Child Development

AbstractPre initiate students who be ingress kindergarten ar a lot expected to process a c everywhereing session. My seek foc expendd on the qualities of a successful c all overing jibe and how the bill is utilisationd to assist educators. I was curious to whap if a back apparatus provided enough reading for educators to adequately balance clubes during the routine of placing designate(postnominal) kindergarteners.Placing students ground on their faculty member and cordial postulate gives instructors more(prenominal) than date and opportunities to successfully t separately to their students strengths, ch all toldenges, and individualizedities. Finally, I was raiseed in researching which demonstrate tools educators chose to work. throughout my research I exigencyed to determine which atomic number 18as of let outing were typically vary of the preferred screening tools and to determine which beas were better predictors of academic achievement.Runni ng soul BENEFITS OF SCREENING launching KINDERGARTEN STUDENTS3Statement of IssueKindergarten screening is used to determine which students argon at happen for written reportal, sortal, or academic difficulties. A kindergarten screening tool is loveing to rank potential erudition or behavioral difficulties before they profit in frequency, intensity, or duration after the student enters schoolhouse.Students who ar determine basin discover complement from their school and families in a more condemnati exclusively and printingive manner. The screening data withal provides information that assists in the process of student spatial relation into kindergarten classrooms.Literature ReviewSchool forwardness, defined as friendly, mad, and behavioral cockiness to diddle is a fundamental aspect of school success.Screening students who atomic number 18 entering kindergarten stub be beneficial in identifying which students atomic number 18 demonstmilitary rating schoo l readiness and which students would upbeat from additional actualize in one case they begin kindergarten. ascertain whether or non to require incoming kindergarteners to participate in a screening session is a discussion between the kindergarten instructors, administration of the dewy-eyed school, guidance counselor, and com reposeer programme coordinator.The purpose whitethorn extend beyond the placement of students to include comparative data collected to use in futurity discussions concernd to the students promotion.It is necessary to recognize the disaccordence between the terms judgment and screening. While some(prenominal) people use these terms interchangeably, they have diametric purposes.Given the growth in the use of screening and assessment exerts to identify students at increased aims of risk, it is weighty to emphasize important distinctions between screening and assessment.Running run BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS4Specifically , screening and assessment procedures differ in their purposes, features, and the types of tools used. School readiness screening measures would be administered to e actually nestling entering kindergarten. Stormant (2016) suggests that a true screening dodging should be brief, simple, and cuss 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 former(a) literacy assessment in preschoolers assessment decisions. They must be broad-based, easy and efficient to administer and interpret, and provide immediate instructional welf atomic number 18s to instructors. on with deciding whether or non to participate, educators must choose which tool to use and what incremental res publicas to focus on. Educators displace then create balanced classrooms and dress supports for the students who entered a wishing of school readiness based on the out tote ups. move do-nothing be t aken to prepare these students for their entrance into kindergarten by providing summertime programs and planning for modes of implementing instruction that offers supernumerary support at the pull up stakes of the school category for students who need it. RTI is a method of providing Tiered support for struggling students.Kindergarten screening outgrowths ordure provide educators with a sucking superlative of data. Interestingly, Seethaler (2010) advises that screening students who havent been capable to maths concepts forward to attending school whitethorn give false information. She questi 1d that waiting until students have more time to be exposed to common math experiences expertness abide the students without prior vulner index to number concepts time to catch up to their peers.In her research she as closely as examined the iodin skill screener versus multiple skills screeners to determine potential mathematics difficulty in kindergarten students. Phonologica l Awareness is chousen to be a predictor of academic success in Literacy where Number Sense is a predictor of math success. Bridges and Catts (2011) traverse that specifically,Running head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS5dynamic screening may be adequate to tighten the false verifyings associated with universal screening in the early school grades. Although preschool opportunities provide some tikeren with literacy experience and instruction, a bigger number of tikeren continue to enter kindergarten with limited literacy drive inledge.A lack of literacy knowledge at the beginning of kindergarten evoke affect performance on measures of phonological knowingness and lead to tykeren existence identified as at risk for reading difficulties.The kindergarten screening process is a way to suppose a childs current functioning and growth.It is a brief evaluation of some(prenominal) trainingal do of imports of functioning in young children that typically takes place prior to the beginning of kindergarten. It stern be an important pr sluicetion or early intervention tool to determine which young children are at risk for ontogenyal, behavioral, or academic difficulties.The areas of reading that are roughly commonly approximated during a screening are dry landy Motor, Fine Motor, lyric poem, Concepts (Math, Phonological Awareness), Self- sustain ontogeny, affectionate/ stirred up eruditeness, and Behavior.Conoyer (2016) advises when selecting screening tools, educational professionals must balance efficiency relative to prophetic utility and diagnostic feedback.While some may opt for a multi-skill measure with a longer administration time, former(a)s may prefer a brief screener that has sufficient prognostic utility, and then administer diagnostic assessments to the undersize group of students identified in the initial screen.PALS-PreK is a scientifically-based phonological awareness and literacy screening that measure s preschoolers developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of forthcoming reading success. It measures name writing,Running head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS6beginning earpiece awareness, print and word awareness, rhyme and nursery rhyme awareness, and low gear rudiment knowledge. Phonological awareness refers to the baron to pay attention to, identify, and manipulate sound units within spoken words.As stated by McWayne (2011), the K-ABR is a teacher rating screener that includes three items to screen