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Children's Development And Learning From Birth And To 36 Months (Essay Sample)


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Assessment Purpose:
The purpose of this task is to demonstrate your understanding using theory and research of the multiple impacts, influences, and interventions, that promote or limit children's development and learning. This will consider and utilize information drawn from children's individual and family contexts, socio-cultural contexts, and community contexts.
It will also demonstrate an understanding of the “bio-psycho-social” model of development and learning, and identify relevant risk and protective factors, that may affect development across (a) socio-emotional, (b) physical, sensory or motor, and (c) cognitive domains.
Assessment Details:
For this task, you are required to demonstrate your understanding using theory and research of the multiple impacts, influences, and interventions, that promote or limit children's development and learning from birth to 36 months (approximately).
The essay must include and discuss:
• Impacts and influences that promote or limit children's development and learning, across (a) socio-
emotional, (b) physical, sensory or motor, and (c) cognitive domains.
• Risk factors and protective factors that promote or limit children's development and learning
• Sources of information drawn from individual, family, and social-cultural-community contexts
• Biological, psychological, and social, protective/risk factors, impacts, influences (bio-psycho-social
model of development and learning)
• Provide evidence-based strategies and interventions for each domain (a), (b), and (c) at an (i)
adult/individual/classroom level, (ii) targeted intervention level, and/or (iii) community/universal intervention level. NB: This can, but does not have to, include strategies/interventions for diverse groups such as clinical/medical conditions, developmental disabilities, diagnosed difficulties, or specific cultural/ethnic/disadvantaged groups.


Children’s Development and Learning
Children development and learning are determined by interactions with a wide range of interventions, impacts, and influences, which reflect the complex development and learning process. The influences of child’s development and learning can be behavioral, biological, social, and physical (Evans, 2006). The impacts, influences, and interventions on the child’s learning and development are highly intertwined as well as difficult to separate. In this perspective, the terms development and education relate to the changes around physical growth and ability of a child to learn the emotional, communication, thinking, as well as social skills they require in life (Farrington & Loeber, 2001). All these aspects are intertwined. They rely on, affect, and influence others.
At an early age, a children’s’ brain develop faster and more as compared to other stages of their life. At the very young age, a child experience things they touch, hear, smell, see, and taste, which in turn stimulate the brain of a child by making millions of connection. Consequently, there is an establishment of the foundation of learning, behavior, and health all through the life of a child (Fox, Levitt & Nelson, 2010). Studies have indicated that the first five years of a child are especially important for the learning and development of his brain (Evans, 2006). Out of the nearly five years of child growth, the first three years are vital in architecture and shaping of a child’s brain. The early experiences in child’s life give a foundation for organizational development and function of a child’s brain throughout his life. These initial years have a direct effect on the way a child develop emotional, social and learning skills (Kostelnik et al., 2016). A child learns faster during the first five years as compared to any other time in their life. Hence, a child needs to be loved and nurtured with the aim of developing a sense of security and trust, which in turns change into confidence as they grow. Young kids learn, develop and grow quickly when they are shown love and affection, reinforcement, attention, and mental stimulation and alongside healthy meals and good health care.
Comprehending the initial stages of the child development assists parents to learn how to anticipate and provide good support a child needs when he or she develop and grow (Tierney & Nelson, 2009). The nature or kind of new relationship between child and caregiver have a crucial role in supporting as well as fostering of cognitive development (Bandura, 2001). The nature of that relationship affects a child development, especially the social and emotional characteristic of a child. In many environments, early childhood intervention programs help families and their children at the early age and enhance a critical transition from home to school (Kostelnik et al., 2016). All kids have a right to be brought up in a family and access healthy food, health care, play, and protection from abuses and discrimination.
In addition, they have the right to grow up in a setting where they are supported to reach their full potential in life. Therefore, it the responsibilities and duties of all the stakeholders involved making sure these essential of child development and learning are met, supported and respected (Benson & Haith, 2009). As a result, many factors promote as well as limit a healthy growth of a child. This research paper seeks to focus on the relationship between these factors and child’s learning/development (Tierney & Nelson, 2009). This paper gives an in-depth analysis of the impacts, influences, and intervention of child’s development and learning.

Impacts and influences that promote or limit children’s development and learning
The complex process of development and learning in a child’s life is determined by multitudes of effects and controls, which either limit or promote a child’s development and learning process. The impacts and influences are divided into the cognitive domain, social, emotional domain, and physical, sensory or motor domain. Many of factors within the cognitive domain, socio-emotional domain, and sensory, physical or motor domain play a major role in the healthy learning and development of a child. These sections research more about theses impacts and influences.
• Socio-emotional
During the stage of toddlerhood and infancy, it is hard to isolate one learning and developmental domain from any other. Since there complete dependence of infants on their caregiver, all areas of child development develop within the framework of child’s relationship with others (Kostelnik et al., 2016). Because of the most important relationships, children can grow self-concept, curiosity, confidence, self-control, relatedness, motivation, and cooperation. Relationships are the core component of early childhood experiences, which strengthen developmental competence as well as school readiness.
As the child grows, their firm senses of attachment to significant individuals in their nurtures the encouragement to connect with the environment around them. Relationships are the key component that guides a child through a learning process and makes a difference in the manner at which a child develops a sense of self, what a child can do, and the impact it has on others (Thompson, 2009). In the end, this kind of awareness creates the socio-emotional characteristics that have been noted as the signs for readiness to grow and learn.
Trusting, warm and responsive relationships are at the heart of healthy emotional as well as social development. The first experiences of a child’s relationships influences and affects the architecture and design of a child’s brain. As a result, it makes the foundation of the future social management as well as interactions of emotions.
When the caregiver is in tune with emotions of a child, then the child can perceive their emotion reflected in the feedbacks they get from their caregivers. In this manner, children learn how to feel, manage, as well as experience their emotions. This process of learning becomes supported in the connections of the brain and gives children a strong basis for managing their emotions as they mature (Kostelnik et al., 2016). When a child gets involved in responsive, trusting, and warm relationships, the brain releases endorphins that are related with pleasurable feelings. This shows that a child relates feeling good with social experiences. Studies have revealed that the areas of the brain connected to socio-emotional functioning grow in reaction to the experiences of early relationship with individuals around them and crucial caregivers. Therefore, hearing language is not ...

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