John Bowlby was the first attachment theorist, defining attachment as
"a persistent psychological closeness between human beings." Bowlby was fascinated by the
terror and depression that children experience when they are separated from their primary
caretakers. Any of the early behavioural explanations implied that attachment was
essentially a learned behaviour. These theories claimed that connection was merely a result
of the infant's and caregiver's feeding arrangements. When the caregiver feeds and
nourishes the child, the infant becomes bonded. Bowlby discovered that even feeding
children did not alleviate their distress when they were separated from their primary
caretakers. Instead, he noticed that attachment was characterized by predictable patterns
of action and motivation. When children are afraid, they will seek proximity from their
primary caregiver in order to receive both warmth and therapy.
Kids who are strongly attached welcome communication initiated by a parent, and they
welcome the return of a positive behaviour parent. Although these youngsters can be
consoled to some extent by others in the absence of a parent or caregiver, they plainly
prefer parents to stagers. Parents that have a strong bond with their children choose to
spend more time playing with them. Furthermore, these parents respond more quickly to
their children's needs and are usually more attentive to their children than parents of
insecurely connected children. (How Attachment Theory Works, 2020).
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Mary Ainsworth, who had worked under Bowlby in the early years of her career, launched
her own attachment research in Uganda in 1953. In her research, she discovered major
differences in the constancy of mother-infant interactions. Ainsworth divided these diverse
attachment patterns into three types of new-born attachment: secure attachment, unstable
attachment, and not-yet attached.
Ainsworth discovered a substantial link between mother sensitivity and stable connection.
Her children were familiar to the attentive mother. They may offer information about their
children on the spur of the moment. Insensitive moms, on the other hand, were blind to the
subtleties of their babies' actions. The new-borns of responsive mothers looked to be deeply
bonded. They cried less and were free to explore in the company of a mother. Insensitive
mothers' babies were more likely to be labelled as insecurely attached. Anxious babies wept
at times even when carried by their mothers, and they seemed to explore little. Not-yetattached new-borns exhibited no different behaviour than their mothers.
The attachment hypothesis is critical to comprehending how parenting effects an infant's
personality development, which in turn influences their life outcome.
Each type of attachment shows how the child has adapted to different sorts of caregivers.
These are linked to the usual maternal therapy throughout the first year of life. When the
mother is there in an unexpected setting, a securely attached child feels more secure. They
use the mother as a safe base from which to explore the playroom further. They are upset
when their mother goes. When their mother leaves and returns, a securely linked child
desires intimacy, involvement, and touch with her mother. Mothers of deeply bonded
babies are more approachable, attentive, and receptive to their infants' sensations
throughout the first three months. They responded rapidly and consistently to the infants'
cues throughout eating, face-to-face play, physical touch, and distress episodes. These
mothers also combined their own playful activities with those of their infants, resulting in
mutually enjoyable experiences. (Bowlby & Ainsworth Attachment Theory - Psychology,
2020).
Rudolph Schaffer and Peggy Emerson's study of attachment formation in childhood is based
on John Bowlby's evolutionary viewpoint. Attachment, according to Schaffer and Emerson
(1964), is "the inclination of the young to seek the vicinity of other members of the species."
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Infants and early children, they believe, seek out and find comfort in being physically close
to persons with whom they have built relationships.
Schaffer and Emerson conducted a large longitudinal study to better understand baby
bonds. They were curious about how bonds emerge and develop. To do so, researchers
looked at a number of various aspects of children's attachments, including the age at which
attachments began, the strength of these attachments, the person to whom the kid was
linked, and the total number of distinct attachments for each child. Schaffer and Emerson
observed 60 new-borns, visiting their homes every four weeks for a year and then again
when the child was 18 months old. They recorded children's emotions, which were then
assessed in seven daily scenarios in which adults were naturally separated from their
infants. These situations included times when a youngster was left alone in a bed, left in his
crib at night, passed by her chair or cot, or left by others. Although Schaffer and Emerson
were not present during these incidents, the parents were interviewed for each of the seven
daily contacts. (2020)
To analyse the evidence for attachment formation, the mother kept a diary. Three
measurements were taken: stranger anxiety refers to a child's reaction to the presence of a
stranger; separation anxiety refers to the level of distress experienced when separated from
the caregiver, as well as the degree of comfort required upon return; and social referencing
refers to the degree to which a child looks at a caregiver to confirm how they should react
to anything new (secure base).
