Child Development: Scaffolding

* The baby turns its head towards light and stares at bright and shiny objects (1 month old)

The Campbell Child and Family Center (CCFC)is a high-quality early childhood education program in Durango, Colorado. The CCFC uses the Creative Curriculum for Early Childhood, which incorporates Jean Piaget’s work on cognitive development to establish developmentally appropriate learning programs for preschool children. I observed N for approximately 20 hours at the CCFC where he has been a student since November 2012. N is almost four years old and lives with his mom, dad, and older brother. N attends the Lightning Bugs structured preschool program with 14 other students. The adult-child ratio of the Lightning Bugs room is 1:8.

Meggitt, C., 2006. Child Development : an illustrated guide. 2nd Ed. Oxford: Heinemann Educational Publishers. Available at: https://ebookcentral.proquest.com/lib/dundeecollege-ebooks/detail.action?docID=3384832

The developmental theories can not be more evident than during the out of class assignment at the daycare facility. During this independent assignment, I was able to observe and interact with pre-school children in an environment that is both encouraging and facilitating to a child’s developmental growth. So, just as Piaget in his developmental theory believed that children takes an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world; the pre-school teachers allowed them to do just that. Indeed, the teachers at the day care provided room for the child to learn and explore while at the same time adhering to a structure that set boundaries and limitations. Thus, the pre-school children, begrudgingly, learns to follow a meticulous schedule of activities and rest.

1.1 Describe the expected pattern of children and young people’s development from birth – 19 years.

Describe the expected pattern of children and young people's development from birth to 19 years, to include:

The table presents an overview of child development from birth to nineteen years of age. The time frames are averages and children may achieve the developmental milestones earlier or later but still be what is considered ‘normal’.

3.1 and 3.2 It is important to ensure children and young people are protected within the work setting :

Another 6 million attend private schools. But if you read the newspapers, you know it's not that simple anymore. Several new types of schools have appeared in recent years. What's the difference between a magnet school and a charter school? Parochial and proprietary? Which one is best for your child?

From the video observation, the two three-year old children, Thomas and Riley set off on a bus journey along with their childminder; it is observed that both the children speak about their journey, in which they are able to identify various features, which include the passengers; various buildings and different types of buses. Both children observe many of the features by taking photographs to highlight what they have observed on their journey. From observation, the video looks at the way the childminder plans the experience from a child-initiated stance, which directs the children’s learning in addition with assisting them with role-play and symbolic play, which is shown towards the end of the video. Thus, this essay will focus on the

Childhood development encompasses the cognitive, physical, social, moral and emotional changes from birth until the end of adolescence (White, Hayes & Livesey, 2013). Throughout childhood, environment and genetics promote or discourage growth and development. This essay will analyse the cognitive, physical, social, moral and emotional domains in relativity to my own development from the prenatal stage until adolescence. Psychological and environmental theories are used to develop the understanding and connection between each domain and stage of development. Lastly, this essay will address the controversial nature verses nurture debate and its relevance to my childhood development.

The article, Child Development 2: Strategies for reducing inequalities and improving developmental out comes for young children in low-income and middle-income countries, details the second report in a series on early child development. It assesses the effectiveness of early child development interventions, such as the support of parents and preschool enrollment. Evidence has proven that child development needs some work and one way is through programs of higher quality for the most vulnerable children. Other promising ways to help include children’s educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programs. This means effective programs, policies, and other interventions can protect children from some of the negative consequences of living in low or middle income countries.

N.G., 4 years, 11 months, embodied all I could ask for in a child to conduct such an interview on. Nearing her fifth birthday in the upcoming week, her age is central between ages three and seven, providing me with information that is certainly conducive to our study. Within moments upon entry into our interview it was apparent that my child fell into the preoperational stage of Piaget’s cognitive development. More specifically, N.G. fell into the second half of the

Lawrence Kohlberg was a developmental theorist who is best known for his specific and detailed theory of child development. Kohlberg believed that there were six stages of child development. He divided those stages into three levels of development. Level one; pre-conventional morality, a child doesn’t have a personal code of mortality and instead, their moral code is shaped by the standards of adults and the consequences of following or breaking of adult rules. Level two; conventional morality, adolescents and adults begin to internalize the moral standards of valued adult role models. Lastly level three; post conventional morality, an Individuals judgment is based on self-chosen principles and moral reasoning is based on individual’s rights and justice.

The moment I glanced at my schedule, I immediately knew that something was wrong. The classes that I had planned for, that I had spent hours interrogating upperclassmen about, were not all there. My carefully planned out future was swiftly and harshly brought to an end with the final statement at the bottom of my supposedly new schedule “All schedules are final, and will only be considered if the student has been placed in a class with a repeat credit.”