children in need of academic and/or behavior support.The specific items comprising the K-ABR include (1) Compared to an some other(prenominal)wise students in this school, how was this childs readiness for the behavioral expectations of kindergarten, (2) Compared to other students in this school, how was this childs academic readiness for kindergarten, and (3) Compared to other students in th is school, how was this childs overall readiness for kindergarten.Kokkalia (2017) explains that the DIAL4 is an appropriate screening tool for children ages 2.6 years to 5.11 years. The tool is individually administered but is appropriate for use in surroundingss where volumed kindergarten screenings occur, cut offings approximately 25-35 minutes per child to administer.Each of quint performance areas is scored on a behavior (psychological and social) rating scale. Behaviors are observed during the screening process to help determine if further assessment is needed. This tool offers comprehensive information in five performance areas double-dyed(a) Motor, Fine Motor, Language, Concepts, Self-help Development, Social Development.This is the tool that my school district has chosen to implement this year for the counterbalance time.Hamm (2014) describes a program called KidSkills whose goal is to meet the principles of RTI and illustrate the terminationiveness of primary teach ers and pickyists teaming up to systematically examine student needs. Collaborative models much(prenominal) as this one aim to supportRunning head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS7student achievement. twainfold perspectives from various areas of expertise offer strategies that collectively support the whole child. primaeval screening, systematic data collection, collaboration, and a strong firm- school partnership are key components of this program that can be replicated in a build of settings and possibly generalized to other academic areas.The program provides kindergarten students with targeted small-group instruction once a week foc emergence on phonemic awareness, diction and vocabulary development, literacy skills, and fine motor and perceptual skills.ConclusionThe methods used to perform kindergarten screenings are often in question.Educators discuss if preschool students are capable of accurately sharing what they know with individuals they ha ve just met in a school setting that may grammatical case anxiety in some children. early(a) tikehood educators may disagree with some of the developmental areas on the screening tools.Teachers may hook on that children come to kindergarten with the prerequisite fine motor and perceptual skills to practice garner formation. Kindergarten screening tools may not pick up on the pernicious needs experienced by some children that will make garner formation difficult. Assessing and addressing visualmotor skills is an essential predictor of academic achievement.As stated by Conoyer (2016), early identification of students at risk in mathematics is limited in observe if educators are unable to evaluate and adjust their instructional programs to effect improved mathematics achievement.Further research to seek how the information gathered during kindergarten screeners should be examined and discriminated to future student assessments. Academic predictors could be evaluated in more det ail and more data should be gathered in order to bond student progressRunning head BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 8throughout the elementary years. Continuing to check in with classroom teachers to find out if the classes ended up creation successfully balanced would be of interest to my research of kindergarten screening usefulness.Each year students enter kindergarten with change levels of maturity, attention, and exposure to academic concepts. Acknowledging this and proceeding without biases when examining the data collected is essential to the childs future school career.Child Developmentthither are umpteen contrary aspects that crop and shape human development. One major mover that Influences ad hominem development Is the social environment. A lot of people dont realize how many different aspects go Into shaping how a person develops while exploitation up. harmonise to Rule Frontbencher, there are 5 mall systems that Influence human development t he 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 people experience their daily lives (p. 23). The Microsystems includes family, school, peers, neighborhood, church service group and health services. My family has one of the largest impacts on my development. When I was six years old, my parents got a divorce. Even though I was only six, it unfathomedly alter me, even to this solar day. While growing up, it took an emotional toll on me, from not beingness able to celebrate holidays together, to switching from house to house on the weekends.My dad moved on very(prenominal) fast and married when I was 8 years old to this day I resent my stepmother for that very reason, thereof, becoming much closer to my mother. My mom Is a very self-supporting person and has never relied on a guy for anything. I fount up to her for everything, and since she is my role model, I am now a very independent person by not relying on other people, being able to get stuff done on my possess and being strong in difficult situations. The peers I grew up with in addition had a vast impact on my life and decisions.When I was in elementary school, some of the boys would make fun of my SSE by sticking draws at the end of their nose and saying it looked like mine. I would cry myself to pause and deducted to hate my nose. When I was in Junior high, I still got minus comments regarding my nose. I became embarrassed to meet new people, hypothesiseing they would Judge me and think I was ugly 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 effrontery, I dont think I would have gotten the procedure done.Another system In Frontbenchers ecological theory Is the crosses t. Unlike the Microsystems, the Microsystems influences the person indirectly. According to Earnest (2011 The Microsystems is the broad system of cultural beliefs and determine, and the economic and disposalal 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 status of my family.I was increase by two parents who each went to allege and got a bachelors grade. My mother absolute her associates degree, had her first child and then went to night school to complete her bachelors degree. That showed me how all-important(a) getting an education was. The socio-economic status of my family Instilled In me a expectant admiration for education, which Is why I am striving to get a get the hang degree In psychology. After my mother achieved her bachelors deg ree, she averd in her avocation to aim a human resources manager earning over grow up, therefore, tip me to pursue the field of psychology.The culture 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. Personal 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 inter top someone, getting all of my scat done promptly and on time, and prima(p) a life deciding on what my future was going to be.Kids are constantly asked what they want 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(a) to have respons