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Lauren Marks ENC 1102 September 23th, 2013

Early Childhood Development and Their Similarities

Background Information While in high school, I was in the Early Childhood

Development Academy, which granted me the ability to receive my certificate. The academy gave me the opportunity to learn how to teach children young children through various techniques and lessons. There were four years in the academy and each year you stepped up the ladder and learned more detailed information and got more involved in the academy. The certificate permits me to teach three to five year old children in a daycare facility. I achieved my certificate through hard work and hands on training. Due to my high school career, my major in college is now Early Childhood Education because even though I have my certificate, Id like to further my education.

Context When first introducing discourse community, the class was more than
puzzled. It took everyone a couple class periods to understand what a discourse community actually is and what it does. A discourse community is a group of people who share the same beliefs, values and life choices. In my situation, my discourse community would be Early Childhood Development. Within the discourse community, there is a thing called Genre, and no were not referring to music. The genre I am going to be working with is:

text-type that is the result of repeated rhetorical situations within a certain discourse community.
For my circumstances, my genre is similarities dealing with young childrens developmental skills. Through cognitive, physical and social and emotional development, children ages three to five contain numerous resemblances.

Topic The topics that are discussed in my genre include the correspondence between
cognitive, physical and social and emotional development. Even though the three subjects are dissimilar, they have a commonality because of the development in all these aspects are vital in young child. Although children in the early childhood age group develop at various times, the articles clarify which life event usually occurs at which age. In Major Milestones by Erica Loop, she discusses how and when cognitive tasks mark the landscape of early childhood development. In Gross and Fine Motor, she talks about which gross motor and fine motor actions varied early childhood age children can take part in. In Social and Emotional, she converses when social and emotional development begins and what actually occurs in each social and emotional skills. As an infant, even though this is a very young age, many cognitive markers are generated. By seven months of age, children should be able to detect cause and effect principles. By twelve months, children are likely to understand the concept of object permanence, which means that when an object is not in sight, they know the object is technically still there. By the time the child is in their preschool age, they should be able to make independent decisions and understand time concepts. Preschoolers depict their cognitive development in this stage by the way they think and the activities they participate in. When discussing physical development, gross motor and fine motor skills are relevant. Gross motor skills refer to large body movement including three year olds who can run, jump and hop. By the time children are four years old, their gross motor skills allow them to climb up stairs and hop on one foot. As their lower body muscles develop, as does their upper body mobility. For example, when children are three to four years old, their catching and throwing abilities should be accurate as should their hitting abilities. When they finally get up to five years of age, their whole body coordination allows them to peddle and steer a bike. Children at the

early childhood age develop their gross motor skills from having very little upper and lower bodily movements to being able to climb on monkey bars and jump roping. Children who are three to five ages develop their fine motor skills, which are activities dealing with small, precise movements such as three year olds who can build block towers and five year olds who can button up their shirts. At the young age of two years old, children begin to show which hand is more dominant. Four year olds dealing with fine motor skills can usually refine their eating skills and utilize forks, knifes and spoons. Preschool aged children exploit their physical skills by developing both their gross and motors skills from not being able to do any bodily actions for themselves to eventually being able to dress and feed themselves. Social and emotional development is the hardest type of skill to detect because this stages majority developments happen after the early childhood age. When it comes to social skills in three to five year olds the children are too young to comprehend the concept of purpose. At such a young age, the childrens behavior exemplifies their social skills- it is their way of interacting with others. A childs emotional development is effected depending on their parents emotional levels. A childs emotional skill is dependent on how the parents provide selfawareness, confidence and nurture. It is important to remember with such young children that the emotional development is directly in line with the way the child views the world and his surroundings. Children at this age learn and adjust to emotions such as guilt, pride and embarrassment by experiences and interpretations of various situations. Social and emotional skills develop over time when parents regulate their children with continuous everyday routines and to the point instructions because they aid their children in being able to adjust to social and emotional situations easier.

Features In all three of the articles presented for this assignment, the recurring feature
would be the development in three very different types of skills in the early childhood field. Although the skills are diverse, the timeframe in which children three to five develop the skills are all parallel. It is known that within these three years, the most development occurs in cognitive, physical and social and emotional skills. For this assignment, I consumed articles which would support the development in the early childhood age group. I believe the articles that were used are efficient because they were up to date, detail orientated and filled with useful and relevant information. The sources were not only on topic, but also carried similar genres. The format in which the articles are presented is separated by age and activities developed. Although they vary, each text seems to be about a page long with constructive information. The features which were included in the articles I choose is important because the more enhanced information I receive, the more accurate and informative my essay will conclude.

