The Environment's Support for Children Development - Research Paper Example

Introduction The development of a child is a process of becoming biologically and psychologically independent and mature. This building process is anongoing, continuous and dynamic process. The progress is a directional step towards increasing autonomy of an individual from dependency. These transformational changes are strongly influenced by genetically determined factors like overall growth, changes in proportion of body and brain parts, and mellowing certain tasks like vision and dietary needs. The specific characteristics occur in a particular sequence and within a specific period. The developmental process can be boosted or nurtured by manipulating various events during prenatal life, and physical, social, cultural, learning and emotional areas through environmental stimuli (Ashford et al., 2001). Holistic development of the child is the integrated approach of nurturing child’s all round developmental progress. The developmental domains should be gazed and grasped carefully to understand the overall growth of the child. This helps in unfolding abilities of each child. Then, accordingly efforts should be made so that, the child is encouraged to learn and evolve. Bringing together all the development aspects, lead to flowering of a child. Another important angle to study developmental process is to address issues such as developmental delay. The study of typical chronological ages associated with specific physical and mental capabilities help in prevention of and early intervention in developmental delay. The development studies are focused on issues related to physical and motor development, social and emotional development, cognitive development, etc. Therefore, development is a cumulative effect of all the developmental stages and domain. The growth of the child should be healthy and appropriate in each developmental sphere. Though the developmental timelines can vary greatly from child to child, it gives overall picture of growth chart (von Hahn, 2005a). Various aspects of holistic development like physical, emotional, intellectual, social, moral, cultural, and spiritual are interwoven (Meggitt, 2006). The different dimensions of the development are blended in individual’s personality and behaviour. Functions related to these domains, work as a whole coordinated system in human being. www.materialbank.co.za/uploads/ActivityList/CORE_ECDL4_US13850_Activity%201%20Holistic%20development.pdf Physical and motor development Motor skills are the abilities required in order to mobilize muscles of the body. Proficiency in other developmental domains like (speech/language, cognition, and socio-emotional) are connected to acquisition of Motor activity. The physical and motor developmental change follows age wise particular pattern. Gross motor skills are referred to the movements of the large muscles of the body like arms, legs, feet, or the entire body. Activities related to gross motor skills are easy tasks like running, jumping etc. Fine motor developmental skills are related to manipulating and controlling objects with small movements of the hands, wrists, fingers, feet, toes, lips, and tongue Activities related to fine motor skills are holding an object, tasting with lip and tongue. More complex skills can be acquired easily by subjecting child to result oriented environmental stimuli (von Hahn, 2005b). Social and emotional development The type of responses to circumstances is same of every normal child and is in-built behavior of every individual. But, there is a great variation in the intensity or expressiveness of emotions. If a person is in sad mood, every normal child will show concern and sympathy, but the magnitude of feelings is different. As the development progresses the child is able to understand gradually about the attachment between the people, social norms, expression of behaviour etc. Positive healthy relationships are building blocks of healthy development (Bagdi and Vacca, 2005). Cognitive development The cognitive development is the emergence and acquisition of intelligence by development of thought process. The progression of knowledge is proportional to maturity of thought process. Thought process involves perception, intuition, and reasoning. Cognitive development leads understanding of a particular concept and it increases problem solving capacity. Generally, the cognitive behavior is related to inbuilt intelligence. But it can be boosted by external stimuli. According to Piagets cognitive development theory, the cognitive behavior is influenced by maturation of the nervous system, experience, social transmission of information or teaching and equilibration (Geary, 2004; Hurley, 2005). Language and communication development The language and communication development is a coordinated effort of the child and the surrounding stimuli. The language is not only vocabulary but the knowledge of meaning of words, structured sound for conveying linguistic meaning and use of language in different contexts (Shelov, 1998). Foundation of early childhood development is based on some of the pioneering theories of educational theorists and psychologists. All the theorists believe parents are prime important to achieve developmental cornerstones in their child’s life ((Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau, 2008). Friedrich Froebel (1782–1852) is a founder of kindergartens and conceptualized curriculum based on a theory of pre-school education. It emphasizes on holistic development of the child through play and active learning using language, actions, feelings, and thoughts. It includes structured activities stories, singing games, drawing, modelling and playing with sets of objects called ‘gifts’, such as spheres, cubes and cylinders taught by teacher. The theory states that imaginative plays vital role in cognitive development. Maria Montessori (1870–1952) introduced the