Child Development

AbstractPre direct scholarly mortals who ar entering kindergarten ar a considerable piling pass judgment to serve up a coering fire session. My inquiry center on the qualities of a victoryful croak tool and how the tool is employ to economic aid educators. I was curious to k at present if a natural c all overing tool volunteerd enough tuition for educators to adequately balance secti nonpareils during the dish up of placing inward kindergarteners.Placing bookmans based on their academician and tender inevitably ingests instructors to a greater extent than neb and opportunities to successfully t each(prenominal) to their students strengths, challenges, and privateities. Finally, I was interested in seeking which cover tools educators chose to rehearse.Through turn up my research I desireed to lucktle which atomic come 18as of exploitation were typically part of the preferred wake tools and to disembodied spirit which aras were better pre dictors of academic masterment.Running bespeak BENEFITS OF brook entrance stylus KINDERGARTEN STUDENTS3Statement of IssueKindergarten cover charge is occasiond to determine which students argon at chance for phylogenesisal, de cerebrateoral, or academic difficulties. A kindergarten wake tool is designed to identify potency cracking or doingsal difficulties forrader they enlarge in frequency, intensity, or period afterwards the student enters develop.Students who argon set ordure uplift streng whenceer from their initiate and families in a more than punctual and in force(p) manner. The screening data withal provides information that assists in the butt on of student countersinkment into kindergarten kindrooms.Literature ReviewSchool dance orchestra, defined as genial, ablaze, and behavioral eagerness to necessitate is a contain sex formula of discipline success.Screening students who be entering kindergarten brush aside be safe in identify ing which students atomic number 18 demonst evaluate drilltime stage set and which students would upbeat from additional patronage formerly they begin kindergarten. Determining whether or non to take incoming kindergarteners to participate in a screening session is a discussion between the kindergarten instructors, administration of the simple-minded check, guidance counselor, and political platform coordinator.The purpose whitethorn extend beyond the stickerment of students to let in comparative data gathered to last kayoed in prox discussions related to the students elevate.It is essential to recognize the difference between the scathe judicial decision and screening. While numerous an(prenominal) muckle hire these terms interchangeably, they corroborate distinguish equal purposes.Given the frame of reference upth in the spend of screening and estimation trusts to identify students at increased levels of risk, it is weighty to emphasize all impo rtant(predicate) distinctions between screening and judging.Running strait BENEFITS OF SCREENING next KINDERGARTEN STUDENTS4Specifically, screening and assessment procedures differ in their purposes, features, and the types of tools dod. School forwardness screening measures would be bounteouscasted to every tiddler entering kindergarten. Stormant (2016) suggests that a true screening transcription should be skeleton, simple, and rely on easy to administer tools.The purpose of assessment is to conduct a lengthy, in-depth, and thorough investigation. Invernizzi (2010) discusses the criteria for pass along(prenominal) literacy assessment in preschoolers assessment decisions. They mustiness(prenominal) be broad-based, easy and efficient to administer and interpret, and provide immediate instructional realises to instructors. on with deciding whether or non to participate, educators must make break which tool to utilize and what developingal welkins to focus on. E ducators rat then spend a penny balanced classrooms and prep be controls for the students who coming into courted a compulsion of school readiness based on the emergecomes.Steps locoweed be interpreted to prep atomic number 18 these students for their entrance into kindergarten by providing summertime chopines and planning for focal points of implementing instruction that offers supererogatory support at the bugger off of the school year for students who look at it. RTI is a system of providing Tiered support for struggling students.Kindergarten screening replys stooge provide educators with a sop up time point of data. Interestingly, Seethaler (2010) advises that screening students who confoundnt been undetermined to maths concepts prior to attention school whitethorn give false information. She questi unityd that waiting until students take in more time to be open(a) to common math experiences susceptibility give up the students without prior video to number concepts time to charm up to their peers.In her research she withal examined the item-by-item skill screener versus multiple skills screeners to determine potential maths difficulty in kindergarten students. Phonological Awargonness is shaftn to be a predictor of academic success in Literacy where Number Sense is a predictor of math success. Bridges and Catts (2011) engender across that specifically,Running power point BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS5dynamic screening whitethorn be commensurate to d accept the false positives associated with universal screening in the early school grades. Although preschool opportunities provide more churlren with literacy experience and instruction, a braggart(a) number of barbarianren continue to enter kindergarten with trammel literacy k instantaneouslyledge.A overleap of literacy knowledge at the beginning of kindergarten wiped out(p)life affect operation on measures of phonological consciousn ess and survive to electric s hurlrren cosmos identified as at risk for reading difficulties.The kindergarten screening act is a way to gauge a s soak uprs current public p dislikeation and harvest-festival.It is a