Participants In Major Milestones by Erica Loop, in Gross and Fine Motor by

Angela Oswalt, and in Social and Emotional by Nellie Day, the participants in all the articles include children ages three to five. The article In Major Milestones in Cognitive Development in Early Childhood discusses how the early childhood aged children develop their cognitive skills.Early Childhood Physical Development: Gross and Fine Motor Development discusses the physical development of three to five years olds. While Social and Emotional Development in Early Childhood converses about how and when social and emotional development occurs. Anyone who is not in the early childhood age group was not invited to participate in the passages because the articles would not be affective, or purposeful if too many various ages were discussed. There is literacy in Major Milestones which readers should know such as when

asking a preschooler to put their shoes on, they will go to the closet, choose which shoes they want to wear and then come to you for help, showing the cognitive level of a preschooler. In Gross and Fine Motor, the literacy readers should understand is when the author utters how by the age of five years old, childrens artistic skills should be develop-they should be able to draw stick figures and copy shapes such as circles and squares, demonstrating the fine motor development from a two year old who cant hold a pencil correctly to a five year old drawing its own pictures. A literacy readers in the Early Childhood genre need to include in Social and Emotional would be that in this phase, three year olds will begin to realize that he is a separate entity from his parents and will start testing limits by exploring the world around him, signifying how vital development is in social and emotional skills. In these article, the authority figure would be both the author because they have the knowledge of being able to know the facts and information in the articles and also teachers because they have hands on experience with different ages, where they can clarify which cognitive, physical and social and emotional level a child is established at within different ages.

Power Within the articles I have been discussing, there are appeals and structures of
this genre such as ethos, logos and pathos. Major Milestones, applies to ethos because Ms. Loop explains that experts working with children have the training and knowledge to know what cognitive skills a child possess at which age. In Gross and Fine Motor, Angela Oswalt addresses ethos by having the authority to converse about physical development between the early childhood age group. She has permission to detect which gross and fine motor skills two through five year old children can actively perform. Nellie Day, on the other hand, concentrates on ethos by acquiring the credibility to describe when social and emotional development begins and what occurs throughout the early childhood ages. The passage gives teachers authority by

having the ability to know what early childhood age children can act on which learning activity, whether it is cognitive, physical or social and emotional; being able to successfully care for children is not common knowledge-you must have the experience and dedication to understand all areas of early childhood development. The article Major Milestones declares logos by providing readers the cognitive age appropriate levels of learning. For example, infants begin to understand that when dropping a rattle, it will make noise, while a preschooler is much more advanced and begins decision making. Gross and Fine Motor delivers logos by explaining the physical development between three and five year old children. Logics in this article include knowing what gross motor and fine motor development entitles, which gross motor skills children are developing at which age and which fine motor skills children are developing at which age. Logos applies in Social and Emotional, when Ms.Day talks about when social and emotional development begins. How social and emotional affects children and when social and emotional development comes into play. It is inevitable that children learn at different rates, but the articles differentiate early childhood development by the different aged children and by the skills being developed. In the article Major Milestones, pathos appears because in order to teach children, you must have a relationship with the child and seize concern for the child. Children are known to progress at a greater level when the teacher has a tight relationship with the child. When dealing with cognitive development, the article implies that a healthy, hands on teacher-child relationship is most effective. The article Gross and Fine Motor grasps the concept of pathos because you always have to be on top of and concerned for physical development in young children. If a child is not developing correct, emotions such as frustration and sadness begins to up rise because they cannot do the same activities as other, properly developed, children. Social and Emotional

relates to pathos because the more connected the child is to the social and emotional skills, the easier they will develop feelings and emotions. If an early childhood aged child is easily able to communicate, then they will enjoy being with other people, but if a child at an early childhood age cannot grasp social and emotional development, they will have a hard time adjust to certain situations. Overall, the articles separate the early childhood age groups and describe the various cognitive, physical and social and emotional activities the children can do, depending on ages and skill levels.

Articles: ENC1102-major milestone.htm Enc1102-gross and fine motor.htm Enc1102-social and emotional.htm

Work Cited Day, Nellie. "Social & Emotional Development in Early Childhood." EHow. Demand Media, 18 June 2009. Web. 18 Sept. 2013. Devitt, Amy J., Anis Bawarshi, and Mary Jo Reiff. "Materiality and Genre in the Study of Discourse Communities." 65.5 (2003): 541-557. Web. 7 Sept. 2013. Loop, Erica. "Major Milestones in Cognitive Development in Early Childhood." Everyday Life. Globalpost, 2013. Web. 18 Sept. 2013. Oswalt, Angela. "Early Childhood Physical Development: Gross and Fine Motor Development." Seven Counties Services Inc.,2013. Web. 18 Sept. 2013.