Child Development Health
children. The emergence of the nuclear family has resulted in a proliferation of parenting magazines and books and websites, many offering diverse information and conflicting advice. With all this information, it is not surprising that parenting has become even more challenging. It is also true that the 20th century – the
century of the child – has provided us with a wealth of research on the nature of the child, from which a range of theories emerged and which underpin our understanding of children today. The current investigations into the functioning of the brain have further enhanced our appreciation of the importance of the early childhood, particularly the first year of life. Knowledge and understanding of children’s
development is certainly an invaluable foundation for all parents. It helps us understand if and when our children may be ready or expected to do certain things – such as walk, talk or begin to socialise with others. We also need to understand that the developmental continuum is not identical for all children and that individual and cultural influences will impact when children acquire certain skills. Some children will start walking at eight months and others at 18 months but it is generally agreed that if your child does not walk by 24 months this may be a cause for concern. Research has also demonstrated that children of Afro-Caribbean origin usually walk earlier than other children. Genetic patterns should also be considered – such as – were all children in the family slow at starting to walk? If this is so, and it concerns you, what could you do to provide an environment which may promote opportunities to stimulate walking? This is an example of the on-going nature -
nurture debate. Developmental psychologists tend to agree that we are all born with certain genetic characteristics, some relate to all human beings, while others will be relevant to a specific race or individual family. How these genetic traits develop will depend on the environment in which the child grows up. And this is where the environment and relationships within a family will have a significant influence – particularly in the first six years of life where foundations for the future are laid. Since the middle of the 20th century,
psychologists have researched the importance of human relationships in relation to the overall development of children. The pioneering work of John Bowlby and his colleagues led us to understand the importance of early relationships within the family, particularly
with the mother. These relationships should be consistent and prime carers need to be available to support all the requirements of the baby. The child creates a mental image of relationships that they experience, and uses this “internal working model” to interpret all subsequent relationships. This internal working model is not fixed, it will be modified according to life’s experiences, but it will make a significant impact which will be difficult to change as the child gets older. While parents may not have heard of Bowlby himself, all families have benefitted from the attachment research. Young children are not expected to stay in
directly to the child’s levels of maturity. For example, it should be the key person
who should identify the child’s readiness for the introduction of formal learning to read, write and count. These skills are often of big concern to parents. It often takes a while before children demonstrate their readiness for formal learning – children’s development cannot be rushed – it takes the time it takes. However, there is much parents and key persons can do to help to develop skills which will support readiness for formal learning. Developing two- way communications between parents, carers and babies and toddlers is essential. Listening to what your child is trying to say, and giving them time to express even the simplest ideas, lies at the heart of children’s developing language skills and spoken language competencies are an essential pre-requisite for later literacy. Supporting children’s emerging language skills, not by correcting, but by modelling and extending what they say, further enhances their ability to express ideas. Sharing songs, rhymes, poems and books with children fosters awareness of language and increases their vocabulary. Children’s readiness for learning letter sounds and shapes starts with their recognition of important letters
in their lives such as M for Mummy.
The pioneering work of John Bowlby led us to understand the importance of early relationships within the family, especially the mother
hospital on their own as they were until the late 50s. Further evidence of the importance of relationships is in the introduction of the “key persons” in all childcare provision, delivering the early years foundation stage. It is the key person’s responsibility “to hold the key child in mind” and be an interpreter for the child during their time at nursery and to communicate to parents what has been learned about the child during their time at nursery. It is also the key person’s responsibility to create a learning environment, which will reflect the child’s needs, interests and readiness to learn relating
Having conversations during meal times, when walking in the park and playing in the sandpit also contribute towards reading readiness and are important tools of our language. The child who can ask for help, use social conventions appropriately, invite another child to play with him/her is better prepared for school than the child who knows the alphabet and can read but is unable to establish positive relationships. Recent research has also highlighted the
importance of physical exercise in children’s overall development. As children’s lives become more sedate due to the temptations of television, and various digital media, young children’s opportunities for natural and spontaneous movement become increasingly limited and are linked with learning difficulties which are usually diagnosed as they enter primary school. Babies should be encouraged to explore the floor and crawl, have opportunities to pull themselves up and walk along furniture, carry bags, and push and pull toys, run, climb, and ride bikes. All these physical skills will enable them to explore and so promote mental skills such as problem solving, memory and thinking.
Barbara Isaacs is the Academic Director of Montessori Centre International.
www.firstelevenmagazine.co.uk Michaelmas 2011 FirstEleven 57
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