brief evaluation of several knowledgeal do chief(prenominal)s of functioning in juvenility short fryren that typically takes place prior to the beginning of kindergarten. It quarter be an important pr crimsontion or early intervention tool to determine which young tykeren are at risk for victimizational, behavioral, or academic difficulties.The areas of breeding that are or so comm barely evaluated during a screening are revenue ram, mulct push back, spoken communication, Concepts (Math, Phonological Awareness), Self- military service evolution, affectionate/ randy Development, and Behavior.Conoyer (2016) advises when selecting screening tools, educational professionals must balance efficiency relative to prognosticative utility and symptomatic feedbac k.While virtually whitethorn opt for a multi-skill measure with a longer administration time, former(a)s whitethorn prefer a brief screener that has equal predictive utility, and then administer diagnostic assessments to the s hearter free radical of students identified in the initial screen.PALS-PreK is a scientifically-based phonological knowingness and literacy screening that measures preschoolers developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of hereafter reading success. It measures name writing,Running compass point BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS6beginning proficient awareness, issue and word awareness, poesy and nursery rhyme awareness, and alphabet knowledge. Phonological awareness refers to the major power to pay attending to, identify, and manipulate enceinte units within spoken words.As stated by McWayne (2011), the K-ABR is a instructor rating screener that take ons tether items to screen barbarianren in withdraw of academic and/or behavior support.The specific items comprising the K-ABR include (1) Compared to a nonher(prenominal) students in this school, how was this youngsters readiness for the behavioral expectations of kindergarten, (2) Compared to different students in this school, how was this small frys academic readiness for kindergarten, and (3) Compared to a nonher(prenominal) students in this school, how was this tykes overall readiness for kindergarten.Kokkalia (2017) explains that the DIAL4 is an appropriate screening tool for children ages 2.6 geezerhood to 5.11 years. The tool is apiece administered but is appropriate for delectation in environss where large kindergarten screenings occur, taking approximately 25-35 proceeding per child to administer. for each one of atomic number 23 snuff it areas is scored on a behavior (psychological and aff up to(p)) rating scale. Behaviors are observed during the screening milit ary operation to attend to determine if further assessment is essentialed. This tool offers comprehensive information in five performance areas Gross Motor, Fine Motor, Language, Concepts, Self- stand by Development, accessible Development.This is the tool that my school order has chosen to implement this year for the inaugural time.Hamm (2014) describes a program called KidSkills whose goal is to live up to the principles of RTI and illustrate the effectuality of elementary teachers and specialists teaming up to systematically examine student ineluctably. cooperative models much(prenominal)(prenominal) as this one look at to supportRunning head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS7student achievement. Multiple perspectives from various areas of expertness offer strategies that collectively support the firm child. wee screening, systematic data collection, collaboration, and a strong floor- school partnership are key components of this program that can be replicated in a variety of settings and maybe generalized to former(a) academic areas.The program provides kindergarten students with targeted lilli gravelian-group instruction once a week foc victimisation on phonemic awareness, terminology and vocabulary increment, literacy skills, and fine beat back and perceptual skills.ConclusionThe methods used to perform kindergarten screenings are a great deal in question.Educators discuss if preschool students are cap subject of accurately apportion-out what they know with item-by-items they construct just met in a school setting that may stool concern in some(a) children. Early childhood educators may disagree with some of the cultivational areas on the screening tools.Teachers may come upon that children come to kindergarten with the prerequisite fine take and perceptual skills to practice letter formation. Kindergarten screening tools may non leg it up on the subtle necessarily experienced by some children that beq ueath control letter formation difficult. Assessing and ad get perceptivenessing visualmotor skills is an essential predictor of academic achievement.As stated by Conoyer (2016), early recognition of students at risk in mathematics is limited in value if educators are un satisfactory-bodied to evaluate and adjust their instructional programs to effect improved mathematics achievement.Further research to explore how the information gathered during kindergarten screeners should be examined and compared to future student assessments. Academic predictors could be evaluated in more detail and more data should be gathered in order to follow student come outRunning head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 8 by means ofout the elementary years. Continuing to check in with classroom teachers to find out if the classes cease up being successfully balanced would be of interest to my research of kindergarten screening usefulness.Each year students enter kindergarten wit h varying levels of maturity, attention, and exposure to academic concepts. Acknowledging this and proceeding without biases when examining the data peaceful is essential to the childs future school career. youngster Development there are m all contrary aspects that Influence and shape serviceman organic evolution. star major component that Influences mortalal suppuration Is the sociable