Unit 331 Child Development Essay

2.3 Explain how theorise of development and frame works to support Development. Family and Social Relationships:How stable and affectionate is the young person’s relationship with parents, staff, peers, as manager I would analyse if the interaction is of age appropriate with peers and other significant persons in the child’s lifeTheir understanding of the way in which appearance, behaviour and any impairment are perceived by the outside world will be addressed. Their appropriateness regarding dress for their age and gender. Their personal hygiene and cleanliness routine will also addressed. And finally, an overview of their placement with us, their behaviour, and concerns any future recommendations. Educational needs will be assessed and how they respond to this, and their capabilities.Fairbridge is a government run initiative where it promotes young people to make life changes regarding their own lives. It offers life skills, along with activities to enhance their communications and listening skills. Fairbridge will also do exercises, which incorporate trust along with integration with other young people with the same background.The child’s growing sense of self as a separate and valued individual person. Their own views of self-image and self-esteem. If their self-worth is how a lot of work will be undertaken by the team to ensure it is boosted. Race, religion, age, gender, sexuality and disability may contribute to this feeling of

Unfortunately, not every adolescent develops into this stage “The stage of formal operations involves the development of hypothetical-deductive reasoning which is the capacity to think scientifically and apply the accuracy of scientific methods to cognitive task (Inhelder and Piaget, 1958).” Abstract thought, metacognition, meaning, thinking about thinking, and problem solving are the higher order thinking skills that appear in the formal operational stage. In this particular stage, the individual learns to develop assumptions that are not often grounded in actuality, such as hypothetical-deductive reasoning. Adolescents at this point in their development are moving from inductive to deductive reasoning. “Piaget and his colleagues developed an experiment called the “pendulum problem” with which they wanted to assess whether individuals had reached the formal operational stage. Classically, he had children balance a scale using different types of weights (Inhelder and Piaget, 1958).” It is only in early adolescence could children understand the connection between space or distance from the center of the scale and the mass of the weights. This method involves a length of string and a set of weights. AA was asked to take into consideration three factors; the length of the string, the heaviness of the weight, and the power of push. The assignment was to work out which factor was most important in defining the speed of swing of the pendulum. AA was able to change the

Concrete cognitive operations as outlined by Jean Piaget are typically children who are between the ages 8-11 years. Cognitive skills of this group are able to perform inductive reasoning. In addition, objects or events need to be experienced. Some major schemas proposed by Piaget are class inclusion, such as all birds have wings. Another schema is serial ordering, as babies need very small shoes, and children need shoes that bigger than babies, and adults need the biggest shoes of all. The most popular schema referenced on the internet was conservation, which I think is explained best by this one-minute video.

For example, I observed Mateo’s cognition which is the ability to take in information, process it, store it, and finally retrieve and use it (Zastrow, C., & Ashman 2013). Furthermore, Mateo is in the period of concrete operation which is between the ages of 7 to 12 years. During this stage Mateo has developed the ability to think logically on a concrete level. He is beginning to overcome major millstones to logical thinking that were evidence during the earlier stages of intellectual development. This is where children can now understand things from other people’s perspective. For example, I observed concrete operation when Mateo was talking about his friend’s dad. Mateo was sharing that his friend’s dad just got diagnosed for lung cancer. He was explaining that he felt sad and heartbroken for his friend because he understood the pain his friend was going

Intelligence starts to be demonstrated through the logical use of symbols that is related to abstract concepts such as algebra and science. Adolescence who has reached this stage can imagine and describe precisely and accurately. They will think about diverse aspects and combined them logically to solve a particular problem. Their verbal explanations of concepts are usually sufficient without the need

Jean Piaget was a remarkable scholar in a variety of areas, with a publishing career that began at the age of ten and that would eventually come to include more than fifty influential books and many articles, essays, and other shorter works (Feldman, 2008). Though his youth and adolescence were consumed primarily by an interest in biology and the study of animals, today Piaget is largely remembered for his contributions to psychology, which was still in its very early stages when Piaget became involved in its development (Feldman, 2008). Piaget's theory of development and his stages of learning provide a simple yet profound and still accurate way of examining early human development.

The concrete operational stage occurs between 7 to 11 years. Piaget contended that children’s abstract thinking is now limited thus being able to think logically about objects which in turn enables abilities of reversibility and conservation (in Smith P.K. et al.,

In the concrete operational stage between the ages of seven and twelve, children become capable of logical thought, they also start to be able to think abstractly. However they are best suited to visible or concrete objects and things they can see (Lee and Gupta). Once the child has reached the formal operations stage from twelve years onwards it becomes more practiced at abstract processing, carrying out problem solving systematically and methodically thus completing the cognitive development process.

In conclusion, it can be drawn by the person’s cognitive development that children are able to learn. First, concrete operational is a stage from a lot age 7 to 12. This stage means that children will become concrete. Children understand speed, causation, numbers and size. If a person never develops past the concrete operational stage, he or she will never make it to the formal operational stage. They will not be reaping the benefits of the formal operational stage. The child would only be able to learn about numbers, but want be able to talk about the concepts. The child would be concrete in their understanding. We would only be able to understand at minimal, but would be able to learn simple steps. We would be stuck mentally in the learning

In the sensorimotor stage the child discovers the environment through physical actions such as sucking, grabbing, shaking and pushing. During these first two years of life children realize objects still exist, even if it is out of view. This concept is known as object permanence. Children in the preoperational stage develop language skills, but may only grasp an idea with repeated exposure. As Piaget describes in the next stage, children draw on knowledge that is based on real life situations to provide more logical explanations and predictions. Lastly, in the formal operational stage children use higher levels of thinking and present abstract ideas.

During this stage, children learn how to think figuratively. At this time, children’s language skills begin to improve, and children also acquire memory development and an imagination. Throughout this stage, babies are not fully capable of intuitive reasoning. Children cannot comprehend difficult conceptions. The third stage is the concrete operational stage, which occurs between the ages of seven and eleven.

The ability to reason abstractly about concepts is the defining quality of Jean Piaget’s formal operational stage. Piaget was a Swiss psychologist known for his pioneering work in child development. His theories about development help others understand the child mind from birth to adulthood. In the formal operational stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. This stage is reached around age 12 and is characterized by teenager’s ability to reason at an abstract level (Belsky, 2010). The teens gain the ability to think in an abstract way, have the ability to combine and classify items in a more

Piaget describes the radical change takes place in children’s thinking at around 18 months, in terms of the child’s ability to use symbols, but he tended to focus and what a child still cannot do rather than on what the child can do. Concrete operational stage: around 7-12 Years at this stage children continue to learn through their experiences solving problems mentally with real objects and become capable of logical thought. Formal operational stage: from 12 years into adulthood children begin to develop a more abstract view of the world, they understand that it is possible to create rules that help them to test things out, to have a hypotheses to test things out and they can now think in a rational scientific manner solving complex problems.

The distinctiveness of preoperational stage include an enhancement in language ability (with over generalizations), symbolic thought, egocentric perspective, and limited logic. In this second stage, children should engage with problem-solving

While observing the younger age group, I discovered a variety of interesting interactions and occurrences among the children. I was particularly surprised by how smart children can be at such a young age. In two different cases, a young boy named Kian, 1 year and 8 months, and a young girl named Finley, 1 year and 4 months, demonstrated their knowledge of basic skills when they both had found articles of clothing around the room and knew exactly what parts of their bodies they are to go. Kian found a hat and instantly put it on his head. While Finley, found a jacket and attempted to put it on the upper half of her body. Together the two demonstrated, normative cognitive development (Baltimore,