The program conforms to regulatory agency guidelines and offers several options as specified below.
Nature versus nurture Although developmental change runs parallel with chronological age,  age itself cannot cause development. Environmental factors affecting development may include both diet and disease exposure, as well as social, emotional, and cognitive experiences.
Plasticity of this type can occur throughout the lifespan and may involve many kinds of behavior, including some emotional reactions. Genetic-environmental correlations are circumstances in which genetic factors make certain experiences more likely to occur. In all of these cases, it becomes difficult to know whether child characteristics were shaped by genetic factors, by experiences, or by a combination of the two.
What relevant aspects of the individual change over a period of time? What are the rate and speed of development? What are the mechanisms of development — what aspects of experience and heredity cause developmental change?
Are there typical individual differences in the relevant developmental changes? Are there population differences in this aspect of development for example, differences in the development of boys and of girls?
Empirical research that attempts to answer these questions may follow a number of patterns. Initially, observational research in naturalistic conditions may be needed to develop a narrative describing and defining an aspect of developmental change, such as changes in reflex reactions in the first year.
Such studies examine the characteristics of children at different ages. Some child development studies examine the effects of experience or heredity by comparing characteristics of different groups of children in a necessarily non-randomized design.
Child development stages Milestones are changes in specific physical and mental abilities such as walking and understanding language that mark the end of one developmental period and the beginning of another.
Studies of the accomplishment of many developmental tasks have established typical chronological ages associated with developmental milestones. However, there is considerable variation in the achievement of milestones, even between children with developmental trajectories within the typical range.
Some milestones are more variable than others; for example, receptive speech indicators do not show much variation among children with typical hearing, but expressive speech milestones can be quite variable. Prevention of and early intervention in developmental delay are significant topics in the study of child development.
An example of a milestone would be eye-hand coordination, which includes a child's increasing ability to manipulate objects in a coordinated manner. Increased knowledge of age-specific milestones allows parents and others to keep track of appropriate development.
The Heckman's chart shows that the highest return of investment in education is maximum during the early years age 1 to 3 years old and decreases to a plateau during the school-aged years and adolescence.
Here are descriptions of the development of a number of physical and mental characteristics.
As stature and weight increase, the individual's proportions also change, from the relatively large head and small torso and limbs of the neonateto the adult's relatively small head and long torso and limbs. Speed and pattern[ edit ] The speed of physical growth is rapid in the months after birth, then slows, so birth weight is doubled in the first four months, tripled by age 12 months, but not quadrupled until 24 months.
At birth, head size is already relatively near to that of an adult, but the lower parts of the body are much smaller than adult size. In the course of development, then, the head grows relatively little, and torso and limbs undergo a great deal of growth.
However, genetic factors can produce the maximum growth only if environmental conditions are adequate. Poor nutrition and frequent injury and disease can reduce the individual's adult stature, but the best environment cannot cause growth to a greater stature than is determined by heredity.
Some of these differences are due to family genetic factors, others to environmental factors, but at some points in development they may be strongly influenced by individual differences in reproductive maturation.
Motor[ edit ] A child learning to walk Abilities for physical movement change through childhood from the largely reflexive unlearned, involuntary movement patterns of the young infant to the highly skilled voluntary movements characteristic of later childhood and adolescence.
Definition[ edit ] "Motor learning refers to the increasing spatial and temporal accuracy of movements with practice". Speed and pattern[ edit ] The speed of motor development is rapid in early life, as many of the reflexes of the newborn alter or disappear within the first year, and slows later.
Like physical growth, motor development shows predictable patterns of cephalocaudal head to foot and proximodistal torso to extremities development, with movements at the head and in the more central areas coming under control before those of the lower part of the body or the hands and feet.
Types of movement develop in stage-like sequences;  for example, locomotion at 6—8 months involves creeping on all fours, then proceeds to pulling to stand, "cruising" while holding on to an object, walking while holding an adult's hand, and finally walking independently. The dorsolateral frontal cortex is responsible for strategic processing.
The parietal cortex is important in controlling perceptual-motor integration and the basal ganglia and supplementary motor cortex are responsible for motor sequences. Unit 1: Child and Young Person Development The main stages of child and young person development.
Birth to 3 years: (Physical Development) A baby can hold their own head up, can eat solids, and can sit up without support.
Unit Child and Young Person Development Title Describe the main stages of a child and young person development from birth to 19 years old and the kind of influences that affect this process. Unit 3: Observations in Development CHILD Child Development Online Brigham Young University - Idaho NAME: Olivia Jenkins.
In the clip below, a young girl fails the theory of mind test. How would her response have been different if she would have succeeded?
What connections can you see between Piaget’s preoperational stage and the concept of theory of mind?%(3). The information on this website is solely for informational purposes.
IT IS NOT INTENDED TO PROVIDE MEDICAL ADVICE. Neither Child Development Institute, LLC nor Dr. Myers nor any of the editors, columnists or authors take responsibility for any possible consequences from any action taken which results from reading or following the information contained in this information.
All Child Development Homes must have a pre-inspection prior to approval of a registration. Click pre-inspection minimum requirements for additional information.; The Department will visit all child development homes at least once per fiscal year.
Unit 3: Child Development # Assignments Pts. Possible Pts. Received 1 Child Development-Toddlers & Preschoolers 25 2 Play, Sensory & Games 10 3 Music, Art and Reading 10 4 Nutrition and Safety, Preschool Observation 30 TOTAL 75 Unit Calendar Monday Tuesday Wednesday Thursday Friday.