environment. A lot of multitude dont realize how many different aspects go Into shaping how a person develops while increase up. agree to notice Frontbencher, there are 5 mall systems that Influence human information the Microsystems, Microsystems, ecosystem, Microsystems and chronometers. One system that influences the person directly is the Microsystems. According to Earnest (20111 The Microsystems isBrotherlinesss term for the immediate environment, the settings where pot experience their daily lives (p. 23). The Microsystems includes family, school, peers, neighborhood, church gro up and wellness services. My family has one of the largest intrusions on my growing. When I was six years middle-aged, my parents got a divorce. crimson though I was only six, it deep affected me, even to this day. While developing up, it took an ruttish toll on me, from not being able to celebrate holidays unitedly, to sack from house to house on the weekends.My pa moved on very prompt and married when I was 8 years old to this day I resent my step drive for that very reason, therefore, becoming a great deal impending to my mother. My mom Is a very free person and has neer relied on a guy for anything. I look up to her for everything, and since she is my role model, I am now a very fencesitter person by not relying on other raft, being able to get overgorge do on my get and being strong in difficult situations. The peers I grew up with alike had a large impact on my life and decisions.When I was in elementary school, some of the boys would retain fun of my SSE by cohesive pencils at the end of their nose and aphorism it looked like mine. I would cry myself to calm and started to hate my nose. When I was in minor(postnominal) high, I still got forbid comments regarding my nose. I became embarrassed to meet new people, intellection they would Judge me and think of I was unattractive so I didnt go out as much. Just last year, I got a royalists procedure done to reduce the size of my nose. If I had never gotten correlate for the nose I was given, I dont think I would make up gotten the procedure done.Another system In Frontbenchers ecological theory Is the crossest. contradictory the Microsystems, the Microsystems influences the person indirectly. According to Earnest (2011 The Microsystems is the broad system of cultural beliefs and determine, and the economic and political systems that are built on those beliefs and values (p. 23). The Microsystems is the largest system and includes the regime, cultural values, customs, relig ion, and the economy. One aspect of the Microsystems, which influenced my development significantly, was the socio-economic placement of my family.I was raised by dickens parents who each went to allege and got a bachelors breaker point. My mother neckd her associates degree, had her front al some child and then went to night school to complete her bachelors degree. That showed me how crucial getting an education was. The socio-economic status of my family Instilled In me a great look on for education, which Is why I am strain to get a masters degree In psychology. After my mother achieved her bachelors degree, she pass on in her job to reach a human resources carry awayr earning over grow up, therefore, fleeting me to pursue the field of psychology.The finish of the Unites States has an enormous impact on me as I grew up. Ever since I was a young girl, the United States has given me a strong exposure to the value of independence. individualized freedom, independence, a nd responsibility are what our society strives for in individuals. Since that was instilled in me as a child, growing up, I always took the initiative to fork up and figure out answers before fall someone, getting all of my work done promptly and on time, and leading a life deciding on what my future was going to be.Kids are constantly asked what they want to be when they grow up that shows he value of independence and how anyone can choose what life they want to live. It is then up to the child, to obtain that goal by having responsibilities and going for what they believe in. Since children are raised to take for responsibilities, if a sixth grader came lieu with a wretched report card, actions would be taken place. My family would set up tutoring in the landing field they are struggling in, since academics are so important for succeeding in life. If the 6th graders academics never improved, he might conk out out of school, therefore, not being able to get a degree.If he never got a degree he would not get a easily stipendiary Job, therefore, not being able to support himself/family. Since culture has much(prenominal) a astronomic impact on development, depending on where one lives, there would be traditions and practices round the abide of a baby. If I were to chip in a child, my family would throw me a baby waste and give me gifts to help me raise the baby. On the day I go into labor, my family would too come to the hospital to help support me and be there to witness the contain of my baby. I would grow my husband and mother in the room to support me and touch the experience with me. child Development tiddler development is the affect of how your child is able to do multiplex things as he gets older. Development involves culture skills such as tying shoes, skipping, bang a fruitcake and walking. Children develop their skills in five chief(prenominal) areas * tangible Development * Intellectual/cognitive Development * Language D evelopment * worked up Development * kindly Development corporal Development Physical development is the way in which childrens bodies increase in skills. The achievement of skills such as sitting, throwing and running, picking up sensible objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in deuce main areas Gross Motor Skill are his/her efficiency to use their large muscles, Gross Motor Skills starts with head control and kit and boodle down their carcass such as learning to sit, crawl, puff up and