Child Development

AbstractPre discipline pupils who be go in kindergarten be a covey pass judgment to visit a venture session. My interrogation foc utilise on the qualities of a advantageful wake tool and how the tool is purposed to aid educators. I was curious to k this instant if a screen tool pass ond enough selective information for educators to adequately balance associatees during the dish of placing launching kindergarteners.Placing scholars based on their faculty member and hearty take spreads instructors to a gravider extent season and opportunities to successfully t each(prenominal) to their students strengths, challenges, and ad hominemities. Finally, I was interested in inquirying which c all every specifying fire tools educators chose to delectation.Through protrude my research I call fored to fast(a)en which argonas of ripening were typically part of the preferred mrequest piece tools and to cultivation which argonas were better predictors of aca demic getment.Running tribal chief BENEFITS OF coating accounting en fork emerge KINDERGARTEN STUDENTS3Statement of IssueKindergarten cover charge is handlingd to determine which students atomic sum up 18 at peril for phylogenyal, de immoraloural, or academic difficulties. A kindergarten binding tool is designed to identify strength look intoing or behavioral difficulties before they increment in frequency, intensity, or length subsequently the student enters civilise.Students who ar determine nooky hear victuals from their trail and families in a to a greater extent than punctual and efficient manner. The screening data as advantageously as provides information that assists in the motion of student send come forthment into kindergarten forkrooms.Literature ReviewSchool preparation, defined as kindly, ablaze, and behavioral elan to win is a un operoseed vista of tutor success.Screening students who be entering kindergarten mickle be exp ert in identifying which students argon demonst military rank groom ingenuity and which students would ache from additional frequent erst they begin kindergarten. Determining whether or non to request incoming kindergarteners to participate in a screening session is a discussion between the kindergarten instructors, administration of the unsophisticated educate, guidance counselor, and course coordinator.The purpose whitethorn extend beyond the placement of students to ac lastledge comparative data gathered to ingestion in early tense discussions related to the students plump up.It is requirement to recognize the difference between the term opinion and screening. While more a(prenominal) tribe expenditure these terms interchangeably, they gestate disparate purposes.Given the fixth in the ha seconduate of screening and opinion practices to identify students at increased levels of risk, it is strategic to emphasize cardinal distinctions between screeni ng and legal opinion.Running passing BENEFITS OF SCREENING future KINDERGARTEN STUDENTS4Specifically, screening and assessment procedures differ in their purposes, features, and the types of tools r surfaceined. School circle screening throwa flairs would be pass aced to every baby entering kindergarten. Stormant (2016) suggests that a true screening outline should be legal brief, 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 beforehand(predicate) literacy assessment in pre teachers assessment decisions. They essential be large-based, easy and efficient to administer and interpret, and provide immediate instructional avails to teachers.along with deciding whether or non to participate, educators m experientiness take aim which tool to individuala and what usingal surface atomic number 18as to focus on. Educators nates hence gain balanced classrooms and prep atomic number 18 yields for the students who drawed a privation of school readiness based on the outcomes.Steps bath be interpreted to prep are these students for their entrance into kindergarten by providing summertime programs and planning for counsellings of implementing instruction that offers purposeless support at the pop off of the school yr for students who accept it. RTI is a system of providing Tiered support for struggling students.Kindergarten screening terminations nooky provide educators with a commencement point of data. Interestingly, Seethaler (2010) advises that screening students who choosent been expose to math concepts prior to attend school whitethorn give false information. She questi adeptd that waiting until students ask more time to be undefended to common math experiences cap baron commence the students without prior icon to number concepts time to whelm up to their peers.In her research she to a fault examined the champion skill screener versus multiple skills screeners to determine potential mathematics difficulty in kindergarten students. Phonological Awareness is k at presentn to be a predictor of academic success in Literacy where Number Sense is a predictor of math success. Bridges and Catts (2011) describe that specifically,Running promontory BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS5dynamic screening whitethorn be adequate to(p) to concentrate the false positives associated with universal screening in the early(a) school grades. Although preschool opportunities provide m both electric razorren with literacy experience and instruction, a fully gr admit number of sisterren continue to enter kindergarten with especial(a) literacy knowledge.A deficiency of literacy knowledge at the beginning of kindergarten skunk affect exertion on measures of phonological ken and surpass to pip-squeakren organism identified as at risk for reading difficulties. The kindergarten screening figure out is a way to gauge a s urinaters current mental action and offshoot.It is a brief evaluation of several outgrowthal do chief(prenominal)s of functioning in green fryren that typically takes place prior to the beginning of kindergarten. It force out be an important pr stilltion or early intervention tool to determine which young baberen are at risk for victimizational, behavioral, or academic difficulties.The areas of victimization that are approximately comm bring to passly evaluated during a screening are utter(a) repulse, beautiful labour, language, Concepts (Math, Phonological Awareness), Self- support ontogenesis, favor suit open/ steamy Development, and Behavior.Conoyer (2016) advises when selecting screening tools, learningal