Aspect of Child Development - Case Study Example

Child development affiliation Child development Child development is measured by the ability of the child to develop their physical, social and cognitive skills. After birth a child slowly starts to develop the mentioned characteristics depending on the environment they row and other internal factors. In an argument by Sharman, Cross & Vennis (2004) a child shows its first development signs after one month. At this age the development stage can be easily measured and determined. The same argument is shared by Harding (2013) who points out that the growth of a child is only measurable after one month from birth. However, at each age a child displays different characteristics in regards to their growth. In addition, each age there are general specific changes expected from a child. These general characteristics should be shared by all children at the same age. This changes measure the normality of the growth rate of a child. This paper will analyze aspect of child development. The analysis will be from the first two years of a child till its adolescent stage. The analysis will be on the physical, social and cognitive development features in a child. Additionally, the paper will include risks a child faces at each development stage. 1) The First two years a. Physical development After birth a child is motionless since most of its physical and motion abilities have not developed. Major changes after displayed after the fifth month. It is at this age when a child rows upper teeth. In an argument by Berk (2012) the first two years fat rolls, baby fat, appear on the thighs, neck and upper arms. However, while approaching the end of 24 moths the fats sheds as the baby acquires a more mature body. After 12 months the baby will appear to be having bow les but slowly straighten but remain in the position after 2 years. At this age, a child also develops crawling skills. b. Cognitive development In the first year a child cognitive abilities are still limited. However, the ability to crawl shows the first development after realizing the need for locomotion. Additionally, the child is able to imitate activities and follow simple instructions. Sharman, Cross & Vennis (2004) assert that the cognitive development is also displayed by the child’s ability to manipulate objects and recognizing the importance of toys. A child at this age also enjoys picture and can easily recognize everyday images. c. Social development The child is more cooperative with strangers. They are pleased by other children but do not participate in their activities. In addition, they enjoy being held and read to by adults as well enjoy their attention. They also recognize themselves on the mirror. Berk (2012) points out that at this age a child is able to pick and put away toys and have the ability to play alone. Additionally, the child tries to develop a more independent nature of taking part in daily routines. d. Skills acquired A major skill change at this age is the ability to move easily. The first movement was through crawling. At the end of 24 months the child has the ability to stand while supporting them on a steady object. The child also enjoys rhythms and songs and can take part in dancing. Additionally, a child can be able to point out familiar people, animals and toys. Harding (2013) asserts that a child is also able to follow instructions provided by a person they are accustomed to. e. Major risks One major risk is the risks of getting infected by germs because they are able to put objects in their mouth. Additionally, while crawling a child may be encountered with harmful object which they may not realize their dangers. For instance, a child may encounter a misplaced knife and play with it of a loose electric line. For this reason, children at this age are kept closely under supervision. In addition, at the first ages after birth a child is exposed to risk of malfunctioned bones if not appropriately handled. A parent should avoid positions such as upright sitting. 2) Early childhood (2 to 6) a. Physical development At this age the child’s posture is more erect. The abdomen is still large and protruding at the start of the second year. The child also develops hearing abilities as they can follow instructions as well as imitate sounds. The child begins to lose its baby teeth. At the third year, the child is able to jump as its limbs are more matured. Their body acquires an adult like proportion. At the age of six, baby teeth are replaced with permanent teeth and muscle mass can be detected. b. Cognitive development A child aged six has developed more cognitive abilities. The child enjoys quizzes and taking part in puzzles. The child has the ability to distinguish between right and wrong and at the same time follow complex instructions. In addition, a child easily completes tasks like tying of shoe laces. The child has become more creative as they take part in creation of images and art using pictures and letters. Additionally, they understand motion of activities as well as understand time and time tables. However, this child has difficulties in staying still. c. Social development The child has become more accustomed to strangers as well developed the eagerness to learn new faces. They have become friendlier to other children as well adults. In an argument by Sharman, Cross & Vennis (2004) at this age a child has created social circles in which they fell comfortable in. The authors further point out that the child has the ability to develop more complex social circles activities (Sharman, Cross & Vennis, 2004). However, the child is still fearful of things unknown to them such as unfamiliar noises, animals and darkness. The child has no ability to detect moral value unless they are enlightened on the same. d. Skills acquired At this age, numerous skills have been adapted consider the fact that the child is able to move freely and interact with other children. For instance, at the age of six a child can easily run, cycle as well as take part in muscle competitions (Harding, 2013). In addition, a child could easily distinguish between what they want and what they dislike. The child is able to learn 5 to 10 words on a daily basis. This increases the language abilities which enables the, to tell jokes and participate in riddles. Additionally, the child becomes very talkative. e. Risks At this age, risks are also faced from the dangers of physical injury. The child has become more adventurous and this exposes them to risks of physical injury. In additional, a child is exposed to consumption of germs through their increase in the rate at which they consumer objects. 