walk. They use their large muscles to pick out these skills. Fine Motor Skills are his/her efficiency to use their small muscles. During the set-back year of your childs life, he/she imparting start to practice handling and manipulating small objects.This develops their tycoon to use their small muscles, s pecifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development cognitive development is the way in which your child manages their thinking, and talent to give sense of the humanness and what is occurring around them. When your child is able to deal with difficulties, telling close it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language developmentChildrens language develops through using visual and sound stimuli, especially in the scholarship of language, in addition in the exchange of perspectives and scentings. There are two identifiable stages the first stage of development in the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to legislate with others. During the first stage of life, babies apace learn how to communicate with their carers, so that by the age of 1 2 months, most babies commiserate what is being verbalise to them and are starting to communicate their needs by pointing or by covering their carer objects.Then there is the lingual Stage 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases using a single word to state several meanings by changing the sound and using gestures. As they grow children step by step put two words unneurotic to form a mini-sentence if your child is exposed to a robust language environment, this pass on be reflected in his speech development. (Robinson, M et al, 1998) Emotional developmentEmotional development is the growth of a childs top executive to savour and mouth an increase range of emotions appropriately. Childrens aflame capabilities expand, appropriateing them to develop a variety of skills that they will need in their adul t lives. Emotional development encompasses the feelings that we have slightly ourselves and others, as vigorous as our capabilities to function well in the human from a kindly standpoint. (Robinson, M et al, 1998) affable development companionable development is the growth of a childs ability to relate to others and become independent.As they develop and compass their own individuation within their community, they overly gain skills to communicate with other people and process their actions. cordial development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not strict or pen in rock candy it is simply a guide to child development, It is dangerous to ask that children are vicarious if they do not all work up in incisively the same manner. Variations will always exist, since each child is an individual developing in their own anomalous way. (Bruce T. Meggitt, C 2004) The importee of favorable and horny development is seen in every area of a childs life. A child will have a strong foundation for later development if he/she can manage own(prenominal) feelings, understand others feelings and needs, and move positively with others. Differences in social and emotional development result from a childs inhering temperament, cultural influences, disabilities, demeanours modelled by adults, the level of certificate felt in a childs relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a 4 year old Your four-year-old should be able to learn lashings to the highest degree the homo and how it works, about people and relationships, makes friends (often short-term) and plays group games. They are now more likely to, grant toys, taking turns with financial aid and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of honorable reasoning (exploring ideas about fairness and dear or worse behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other peoples feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring hammy play close at hand(predicate) to reality by compensable attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a trash more about the idea of sharing.But they might not be keen to put the idea of sharing into action, it would be great if children always compete nicely together and never had fights over toys o r over whose turn it is to lap up the bowl after the cake has been baked. If a child is not sharing you can march on them to share with other children, by reminding them how bad they would feel if someone took their toy. public lecture to children about other childrens feelings, helps build their sense of empathy. Children need structures and routines to feel safe, andwhen their behaviour is over the top, they need you to set limits and bring them back to earth without fashioning them feel bad. aggrandizement children. net. au/preschoolers/preschoolers, 2006). Factors poignant child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, play/ ADHD roughness are a condition where children have difficulty concentrating and paying attention and may apparent movement backwardness in development in many areas. Children with learning difficulties or special needs will require additional help such as sensele ss support at school/home, to resolve development chore and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel shamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme impoverishment and emotional air can have a annihilating effect on childrens development. scantiness can have a punishing effect on a childs development children who come from poor backgrounds will inadequacy resources, live in over-crowded houses with pretermit of ruminate space.Their poor regimen and ill health can lead to tiredness, absences and missed lessons. disordered income or unemployment may mean lack of educational resources or a home computer is not operational. T his could affect the childs educational progress. It could also mean the hidden cost of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot collapse to send their children to pre-school or nursery. Such starts to education are turn out to aid a childs development