Child Development - Assignment Example

Child Development Question one Describe the development of childrens object-centered joint activity with adults. Children object-centered activity concentrates on children manipulation of physical objects with regards to their social implications and incorporates children involvement in play with toys. Contrary to physical features, their social implications are not recorded on objects which mean it is hard for children to discover the meanings without the help of an adult (Karpov 36). For example, children may discover banging a table spoon would generate a sound but do not realize without the help of adults that it is used for eating. The development of a child’s motive of play depends on the child’s aggressiveness and development. They gain new abilities which mainly involve coordination of motor skills (Mooney 33). Object substitution and symbolic play, alongside conceded impersonation and dialect, indicates the advancement of representational thought. The key vitality of representational thought is that the tyke now can speak to questions and occasions typically. Both education and typical play require the capability to utilize words, signals or mental pictures to speak to real questions, occasions or activities. The exact nature of typical play (first-request imagery) has a personal association with perusing and composing (second-request imagery) in that youngsters use comparative representational mental techniques in both. Vygotsky speculates that typical play empowers youngsters to create an assortment of spoke to implications that serve as a premise for effective proficiency advancement (Karpov 59). Question two Explain what Vygotsky means by "roots of attachment", give examples and cite from the text Vygotsky meant that the determining aspect of any individual or human development depend on the social environment which he called roots of attachment. The social environment represents the social settings of a child since birth and their entire childhood development. Therefore, during the first years of a child development, attachment is rooted or found in the evolutionary record or history of humanity. The roots of attachment of a child should be looked at in the history of the early socializations of children with primary care givers especially mothers (Karpov. 78) During physical development, young and emerging adults face shift in the shape of their bodies and brain structure that is responsible for roles such as planning, self-control, and judgment. Physical changes that take place affect major changes in cognitive and social attainment. The main tasks during the physical developmental stage are how to manage the changes that occur and their influence on subsequent social relationships and behaviors. For the child I observed, he was conscious about the physical changes on her body (Lillemyr 50). Cognitive development helps young adults to develop into responsible people in managing their lives. For instance, they are in a position to manage their problems and education while developing their personal identity and maturation of ethical reasoning. Cognitive skills assist emerging adults to be organized in their pursuit for occupational and educational goals since they will be able to plan their work. During this developmental phase, young adults must learn how to handle shifts in social relationships offering a chance for them to develop and practice their social and personal identities, and later explore their independence. The person tends to socialize with his peers, teachers, parents, and coaches who act as mentors (Karpov 66). Question three Years six Adolescence is the stage where a person is transitioning from adolescent stage to adulthood. This phase includes late adolescence and beginning of adult life. This stage relates to young adults who do not have enough capital to be independent, have no children, and do not stay in their own homes. Adolescence begins at age 18 up to 25 where adolescents are in a position to explore different opportunities and become autonomous. Self-focus, instability, identity exploration, and the feeling of in-between among young adults normally characterize this period. The relationship between a parent and child is essential during this period because as an individual shifts from the role of dependent to assume the role of an adult, the dynamics of the family changes. Therefore, parents should accept the status of their child as an adult (Karpov 91). Another important feature of this period is that young adults normally develop the feeling of self-definition and lost-identity. Due to this, majority of young adult tend to obtain their self-identity and worth via external success. Emerging adulthood is characterized by age of many possibilities in that they have a conviction that they have good opportunities to live good lives than their parents did (Mooney 71). During physical development, young and emerging adults face shift in the shape of their bodies and brain structure that is responsible for roles such as planning, self-control, and judgment. Physical changes that take place affect major changes in cognitive and social attainment. The main tasks during the physical developmental stage are how to manage the changes that occur and their influence on subsequent social relationships and behaviors (Karpov 96). Cognitive development helps young adults to develop into responsible people in managing their lives. For