3) Middle childhood (7 to 12) a. Physical development The child bones have become stiff and the child can be still for a longer time. The child’s head has fully taken an adult like structure. The circumference of the chest has increases and the muscular tissues have developed further. Their heart rates and respiratory rates have matched that of adults. The motor ability of this child has increased as there are able to run, cycles and dance without difficulties. Sharman, Cross & Vennis (2004) assert that the physical development of this child is exceptional as the child resembles an adult in terms of bone development and muscle mass. However, their physical strength is limited since their bones are not fully matured. b. Cognitive development The cognitive development of this child has matured significantly since the child is able to learn complex subjects like mathematics and science. In addition, the child is able to learn reading and writing effectively. The child is also able to create more complex drawing and art without being monitored. The child can also view opinions in other people’s perspective other than theirs. This increases their learning abilities. Additionally, they tend to learn from any experience they pass through. c. Social development The child has no difficulties dealing with strangers as well recognize familiar people. They also have a thirst for learning new people in their lives. In an argument by Berk (2012) this child has become more social responsible as they are able to identify moral upright and wrong behavior without being tutored about them. The social circles embraced by this child are based on similarity and shared interests. In addition, a child is able to detect social interest such as cycling and games they prefer. d. Skills acquired Skills acquired at this age are more of mature nature. Berk (2012) asserts that a child is able to detect their talent at this stage. In addition, the child is able to take part in complex activities such as racing, cycling and swimming. Considering their motor abilities have fully developed their skills are acquired through experience and watching. The child has fully developed their language skills as they speak in clear articulation. The same is replicated in writing. In addition, different from other stages the child seeks independency from parents. They have steadily acquired the skill of lone survival. e. Risks Major risks at this age are based on the dangers of physical injury. Their bones have not matured fully and an accident may be fatal to the child. In additional, the child has become more experimental and can take part in activities that may endanger their lives such as swimming in deep waters. Their increase friendliness also exposes them to risks of being manipulated to captivity. 4) Adolescence (13-18) a. Physical development An adolescent has developed more physical abilities and functions. The child has developed more muscle mass and their physical strength. Their body structure has taken the shape of a completely grown adult. In addition, their brain has fully developed and taken the complete brain space in the skull. In an argument by Berk (2012) the body of an adult has taken the required shape of a normal adult. Additionally, the strength of their bones has increased to be more firm and stable. This increases their abilities to take part in complex locomotive abilities. b. Cognitive development Similar to adults, adolescents have full gained cognitive abilities. By the time they reach 18, the child can easily take part in any competition that requires a fully developed cognitive ability. Trawick-Smith (2013) points out that an adolescent is able to differentiate between likes and dislikes regardless of their position. They are able to cope well in any environment or situation. Their selection of options is fully based on their ability to determine what they require or what they need in a particular situation. They have transitioned to fully dependency and rarely require help from adults to determine their wants. c. Social development Adolescents have no difficulty in creating social interaction. They are well informed on ways to handle strangers. They are well developed in creating their perception on people. This perception is based on their ability to relate or become friendly with that person. In addition they are well equipped in friend selection techniques. They also create dislikes and enemies depending on their interaction with the person. However, adolescents are extremely emotional are easily react to any emotional challenges. Berk (2012) also points out that they are more inclined to social circles around the home and family setting. d. Skills acquired Adolescents have acquired exceptional skills that have increased their survival and coping techniques. They have acquired skills to survive independently. These skills enable them to relate effectively with the environment and the people in it. In an argument by Trawick-Smith (2013) adolescents are able to participate in a sport of their choice, education or social selection option of their choice and perform exceptionally. The author further points out that at the age of 18, a child is able to make independent and responsible decisions. e. Risks One major risks experienced by adolescents is the risk to emotionally fit in their environment. Adolescents are emotionally challenged if they are not managed effectively. This is because they have acquired dependency for their first time. It becomes difficult to crate favorable coping abilities without proper monitoring. References Berk, L. (2012). Infants and children: Prenatal through middle childhood. New York: Allyn & Bacon. Harding, J. (2013). Child development an illustrated handbook. Oxon: Hodder Education. Sharman, C., Cross, W. & Vennis, D. (2004). Observing children: a practical guide. London: Continuum. Trawick-Smith, J (2013). Early childhood development a multicultural perspective. Boston: Pearson. Read More