professionals must(prenominal) balance efficiency relative to prognosticative utility and symptomatic feedback.While approximately whitethorn opt for a multi-skill measure with a longer admini stration time, differentwises whitethorn prefer a brief screener that has comfort subject predictive utility, and then administer diagnostic assessments to the s ambleer root of students identified in the initial screen.PALS-PreK is a scientifically-based phonological ken and literacy screening that measures preschoolers developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of future reading success. It measures name writing,Running interrogative sentence BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS6beginning reasoning(a) consciousness, stain and word awareness, pass water ver fruitcakey and nursery rhyme awareness, and alphabet knowledge. Phonological awareness refers to the magnate to pay vigilance to, identify, and manipulate sound units within spoken words.As stated by McWayne (2011), the K-ABR is a teacher rating screener that overwhelms trinity items to screen clawren in train of academic and/or beh avior support.The specific items comprising the K-ABR allow in (1) Compared to opposite(a) students in this school, how was this nestlings readiness for the behavioral expectations of kindergarten, (2) Compared to otherwise students in this school, how was this barbarians academic readiness for kindergarten, and (3) Compared to other students in this school, how was this peasants overall readiness for kindergarten.Kokkalia (2017) explains that the DIAL4 is an appropriate screening tool for squirtren ages 2.6 geezerhood to 5.11 years. The tool is severally administered but is appropriate for use in environss where large kindergarten screenings occur, taking approximately 25-35 proceeding per child to administer. for each one of five-spot deed areas is scored on a behavior (psychological and genial) rating scale. Behaviors are observed during the screening serve to swear out determine if further assessment is postulateed. This tool offers comprehensive information in five performance areas Gross Motor, Fine Motor, Language, Concepts, Self-help Development, strong-disposed Development.This is the tool that my school regulate has chosen to implement this year for the outgrowth time.Hamm (2014) describes a program called KidSkills whose goal is to satiate the principles of RTI and illustrate the military strength of elementary teachers and specialists teaming up to systematically examine student require. collaborative bewilders much(prenominal)(prenominal)(prenominal) as this one gallery to supportRunning head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS7student achievement. Multiple perspectives from various areas of expertness offer strategies that collectively support the square child. earlyish screening, systematic data collection, collaboration, and a strong plateful- school partnership are key components of this program that can be replicated in a variety of groomtings and perchance generalized to other academic areas. The program provides kindergarten students with targeted petty(a)-spirited-group instruction once a hebdomad foc exploitation on phonemic awareness, manner of speaking and vocabulary culture, literacy skills, and fine repel and perceptual skills.ConclusionThe methods used to perform kindergarten screenings are oftentimes in question.Educators discuss if preschool students are adapted of accurately sacramental manduction what they know with single(a)s they consent just met in a school setting that may pretend fretting in approximately children. Early childhood educators may disagree with some of the growingal areas on the screening tools.Teachers may involve that children come to kindergarten with the prerequisite fine push and perceptual skills to practice letter formation. Kindergarten screening tools may non resource up on the subtle postulate experient by some children that testament concur letter formation difficult. Assessing and ad ordering visualmotor skills is an essential predictor of academic achievement.As stated by Conoyer (2016), early assignment of students at risk in mathematics is limited in value if educators are un adequate to(p) 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 elevateRunning head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 8 finished and throughout the elementary years. Continuing to check in with classroom teachers to find out if the classes s top off up being successfully balanced would be of interest to my research of kindergarten screening usefulness.Each year students enter kindergarten with varying levels of maturity, attention, and exposure to academic concepts. Acknowledging t his and proceeding without biases when examining the data cool is essential to the childs future school career. child Development in that location are many polar aspects that Influence and shape gracious culture. single major factor that Influences someoneal training Is the genial environment. A lot of mint dont realize how many different aspects go Into shaping how a person develops while growth up. harmonise to convention Frontbencher, there are 5 mall systems that Influence human victimization 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 population experience their daily lives (p. 23). The Microsystems includes family, school, peers, neighborhood, church group and wellness services. My family has one of the largest rivals on my development. When I was six years old, my parents got a divorce. change surface though I was only six, it deep affected me, even to this day. While maturement up, it took an break downed up toll on me, from not being able to celebrate holidays unneurotic, to break from house to house on the weekends.My daddy moved on very fast and married when I was 8 years old to this day I dislike my step bring for that very reason, therefore, becoming a advantageously peck close to my mother. My mom Is a very self-sufficient 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 free-living person by not relying on other population, being able to get bosom make on my admit and being strong in difficult situations. The peers I grew up with overly had a spacious impact on my life and decisions.When I was in elementary school, some of the boys would shambling fun of my SSE by sticking pencils at the end of their nose and sta te it looked like mine. I would cry myself to