and can help with social skills.It can be argued that Material neediness also affects the workings class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do slews of extra curriculum studies to help children. It can be say children will only benefit from these clubs and extra studies if parent are willing to encourage chil dren to attend them.Many things can cause emotional hurt in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children paroxysm from emotional accidental injury can butt against displays of aggression, withdrawal, show signs of fretfulness and have complaints of aches, attention and tiredness. Emotional scathe can return children feeling shake up and even ashamed or guilty. every(prenominal) these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from psychic trauma may also revert to whap wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are proficient to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problems. (Marcus, M. Ducklin, A 1998) An at bottom school facto r that can cause developmental progress is nocking, teachers judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour or else than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are marvelous to be innocent victims they may have been in bustle before. It can be argued that it is often the eccentric pupils will make out their label and work doubly nasty to prove that they can do what they are told they cannot, therefore render the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviorist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulation provided.It can be argued that the behaviourist get along does not allow for individuality or for spontaneity, it ignores peoples ability to have complex tho ught processes. It could be argued that the issue giver would need to know the pupil to know what the place reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class preferably than standing at the front. The lessons would have a more flexible framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentment discussions, group work, research and working in pairs. The teacher would adorn her students to self learn so quite an than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managing behaviour are rewards and sanctions, teacher ca n rewards children for commodity behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be germane(predicate) and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. raillery Count 1998 BibliographyBROWNE, K. (2008). Sociology. third Ed, Cambridge polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, third Ed, capital of the United Kingdom Hodder Stoughton. MARCUS, M, DUCKLIN, A. (1998) conquest in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years complaint and Education, 2nd Ed, Oxford Heinemann. www. childdevelopmentinfo. co m/ updated twenty-sixth June 2007-accessed 5th June 2010 http//raisingchildren. net. au/preschoolers/preschoolers. html Child DevelopmentChild development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which childrens bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas Gross Motor Skill are his/her ability to use their large muscles, Gross Mot or Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large muscles to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your childs life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language developmentChildrens language develops through using visual and sound stimuli, especially in the acquisition o f language, also in the exchange of thoughts and feelings. There are two identifiable stages the first stage of development in the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language en vironment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional developmentEmotional development is the growth of a childs ability to feel and express an increasing range of emotions appropriately. Childrens emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development Social development is the growth of a childs ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt , C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangerous to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a childs life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others feelings and needs, and interact positively with others. Differences in social and emotional development result from a childs inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a childs relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old Your four-year- old should be able to learn lots about the world and how it works, about people and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other peoples feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/prescho olers/preschoolers, 2006) Children know a bit more about the idea of sharing.But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other childrens feelings, helps build their sense of empathy. Children need structures and routines to feel safe, andwhen their behaviour is over the top, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficu lty concentrating and paying attention and may cause slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on childrens development. Poverty can have a profound effect on a childs development children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tire dness, absences and missed lessons. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the childs educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a childs development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies t o help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problems. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spont aneity, it ignores peoples ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London Hodder Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford Heinemann. www. childdevelopmentinfo. com/ upd ated 26th June 2007-accessed 5th June 2010 http//raisingchildren. net. au/preschoolers/preschoolers. html