The Asocial stage lasts for around six weeks following birth. Humans are preferred over nonhumans by new-borns, who do not discriminate between species.
From 6 weeks to 6 months is the indiscriminate stage. Babies may be able to distinguish
between adults to begin to form a stronger bond with them. Stranger phobia is not yet
developed in babies.
Specific attachment- seven months away. When separated from their primary connection
(typically a parent), infants experience separation anxiety. At this point, babies frequently
develop a fear of strangers.
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Multiple attachments- from the age of ten months onwards, babies showed a significant rise
in interest in their companions, grandparents, and other family adults. (Schaffer &
Emerson’s Four Stages of Attachment, 2020)
You want your child to feel safe first and foremost as a parent. If the youngster is secure, it
feels safe. For new-borns and toddlers, security entails being near to their mother, who is
their source of food, warmth, and safety. Risk is being separated from her, outside of her
comfort zone.
The attuned mother is fiercely protective without being overbearing, intrusive, or clueless.
She gives her child space and independence to explore the world while remaining close
enough to provide reassurance. They know that if the baby wanders too far and becomes
terrified, they should rush to her and wrap her in a thigh-deep, protective embrace,
shielding her from the outside world. The following message is conveyed: "You are safe."
You've been adored. You're quite endearing."
Respect begins in childhood and is the foundation for the development of healthy selfesteem. Parents who raise children with high self-esteem frequently express their delight in
who their children are rather than what they do. They are more concerned with being than
with doing. Virtually all youngsters, and almost all parents, demonstrate their child's
"expressed delight." They may be unable to focus on their employment or on the joys of
parenthood. (Secure Attachment: Does Childhood Shape Adult Relationships?, 2020)
A secure attachment bond teaches your child to trust you, disclose their emotions to you,
and eventually trust others. When you and your child communicate, your infant learns how
to have a positive sense of self and how to be in a caring, sympathetic relationship. The area
of your baby's brain responsible for social and emotional growth, interaction, and
relationships can grow and develop in the healthiest possible manner with safe attachment.
This bond becomes the foundation for your child's readiness to communicate with others in
a healthy manner. Empathy, compassion, tenderness, and the ability to be sensitive to
others are all qualities that are learned in childhood and are taken for granted in adult
relationships. (Robinson, 2020)
Children who have a strong bond with their parents grow up to be more resilient and
capable people. Those who do not have a healthy relationship with their caretakers, on the
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other hand, may have difficulty interacting with others and may be unable to develop a
sense of confidence or trust in others. (Hong and Park, 2012)
Gender theories.
Psychodynamic theory.
The psychodynamic theory was founded by Sigmund Freud, who stated that our gender
identity develops as a result of intense but unconscious sexual drives we have as children.
Between the ages of three and five, a child will go through what he perceives as the phallic
stage, during which he or she will develop powerful sexual cravings for the opposite sex
parents and, as a result, enormous envy for the same sex parents. A naturally developing
youngster can overcome this conflict by interacting with the same second parent and
replicating his or her actions.
Cognitive Development Theory.
According to cognitive-developmental theory, gender perception is the consequence of
three stages of cognitive maturation that directly include gender. Martin, Ruble, and
Szkrybalo (2002) defined them as (1) gender identity, or a child's growing awareness that
they belong to either the boy or girl group, (2) gender stability, or the realization that this
gender identity does not change over time, and (3) gender consistency, or the
understanding that gender identity is not influenced by changes in appearance, activities,
and functions. This strategy is known as gender constancy, and it is a step in the right
direction. Understanding that gender is a constant and a necessary aspect of cognitivedevelopmental growth. Gender, it is argued, becomes more significant and important once
a kid has formed gender constancy within itself.
In short, cognitive developmental theory focuses on how children socialize until they believe
they belong to either the male or female group. In this paradigm, sex cognition takes
precedence. Adolescents' comprehension of many facets of gender, such as gender
understanding, selective focus, stereotypes, and same-sex modelling, is dependent on
gender constancy. (West, 2020)
Social Cognitive.
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The importance of behavioural and cognitive characteristics is considered in this theory; the
primary focus is on the role of environmental and social activities in the formation and
creation of gender differentiation, notably through modelling (Bussey and Bandura 1999).
