Lifespan Studies Essay Example

various mental processes like memory, perception, understanding, thinking, reasoning, and problem-solving, refers to the process through which we acquire knowledge and experience changes in our interactions with the world. It plays a vital role in children's adjustment to their surroundings and influences their early years. Multiple theories emphasize the significance of environmental factors and social interactions in shaping cognitive development. Proper development in infants necessitates interactions with others and their environment, with the quality of these interactions greatly impacting the ultimate outcome.

Drewery (2010) states that Te Whariki encourages cognitive development through different approaches. These methods involve providing children with an interactive and lively setting, as well as offering resources that stimulate their thinking, reasoning, and problem-solving skills. Educators do not solve puzzles for children when they struggle; instead, they offer assistance and guidance to support the child's cognitive processes such as thinking, reasoning, remembering, and problem solving.

During the prenatal stage, language development begins as unborn babies have the ability to hear voices, sounds, and rhythms. After birth, newborns can recognize these sounds and make connections. They become familiar with their parents' voices and are exposed to music. The process of learning language involves listening to it and speaking it. Thus, it is essential to create an environment that promotes active verbal communication, providing ample opportunities for interaction and repetition. According to Santrock (1973), having a rich verbal communication environment is crucial for language development. Children who frequently engage in discussions and interactions with their families, educators, and friends are more likely to progress in language development compared to those with limited social interaction. It is important for adults to model proper

language as children imitate what they hear. By approximately 13 months old, children typically speak their first word and begin associating words with objects and their surroundings (Santrock, 1973).

The utilization of language for communication can occur through spoken, written, and sign language. Te Whariki prioritizes language development in its strands and goals, starting with non-verbal communication and advancing to verbal communication. The growth of language enables children to comprehend the world, inquire, and articulate thoughts and information (Te Whariki [MOE], 1996). Socio-emotional development encompasses social, emotional, and personality development, all of which are interconnected.

The concept of social development pertains to a child's interpersonal connections, whereas socialisation involves learning skills and attitudes that enable peaceful coexistence in a community (Meggitt, 2012). Emotional development entails the regulation of emotions, while personality formation shapes our individuality and traits.

Te Wharkik showcases how educators guide children and encourage their involvement in social interactions, which helps them acquire collaboration skills and empathy. Through this, children become aware of both their own emotions and those of their peers, fostering a sense of responsibility towards others' well-being. They establish meaningful connections with individuals around them and learn to respond appropriately to different behaviors and routines. This also promotes self-management skills and a comprehensive understanding of oneself and others, including the recognition that diverse cultures may follow distinct routines.

Spiritual development involves the expansion of one's consciousness in terms of ethical, moral, and compassionate interactions with others. It encompasses understanding virtues such as honesty and respect, as well as perceiving oneself and the world in a spiritually attuned manner while appreciating nature. Te Whariki promotes spiritual development

by incorporating it into holistic growth that acknowledges the child as a complete entity. This approach fosters the child's respect and creativity, ensuring that their program is customized to their specific requirements while offering opportunities for everyday experiences.

The essay prompted me to contemplate the development of children and how each child progresses at different ages and stages in their lives. The sources that have informed my understanding of this topic include Carolyn, M. (2012), Child Development, 3rd Edition, Pearson Education Gate, Harlow; Claiborne, L. & Drewery, W. (2010), Human Development, Family, Place, Culture, McGraw-Hill Australia Pty Ltd; Ministry Of Education (1996), Te Whariki He Whariki Matauranga mo nga O Aotearoa/Early childhood curriculum, Wellington, New Zealand Learning Media; Santrock, J. W. (1973), Child development, 12th Edition McGraw-Hill Higher Education.

This essay will focus on the physical development of an eight-month-old baby who is learning to crawl and explore strategies that early childhood educators can employ to support this milestone achievement. Crawling is a significant accomplishment as it enables babies to grasp concepts like under, over,in,and out.

Crawling provides babies with sensory stimulation through their hand and knees, promoting the development of fine and gross motor skills as well as muscle development. Furthermore, by learning to hold their weight on both arms and legs while crawling, babies enhance their balance, which is advantageous for walking and mastering the use of opposing limbs to move forward. This action stimulates both brain hemispheres, benefiting cognitive and language development in the future.

To support a crawling baby, educators can implement several strategies. First, it is crucial to provide the baby with enough space to move around freely

and safely. Additionally, educators can encourage the baby's mobility by placing objects just beyond their reach, motivating them to move forward. Moreover, babies are highly responsive to sound and quickly learn that others will respond to their sounds. They can recognize familiar voices and sounds; therefore, educators should utilize their voices, words, and non-verbal cues to prompt babies to crawl towards them (Berk 2006).

Some infants choose to crawl without any clothing, relying on their gross motor skills to reach their desired destination. If a baby is not at ease lying on their stomach, it can be beneficial for a caregiver to accompany them in spending time communicating and singing while in that position. This can enhance the enjoyment of tummy time and motivate the child to spend more time in this posture. Ultimately, it can aid in familiarizing the baby with being on their stomach and potentially result in stretching and crawling towards objects or voices.

According to Te Whariki, educators assist in fulfilling Exploration Goal two by providing safe objects that assist infants in their movement. These objects allow them to gain confidence and control over their bodies. By offering something to hold on to, balance against, and pull themselves up on, educators can enhance a baby's crawling skills, improving their confidence, balance, speed, and overall ability. Such development is crucial for reaching the milestone of walking.