Preschool/Early Development in Infancy

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Physical development is a mechanism that happens in a human being's life. The technique begins at the stage of infancy and continues to the late teenage phase, concentrating on a teen's gross and fine motor ability. The topic of physical growth refers to the development of the regulation of the body of a child and the integration of the enormous movement of physical parts (Little, and Naomi, 338). Physical development relies on the development of skills and the efficiency of areas of the body. In early childhood, psychologists and researchers developed near connections between physical and cognitive development. When a child experiences learning hurdles in school or classroom setting it can be a sign of poor physical development (Peet et al. 01). Poor physical development is attributable to slow and diminutive gross motor skills as well as fine manipulative skills needed for physical and mental growth. The physical development of any child depends on an appropriate balance of diet. A balanced diet should include the right type of food and adequate fluid in the body.

Cognitive development

Cognitive development is a term used to refer to a process of growth among children. The development entails the growth and transformation in the intellectual capacity of a child such as comprehending, thinking, and reasoning (Carvalho, and Stefano, 02). Additionally, the process involves consolidation and acquiring of basic knowledge that is significant to the child’s physical and personality development. An infant regularly draws on language, motor, social emotions, and perceptional familiarities as well as the capacity for cognitive growth (Dickerson, and Gurleen, 535).

Social/personality development

Character development refers to the growth and change of various organized and patterns of behaviors as well as attitudes that make a child different from others. Social development is a continuous and an on-going process of interactions of various disposition, environment, and character (Durbin et al., 31). Therefore, a child’s social development entails several elements such as mood, behavior, and surroundings that substantially influence their personality. Temperament refers to how a child views and approaches the world and how they improve their learning habits concerning the world.

Preschool is the third stage of a child’s development whereby the juvenile goes through some transforming education initiative that is beneficial to their physical, social and cognitive development (Uher, 601). Psychologists agree that this is the most crucial stage of a child’s development where they learn to apply their artistic talents, to widen their skills through participating in active games and fantasy. Besides, they learn to cooperate with their friends as well as leading and following. However, if they fail to develop these skills and abilities they become fearful and shy when socializing with other kids of the same age group.

A child’s development is separable into different major areas which substantially influence one another. The cognitive development considerably affects the physical growth as well as development of the brain and motor skills which naturally have an impact on the thought of an individual and how they perceive the world. Consequently, cognitive development is essential to shaping the behavior of a child as well as how they perceive the world around them. The behavior adopted by a child may be atypical or typical depending on the environment within which the child grows and interact with others.

Culture shapes the development, experiences as well as influencing the behaviors and a child’s beliefs about the world surrounding them. One of the major aspects of the development affected by cultural values includes socio-emotional and cognitive development. The culture of a given society significantly impacts on children’s early dispositional characteristics including how they react to some events and challenges as well as the capacity to control their beliefs, behaviors and emotional responses.

Works Cited

Carvalho, Jônata Tyska and Stefano, Nolfi. "Cognitive Offloading Does Not Prevent but Rather Promotes Cognitive Development." Plos ONE, vol. 11, no. 8, 09 Aug. 2016, pp. 1-25.

Dickerson, Andrew and Gurleen K. Popli. "Persistent Poverty and Children's Cognitive Development: Evidence from the UK Millennium Cohort Study." Journal of the Royal Statistical Society: Series a (Statistics in Society), vol. 179, no. 2, Feb. 2016, pp. 535-558.

Durbin, C. Emily., Hicks, M. Brian, Blonigen D. Johnson Wendy., Iacono G. William and McGue, Matt. "Personality Trait Change across Late Childhood to Young Adulthood: Evidence for Nonlinearity and Sex Differences in Change." European Journal of Personality, vol. 30, no. 1, Jan/Feb2016, pp. 31-44.

Little, Helen and Naomi Sweller. "Affordances for Risk-Taking and Physical Activity in Australian Early Childhood Education Settings." Early Childhood Education Journal, vol. 43, no. 4, 01 July 2015, pp. 337-345.

Peet, Evan D., Dana C. McCoy, Goodarz, Danaei., Majid, Ezzatti., Wafaei, Fawzi., Marjo-Riitta, Jarvelin., Demetris, Pillas and Gunther Fink. "Early Childhood Development and Schooling Attainment: Longitudinal Evidence from British, Finnish and Philippine Birth Cohorts." Plos ONE, vol. 10, no. 9, 09 Sept. 2015, pp. 1-20.

Uher, Jana. "Interpreting "Personality" Taxonomies: Why Previous Models Cannot Capture Individual-Specific Experiencing, Behaviour, Functioning and Development. Major Taxonomic Tasks Still Lay Ahead." Integrative Psychological & Behavioral Science, vol. 49, no. 4, Dec. 2015, pp. 600-655.

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