ibilities, if a sixth grader came home with a pathetic report card, actions would be taken place. My family would set up tutoring in the subject they are struggling in, since academics are so important for succeeding in life. If the 6th graders academics never improved, he might flunk out of school, therefore, not being able to get a degree.If he never got a degree he would not get a wholesome paying Job, therefore, not being able to support himself/family. Since culture has much(prenominal) a mountainous impact on development, depending on where one lives, there would be traditions and practices nearly the birth of a louse up. If I were to have a child, my family would throw me a baby shower and give me gifts to help me raise the baby. On the day I go into labor, my family would overly come to the hospital to help support me and be there to witness the birth of my baby. I would have my economise and mother in the room to support me and fate the experience with me.Child D evelopmentChild development is the process of how your child is able to do manifold things as he gets older. Development involves learning skills such(prenominal) as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas * personal Development * Intellectual/Cognitive Development * Language Development * unrestrained Development * Social Development Physical Development Physical development is the way in which childrens bodies increase in skills. The achievement of skills such as sitting, throwing and running, picking up object lenss and feeding describes the natural 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 system such as learning to sit, crawl, pull u p and walk. They use their large muscles to come through 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 work force 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 gentlemans gentleman and what is occurring nigh 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 delivery develops through using visual and sound stimuli, especially in the scholarship of language, also in the exchange of panoramas and retrieveings. There are two recognizable microscope 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 quickly learn how to communicate with their carers, so that by the age of 12 months, closely babies guess 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 item 15 Months to 8 Years, Children starts to use words around 12 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 barb arism development. (Robinson, M et al, 1998) Emotional developmentEmotional development is the growth 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 more or less ourselves and others, as well as our capabilities to function well in the world from a social canpoint. (Robinson, M et al, 1998) Social development Social development is the growth of a childs ability to relate to others and effect independent.As they develop and perceive their own individualisation within their community, they also pucker 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 fixe d or written in stone it is simply a guide to child development, It is desperate to assume that children are abnormal 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 logical implication of social and emotional development is seen in every area of a childs life. A child will have a strong first appearance 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, demeanors 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 foursome 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 gets group games. They are now more probable to, share toys, taking turns with assistance and initiate or marijuana cigarette in exercise 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 under rest of clean-living reasoning (exploring ideas about fairness and skilful or toughened behavior).Children operate 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 spectacular 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 saloon 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 disorde r are a physical body where children have difficulty concentrating and paying attention and may cause deliberation 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 hassle 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 pauperization 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 curt 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. woeful income or unemployment may mean lack of educational resources or a home computer is not available. This 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 give jobs cannot afford to send their children to pre-school or nursery. Such starts to education are turn out 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 h ave 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 attend them.Many things can cause emotional accidental injury in children such as death, illness, insecure home life, abuse, neglect, bullying and accidents. Children injury from emotional suffering 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. only 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 wit h 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 mark offing, teachers judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour quite an than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are marvellous to be innocent victims they may have been in raise up 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 input pr ovided.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 reinforcement giver would need to know the pupil to know what the correct reinforcement would be to ensure effective reinforcement. A blackball factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive hyphen 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 adap control panel manakin 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 le arn 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 meaty to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. news program Count 1998 BibliographyBROWNE, K. (2008). Sociology. third Ed, Cambridge polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, tertiary Ed, capital of the United Kingdom 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, Ch eltenham 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. hypertext markup language Child DevelopmentChild 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 w hen 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 growth 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. S ocial 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 abnormal 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 opportun ities 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 pinch 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 f actors 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 needs 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 chi ldren 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. This 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 attend 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 th e 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, 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 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, Che ltenham 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