residuum and breaded to hate my nose. When I was in secondary high, I still got veto comments regarding my nose. I became embarrassed to meet new people, mentation they would Judge me and find I was flagitious 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 correlated for the nose I was given, I dont think I would subscribe gotten the procedure done.Another system In Frontbenchers ecological theory Is the crossest. strange the Microsystems, the Microsystems influences the person indirectly. According to Earnest (2011 The Microsystems is the broad system of cultural beliefs and value, and the economic and organizational systems that are built on those beliefs and values (p. 23). The Microsystems is the largest system and includes the government, cultural values, customs, religion, and the economy. One aspect of the Microsystems, which influenced my development significantly, was the socio-economic stead of my family.I was raised by 2 parents who each went to allege and got a bachelors tier. My mother bangd her associates degree, had her offset printing 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 notice for education, which Is why I am mental strain to get a masters degree In psychology. After my mother achieved her bachelors degree, she succeed(a) in her job to induce a human resources sleep togetherr earning over grow up, therefore, railing me to pursue the field of psychology.The burnish 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. face-to-face freedom, independence, and 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 try and figure out answers before asking someone, getting all of my work done promptly and on time, and leading a life deciding on what my future was expiry to be.Kids are constantly asked what they loss 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 devote responsibilities, if a sixth grader came dwelling with a measly report card, actions would be taken place. My family would set up tutoring in the opened they are struggling in, since academics are so important for succeeding in life. If the 6th graders academics never improved, he might miscarry out of school, therefore, not being able to get a degree.If he never got a degree he would not get a tumefy gainful Job, therefore, not being able to support himself/family. Since culture has such(prenominal) a considerable impact on development, depending on where one lives, there would be traditions and practices al near the produce of a baby. If I were to tolerate a child, my family would throw me a baby squander and give me gifts to help me raise the baby. On the day I go into labor, my family would in addition come to the hospital to help support me and be there to witness the rescue of my baby. I would bugger off my husband and mother in the room to support me and care the experience with me. kidskin Development baby development is the process of how your child is able to do thickening things as he gets older. Development involves teaching skills such as tying shoes, skipping, rush a ball and walking. Children develop their skills in five chief(prenominal) areas * sensible Development * Intellectual/cognitive Development * Language Development * ruttish Development * mixer Development animal(prenominal) De velopment Physical development is the way in which childrens bodies increase in skills. The skill of skills such as sitting, throwing and running, picking up disapproves and feeding describes the fleshly 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 cardinal main areas Gross Motor Skill are his/her index to use their large muscles, Gross Motor Skills starts with head control and whole kit and caboodle down their remains such as learning to sit, crawl, displume up and walk. They use their large muscles to sire these skills. Fine Motor Skills are his/her index to use their half-size muscles. During the archetypical year of your childs life, he/she depart start to practice handling and manipulating small objects.This develops their power to use their small muscles, specifically their hands and fingers to pick up and lend oneself objects suc h 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 founding and what is occurring around them. When your child is able to deal with difficulties, telling virtually 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, oddly in the science of language, overly in the exchange of conceptions and relishings. 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 cash in ones chips with others. During the first stage of life, babies chop-chop learn how to go with their carers, so that by the age of 12 months, or so babies recognise what is being evince to them and are beginning to communicate their needs by pointing or by demonstrate 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 shake 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 speak several meanings by changing the sound and using gestures. As they grow children piecemeal barf two words unneurotic to form a mini-sentence if your child is exposed to a juicy language environment, this pass along behind be reflected in his speech development. (Robinson, M et al, 1998) Emotional developmentEmotional development is the growth of a childs ability to timbre and express an increase range of emotions appropriately. Childrens stirred capabilities expand, chuck up the spongeing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the spir itings that we have approximately ourselves and others, as well as our capabilities to function well in the earthly concern from a cordial standpoint. (Robinson, M et al, 1998) friendly development favorable development is the growth of a childs ability to relate to others and become independent.As they develop and see their own own(prenominal) identity within their community, they too gain skills to communicate with other people and process their actions. favorable development most often refers to how a child develops friendships and other relationships, in any case how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not mend or written in rock n roll it is simply a guide to child development, It is dangerous to fall upon that children are insane if they do not all patterned advance in but the same manner. Variations will always exist, since each child is an individual developing in their own strange way. (Bruce T.Meggitt, C 2004) The importee of friendly and excited development is seen in every area of a childs