instance, they are in a position to manage their problems and education while developing their personal identity and maturation of ethical reasoning. Cognitive skills assist emerging adults to be organized in their pursuit for occupational and educational goal since they will be able to plan their work (Lillemyr 75). During this developmental phase, young adults must learn how to handle shifts in social relationships offering a chance for them to develop and practice their social and personal identities, and later explore their independence. Young adults tend to socialize with their peers, teachers, parents, and coaches who act as mentors. Further, in social settings, young adults can get social fund for attainment-related success. Lack of motivation makes learners view the subject matter as boring which affects the whole learning session (Karpov 98). Question four During adolescence phase, teenagers need to develop personal identity. In this phase, success will always lead to the capability to stay true to oneself while failure is feared because it is linked with lack of self-identity and role confusion. Contrary, emerging adults have a strong sense of self-identity in that they need to establish loving and intimate relationships with those people around them. Further, success in their careers leads to feeling of hope of bright future while failure is associated with isolation and loneliness (Mooney 62). If the stage of adolescence is not fully developed, an individual will have problems in their adulthood periods because they will have developed poor sense of personal identity, which influence their relationship in the sense that they will be less committed to their partners or relationship. Further, they might suffer depression, loneliness, and isolation because they did not socialize well with their peers when they were young adults. In addition, an individual in middle adulthood who did not fully develop during the emerging adulthood period will have difficulty feeding their families because they did not pursue their goals and failed to attain a good job (Karpov 99). Cultural and family expectation usually challenges emerging adults or adolescents because they have to identify with their culture. The development of a person is influenced by the cultural surroundings in which a person is living. American culture demands that emerging adults have the hopes of attaining their career goals, finding an intimate partner, and leaving home. During this time, identity is based on obligation and duty to the society and family where individuals are required to consider the societal and family expectations more than personal expectations. Families expect that a person will become responsible and assist his or her family later in life. Therefore, as an emerging adult, a person has to develop a sense of responsibility knowing that his or her family will be looking at him or her for assistance (Karpov 123). Question five Vygotsky’s social development theory is discontinuous. This is because he does not use the stages used by Piaget in his study. The social development is what he terms significant to the cognitive growth of a child. With the lack of interaction with other people, it is hard for one to fully develop as an individual. With different cultures, the way one develops cognitively is different from any other person in a different culture and background (Karpov 200). Lev Vygotsky in his social development theory holds the cultural context perspective of development. Despite the fact that experimental and biological factors influence development, they are usually filtered through ones cultural and social context. Culture is said to shape children’s language, social and cognitive development. Vygotsky accepted that instructors ought to run kids training, to guarantee that youngsters take in comparable things and that they take in essential data about their social and common world. Vygotsky was in no way, shape or form proposing that youngsters movement ought to be exceptionally particular, eccentric, or just spontaneous (Lillemyr 55). Question six Neo-Vygotskian Analysis of Adolescence The neo-Vygotskian methodology to kid improvement is acquainted with English-talking bookworms. Russian adherents of Vygotsky have explained his thoughts into a hypothesis that coordinates cognitive, motivational, and social parts of youngster advancement with an attention on the part of youngsters movement as intervened by grown-ups in their improvement. This hypothesis has turned into the groundwork for a creative dissection of periods in child advancement and of the system of youngsters moves starting with one period then onto the next. In this book, the discourse of the neo-Vygotskians methodology to tyke improvement is upheld by a survey of their observational information, much of which has at no other time been accessible to English-talking bookworms (Karpov 89). The exchange is additionally upheld by survey of late observational discoveries of Western analysts, which are exceedingly reliable with the neo-Vygotskian dissection of youngster advancement. Works Cited Karpov, Yori. The neo-Vygotskian approach to child development. Cambridge: Cambridge University Press, 2005. Print. Lillemyr, Felix. Taking Play Seriously Children and Play in Early Childhood Education-- an Exciting Challenge. London: IAP, 2009. Print. Mooney, Green. Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Boston: Redleaf Press, 2000. Print. Read More