teaching concept of independent handling of learning material by the preschoolers. Planned learning environment teaches child to do simple task independently and then marched into more complicated task. It focuses on child-sized equipment and ‘children’s houses’ for active learning. Rudolf Steiner (1861–1925) emphasized with learning activities focused on the child’s individuality, feelings and personal and social learning. The child should exposed to everyday activities like stories, poems, singing, movement, outdoor games, and creative and imaginative play with natural materials and coloured fabrics. This also stresses on school homely environment. Margaret McMillan (1860–1931) and Rachel McMillan (1859–1917) are sisters responsible for upbringing of nursery school with emphasis on outdoor environment. The theory is similar to Froebelian concept with special stress on healthy diet and physical health of a child. Susan Isaacs (1885–1948) implemented systematic observation of child’s behaviour and learning to understand his/her intellectual progress. The theory is similar to Froebelian in terms of play oriented approach for solving problems, expressing feelings, gaining confidence and developing social relationships with other children. Jean Piaget (1896–1980) is a founder of cognitive development theory and defined age related different operation stages. In addition to this, other theorist named Vygotsky believed language development as one of the aspect of learning strategy. Howard Gardner (born 1943) is a founder of multidimensional intelligence development through linguistic intelligence (words), logical-mathematical intelligence (numbers or logic), visual-spatial intelligence (pictures), musical intelligence (music), intra-personal intelligence (self-reflection), bodily-kinaesthetic intelligence (physical experience), interpersonal intelligence (social experience), naturalist intelligence (experience of the natural world). (Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau, 2008) Importance of physical growth Foundation of human physical development starts from infancy itself. Baby is born with reflex actions, which slowly learns basic gross motor skills. When he becomes aware of individual tasks, he tries to associate basic motor skills to accomplish advanced developmental skills. The child tries to control and master the fine motor skills which require more patience. The child accomplishes physical skills like balance, control, manipulation and co-ordination. In this process of physical growth, the child also achieves visual and spatial skills and become more and more independent. Regular physical activity is vital for multitude physical developmental needs including normal physical growth, building muscle strength, lung capacity and bone density Movement is the route to develop curiosity in young children which enables them to explore, learn and interact with the surrounding. (http://www.standards.dfes.gov.uk/eyfs/resources/downloads/pd_introduction.pdf). Movement makes the child more creative, imaginative and skilled. For a particular movement to occur different body parts act in a cohesive and sequential manner. Diverse physical movements ensure physical growth. Different patterns of movement forms the basis for parents, educators, caregivers to support and enhance physical abilities of children. There are three different types of movement: locomotor, nonlocomotor, and manipulative. Gross motor skills are developed through locomotor movements like crawling, walking, hopping, jumping, running, leaping, galloping and skipping. Nonlocomotor movements like pushing, pulling, twisting, turning, wiggling, sitting and rising develop balance and coordination skills. Fine motor skills and hand-eye coordination are developed through manipulative movements like grasping, opening and closing hands, waving, throwing and catching (Brotherson, 2006). There are three intricate movement categories: dynamics (how body moves), space (how the surrounding space is utilized) and relationships (body interactions with objects and people). Body moves dynamically and rhythmically. The moving body interrelates to other body parts, objects and surrounding people. Expressive and communicative nature of movement helps in social interaction and personality development (Davies, 2003). The factors responsible for impacting movement patterns, skills and thereby influencing physical development are genetics, size at birth, body build and composition, nutrition, rearing and birth order, social class, temperament, ethnicity and culture (Brotherson, 2006). Nurturing movement skills forms the basis of quality learning environment. Cognitive development is closely related to physical and motor development. As motor skills are being developed in a child he/she becomes more independent which has positive impact on brain development. (Ouvry, 2003, p.13) 1 It is required by early years practitioners to initiate and promote progress in movement by observing and recognizing a need for growth in a specific physical area/activity. Conducive environment increases ability to develop in physical developmental domain. This learning ability can be enhanced by stimulating environmental exposure where students can feel successful and enjoy learning. Building up of physical skills naturally boosts confidence levels in children. Right pedagogical tools fuel development by integrating inherent characteristics of an individual to observe, emulate and initiate a wide range of competencies. Well designed curriculum should be able to deliver emotionally and physically healthy child. Children of varying age group should be exposed to numerous broad range of activities in the classroom. They have wide scope to get challenged and prove themselves according to their ability, and hence they would never get bored. This can have positive influence in the acquisition of potential developmental milestones. In a play children