Gender formation and differentiation, according to social cognitive theorists, occurs as a
result of reciprocal and bidirectional impacts between three factors: personal, behavioural,
and environmental. Feelings, judgments, and decision-making are examples of personal
variables, which are linked to gender, judgemental standards, and forces of self-regulation.
Gender-related overacts (e.g., flirtation) are accounted for by behavioural factors, while the
many social pressures encountered in daily encounters are environmental factors.
According to Bussey and Bandura (1999), this technique differs from the gender model.
Non-cognitive effects, especially motivational, emotional, and environmental influences, are
expressly valued in cognitive-developmental theory and theory. It emphasizes the need of
learning gendered knowledge through models in particular. "Gender constancy is the
outcome rather than an antecedent of the emulation of same sex models," Bussey and
Bandura (1999) write in their own wards. (West, 2020)
Gender Schema.
Gender schema theory is a method in which schemas are implicated, creating a schematic
relationship between infants' sentiments, actions, and, in turn, the development of their sex
and attitudes toward themselves. Bem suggested it (1981). The gender schema theory is "a
method theory, not a material theory," with the assumption that children learn through
gender-based schematic processing and sex-typing (example: embodying unique traits and
values that are considered suitable for one sex but nor the other). As a result of learning
from society what qualities, given their sex, individuals should and should not embody, the
self-concept assimilates into the gender schema (cognitive categorization of gender
associated self-relevant knowledge, e.g. behaviors, lifestyles, sexuality). Gender schemes,
according to Bem (1981), necessitate self-esteem because children learn to equate
themselves with their gender schema, judge their wishes and attitudes, and assess their
private attributes. (West, 2020)
The greatest (and honestly, only) way to prepare for your child's shifting gender
identification is to maintain trust, open, and honest communication. Let your child know
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that you will always love and support them, and encourage them to seek out grownups in
other aspects of their lives.
Culture.
Culture appears to influence socio-emotional development. Development theories and
research have long recognized the importance of culture in the social development of
children in their early years. By facilitating or suppressing processes of specific components
of socio-emotional functioning, culture can either stimulate or limit the show. Furthermore,
culture norms and values can be used to provide rules for interpreting and evaluating social
activities, as well as to express meaning in behaviour.
Children from diverse cultures might exhibit comparable as well as dissimilar socioemotional features throughout early childhood. Cross-cultural research on children from
diverse cultures have revealed distinct patterns of socio-emotional functioning, though
correlations can be seen in many areas. In novel stressful situations, Chinese and Korean
toddlers, for example, show more scared, watchful, and nervous behaviours than Australian,
Canadian, and Italian toddlers. Chinese children typically demonstrated more committed
and internalized control or self-regulation on enforcement and delay obligations in their
early years than youngsters in North America.
Children in economically complex civilizations appear to demonstrate greater prosocialcooperative behaviour in class systems and occupational division of labour than children in
societies where extended families live together in traditional forms. Early socialization of
responsibility is linked to the establishment of prosocial-cooperative behaviour. Cultures
that prioritize competition and achieving individual goals appear to inspire more
manipulative and violent behaviour than cultures that value collective harmony. (Chen,
2009)
Environment.
It is critical for infants and toddlers' optimal social and emotional development to create a
secure, safe environment in which they can make a meaningful relationship to you. The type
of care you provide has an impact on their social and emotional development. Every child
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develops in their own unique way, but it is consistent and gentle. Infants and children
deserve tender loving care. Your home setting must meet their nutritional and diapering
demands, as well as encourage them to sleep when they are sleepy. You give systematic,
dependable therapy that builds a secure foundation for infants and toddlers to learn to selfregulate, develop attachments, and feel comfortable exploring the world around them.
Infants and toddlers require a lot of physical attention as well as opportunities to "bring"
things from around the world to them. As your child grows older and more active, you
should adjust the environment to allow for healthy exploration and play.
Meanwhile, pre-schoolers’ social-emotional development is dependent on being in a
healthy, warm, and supportive environment. Pre-schoolers mature quickly and benefit from
firm modelling and imitation. You can hear them expressing things they've heard at home,
on TV shows, and from their parents. It's vital to remember that what you say and how you
say it has a significant impact on the social development of the children in your care.
(Promotion Social-Emotional Development: The Environment | VLS, 2016)
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References.
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