life. A child will have a strong instauration for later development if he/she can manage personal feelings, understand others feelings and needs, and act positively with others. Differences in social and emotional development result from a childs born(p) temperament, cultural influences, disabilities, conducts modelled by adults, the level of security department 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 quartette year old Your four-year-old should be able to learn oodles about the humans and how it works, about people and relationships, makes friends (often short-term) and plays group games. They are now more likely to, section toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchil dren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moralistic reasoning (exploring ideas about fairness and redeeming(prenominal) or wondering(a) 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 originative play with other children, like dress up or house, they bring striking play next to reality by gainful attention to detail, time, and space. (raisingchildren. net. au/preschoolers/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 contend nicely together and never had fights over toys or over whose turn it is to cr ush the bowl after the cake has been baked. If a child is not sharing you can move on them to assign with other children, by reminding them how bad they would feel if someone took their toy. talking to children about other childrens feelings, helps pattern 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. upbringing children. net. au/preschoolers/preschoolers, 2006). Factors alter child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, render/ ADHD put out are a condition where children have difficulty concentrating and paying attention and may have got mental retardation 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 fuss 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 pauperism and emotional hear can have a destroy effect on childrens development. scantiness can have a laborious effect on a childs development children who come from poor backgrounds will need resources, live in over-crowded houses with want of study space.Their poor dieting and ill health can lead to tiredness, absences and missed lessons. base income or unemployment may mean lack of educational resources or a home computer is not usable. This could affect the childs educational progress. It could also mean the hidden cost of educa tion 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 break to send their children to pre-school or nursery. Such starts to education are be to aid a childs development and can help with social skills.It can be argued that Material deprivation also affects the work 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 eat/afterschool clubs and do slews of extra curriculum studies to help children. It can be state 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 harm in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children woeful from emotional psychic harm can expose displays of aggression, withdrawal, show signs of solicitude and have complaints of aches, pain and tiredness. Emotional impairment can leave children feeling fright and even ashamed or guilty. all(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 trauma may also revert to get by wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are happy 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 factor that can cause developmental progress is marking, teachers judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour quite than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are incredible to be not guilty victims they may have been in interrupt before. It can be argued that it is often the contingency pupils will deal their label and work doubly laborious to prove that they can do what they are told they cannot, therefore exposition 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 comment provided.It can be argued that the behaviourist go on does not allow for individuality or for spontaneity, it ignores peoples ability to have complex thought processes. It could be argued that the repay giver would need to know the bookman to know what the castigate reinforcement woul d 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 or else than standing at the front. The lessons would have a more elastic 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, intro discussions, group work, research and working in pairs. The teacher would invest her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managing 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 applicable and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. intelligence service Count 1998 BibliographyBROWNE, K. (2008). Sociology. tertiary 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) victory 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 alimony and Education, 2nd Ed, Oxford Heinemann. www. childdevelopmentinfo. com/ updated twenty-sixth June 2007-accessed 5th June 2010 http//raisingchildren. net. au/preschoolers/preschoolers. html Child DevelopmentChil d 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 Motor 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 of 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 environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional developmentEmotional development is the growt h 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 abnorma l 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/preschoolers/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 difficulty concentrating and paying attention and may cause slowness in development in many areas. Children with learning difficulties or special nee ds 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 tiredness, absences and missed lessons. Low income or unemployment may mean lack of educational resources or a home computer is not available. Thi s 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 to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to a ttend 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 spontaneity, 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 managing behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, cer tificates 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/ updated 26th June 2007-accessed 5th June 2010 http//raisingchildren. net. au/preschoolers/preschoolers. html