apply their knowledge in a controlled manner and ‘pretend’ (Ouvry, 2003). Children should spend significant amount of time in indoor and outdoor play activity. Indoor-outdoor environment should be well designed, systematically arranged, and well integrated so that switching over to indoor to outdoor is easy. 2 Potential of outdoor environment Outdoor environment has unmet positive characteristics and exceptional features. It presents children openings for physical activity, freedom and movement. Parks, playgrounds and gardens are built for children to encourage participation of all type of movements. Play materials used in outdoor learning is rich source of learning. These play apparatus can be used and adapted in various ways. In addition to approach for this equipment, experience gained in the process is also very important. Quality outdoor settings should have definite advantages over other indoor activities. Outdoor provisions should be a dynamic, flexible, versatile and adaptable space to provide unique opportunity for children to select, generate and modify according to the needs of the environment. Outdoor settings should complement and extend the benefits of indoor play which are not possible with only indoor environment. Pupils should get attracted towards outside irresistible stimuli associated with the physical activities. The provision should provide room for independent action of children. (www.standards.dfes.gov.uk/eyfs/resources/downloads/vision-and-values-sign-up.pdf) Play in a trustworthy environment with educator’s supervision and support; children can explore, develop, and learn real life experiences which enhance their knowledge about the sum and substance of the world around them. They are able to build up ideas, practice them and able to feel them. The learners are able to regulate the impulses and understand the need for rules. The children are able to take risks, accept challenges. They make mistakes and try to correct them. They develop safety attitude and are able to take care of themselves in risky situations. They are able to develop synergistic relationship, rehearse their feelings while communicating with each other during play. They are able to display original thinking, creativity and imagination. This could be cooperatively boosted with the help of planned activities by educators. The children’s ability to know the problem, investigating it, and solving capacity is augmented. This develops analytical skills as well as leadership skills when they are able to find solution for other’s problem (Ouvry, 2003). The child develops decision-making competencies. Active participation in sport and physical activity offers several other benefits. It offers enjoyment which motivates further to play, reorient individual identities, develop and maintain social support networks etc (Allender, Cowburn and Foster, 2006). Pupil learns to trust his team members and treat them fairly. The practitioner should not act like supervisor, but take part actively and contribute like educator. The role of educator is very important in planning and resourcing a challenging environment. They should planned learning oriented activity. Practitioner should extend and support spontaneous play. They should extend and develop children’s linguistic skills, verbal skills (Ouvry, 2003). Educator should observe carefully children/young people about their movement around the setting and their movement co-ordination. He should pay attention how children are using the provided space. The children using large equipments as well as their manipulation in using small equipment should be properly noticed. The ascribed authority should stimulated the individual to take required steps to complete the given task. Practitioner should share and record the data accurately so that any further requirements in the setting would be taken care of by the authority. According to the age, needs and abilities of the children/young people activities using large muscles, small muscles (fine movement), hand/eye co-ordination should be executed to support physical development. Children should be given an opportunity and time to practice these activities which would enhance their physical skills (National Occupational Standards for Supporting Teaching and Learning in Schools, 2007). Physical inactivity leads to long lasting effects. Physically unfit persons are not able to handle stress situations, their cognitive power decreases and they lose self respect. Feel good factor about your body plays an important role in boosting confidence in child’s life. The nutrition problems and physical inactivity are also closely related. Lack of physical activity leads to various body disorders including obesity, hypertension, diabetes, back pain, poor joint mobility, and psychosocial issues. It is discouraging that obesity rate in children could go upto 40% in coming 20 years. Childhood obesity offers other serious health and social consequences (Allender, Cowburn and Foster, 2006). The concept of forest schools is introduced in United Kingdom to deliver education to young children in nature. This approach is similar to outside learning environment. Local education authorities and teachers are responsible for teaching children in forest environment. It has been reported that numerous benefits could be offered using this technique. The children develop confidence and become more independent. Social skills are developed through team building activity and increasing sharing and participating ability of children. Child becomes more interactive through natural exposure to sensory experiences (sight, sound, touch, smell, and taste). Fascinated experience in forest environment develops concentration in children. This learning environment also increases physical stamina through increased physical activity and growth. Curious children gain more knowledge and understanding about the surrounding and develop respect for the environment (Forest school research summary). Fears and anxieties are involved in the mind of caregiver about the children hurting themselves during outdoor physical activity. They do not want to take any blame for this. Therefore, previously, schools were reluctant to take part in outdoor activity due to a risk being involved. The scenario is now changed and now schools are being encouraged to take risks due to unlimited advantages offered including to become avid readers, enthusiastic writers, problem solvers, and cooperative friends. The children could become more adventurous, and increase their capability as well as flexibility by seeing other colleagues. Even for disabled children it becomes great learning experience. Since the levels of traffic are augmented and increase in the threat of child abduction, parents are not rady to send their child in outdoor setting. Knowledgeable and confident educator should able to convince the parents of children about the contribution of free movement in outside space to all round growth of the child. Mind, physical activity and health are inseparable for well being of a person. So the parents will not be any more reluctant to send their children outside (Ouvry, 2003). Television, videos and computer games are being overused and overviewed in many houses. Visual/perceptual skills, motor skills, interaction with peers/adults all these skills have detrimental effect due to this new lifestyle. Therefore, society is getting negatively impacted due to fewer opportunities to access outdoor spaces (Effective practice: Outdoor Learning, The Early Years Foundation Stage). Curriculum authority is officially now giving importance to outdoor learning area to support and strengthen early education. Early Years Foundation Stage curriculum encourages a play-based strategy to children’s learning in both indoor and outdoor settings and has children’s emotional and health well-being with their personal and social growth at its heart (Maynard and Waters, 2007). Educational policy makers are promoting vital outdoor learning environment. Cohesive efforts and collaborative knowledge would bring definite promising future to young learners with ultimate productivity. Conclusion Holistic development is multitude developmental approach emphasizing on synergistic relationship between all human developmental areas. The coordinated efforts of parents, educators, caregivers able to cherish healthy learning strategies which effectively motivate all the students, foster their growth and it reflects in their performance. Well designed curriculum should encourage strong foundation in early childhood development. Well planned outdoor play should be a part of children’s everyday lives. Special outdoor space for children inculcates a broader range of understandings, skills and attributes in them. The structured environment has capacity building initiatives. It has abilities of early intervention, prevention needed for holistic development of child if used effectively. Multidimensional benefits offered by outdoor learning play would assist in rebuilding of civil society on a global scale. References Ashford, J.B., LeCroy, C.W., & Lortie, K.L. (2001). Human behavior in the social environment (2nd ed.) Belmont, CA: Wadsworth. Shelov, S. P. (1998). Caring for your baby and young child: Birth to age 5. NY: Oxford University Press. von Hahn, L (2005a). Growth and development An Overview : Tufts open courseware (OCW).Tuffts University Retrieved [1 sep 2008] from http://ocw.tufts.edu/Content/35/lecturenotes/374900 von Hahn, L. (2005b). A Look at Motor Development in Children :Tufts open courseware (OCW).Tuffts University Retrieved [1 sep 2008] from http://ocw.tufts.edu/Content/35/lecturenotes/375738 Bagdi, A., & Vacca, J. (2005). Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33 (3), 145-150. Geary, D. C. (2004). Evolution and cognitive development. In R. Burgess & K. MacDonald (Eds.), Evolutionary perspectives on human development (pp. 99-133). Thousand Oaks, CA: Sage Publications. Hurley, A. (2005). Cognitive Development: Overview Tufts open courseware (OCW).Tuffts University Retrieved [1 sep 2008] from http://ocw.tufts.edu/Content/35/lecturenotes/375938 Meggitt, C. (2006). Child Development: An Illustrated Guide (illustrated edition), Heinemann educational publishers. Allender, S., Cowburn, G. & Foster C. (2006). Understanding participation in sport and physical activity among children and adults: a review of qualitative studies. Health Education Research, 21(6), 826-835. Ouvry, M. (2003). Exercising muscles and minds: outdoor play and the early years curriculum London, National Childrens Bureau. (http://www.standards.dfes.gov.uk/eyfs/resources/downloads/pd_introduction.pdf). Brotherson, S.(2006). Understanding Physical Development in Young Children. FS-632 Bright Beginnings #8. From: http://www.ag.ndsu.edu/pubs/yf/famsci/fs632.pdf Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau (2008) Learning and Teaching Pedagogy Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government. Forest School: a marvellous opportunity to learn. Social and Economic Research Group, Forest Research. From: www.forestresearch.gov.uk/pdf/SERG_Forest_School_research_summary.pdf/$FILE/SERG_Forest_School_research_summary.pdf Davies,M. (2003). Movement and dance in early childhood (2nd ed.) illustrated, SAGE. Effective practice: Outdoor Learning, The Early Years Foundation Stage 00012-2007CDO-EN From: www.standards.dfes.gov.uk/eyfs/resources/downloads/3_3b_ep.pdf Maynard, T. & Waters, J. (2007). Learning in the outdoor environment: a missed opportunity. Early Years, 27(3), 255 - 265. National Occupational Standards for Supporting Teaching and Learning in Schools (2007). STL2 Support children’s development (CCLD 203),Training and Development Agency for Schools. Early Years Vision and Values for outdoor play 3 www.standards.dfes.gov.uk/eyfs/resources/downloads/vision-and-values-sign-up.pdf Read More