Ular, Shaina Marie C.

Bsed Filipino 1E-4

GETTING TO KNOW YOUR CASE

INTRODUCTION

Development is a process that creates growth, progress, positive change or the addition
of physical, economic, environmental, social and demographic components. The
purpose of development is a rise in the level and quality of life of the population, and
the creation or expansion of local regional income and employment opportunities,
without damaging the resources of the environment. Development is visible and useful,
not necessarily immediately, and includes an aspect of quality change and the creation
of conditions for a continuation of that change.
The international agenda began to focus on development beginning in the second half
of the twentieth century. An understanding developed that economic growth did not
necessarily lead to a rise in the level and quality of life for populations all over the
world; there was a need to place an emphasis on specific policies that would channel
resources and enable social and economic mobility for various layers of the population.
Through the years, professionals and various researchers developed a number of
definitions and emphases for the term “development.” Amartya Sen, for example,
developed the “capability approach,” which defined development as a tool enabling
people to reach the highest level of their ability, through granting freedom of action,
i.e., freedom of economic, social and family actions, etc. This approach became a basis
for the measurement of development by the HDI (Human Development Index), which
was developed by the UN Development Program (UNDP) in 1990. Martha Nussbaum
developed the abilities approach in the field of gender and emphasized the
empowerment of women as a development tool.
In contrast, professionals like Jeffrey Sachs and Paul Collier focused on mechanisms
that prevent or oppress development in various countries, and cause them to linger in
abject poverty for dozens of years. These are the various poverty traps, including civil
wars, natural resources and poverty itself. The identification of these traps enables
relating to political – economic – social conditions in a country in an attempt to advance
development. One of the emphases in the work of Jeffrey Sacks is the promotion of
sustainable development, which believes in growth and development in order to raise
the standard of living for citizens of the world today, through relating to the needs of
environmental resources and the coming generations of the citizens of the world.
Children go through distinct periods of development as they grow from infants to young
adults. During each of these stages, multiple changes in the development of the brain
are taking place. What occurs and approximately when these developments transpire
are genetically determined. However, environmental circumstances and exchanges with
key individuals within that environment have a significant influence on how each child
benefits from each developmental event. These stages are Infant or Baby (0 – 2
Years Old), Toddler (18 Months – 3 Years), Preschooler (3 – 6 Years Old), School-
Age Children (6 – 12 Years Old), and Adolescent (13 – 18 Years Old).

Adolescence is a phase of maturation: it is a transitional period of physical and

psychological human development between childhood and adulthood, the cultural
purpose of which involves preparation to assume adult roles. Classically, adolescence
occurs from 12 to 22-25 years old.

Biologically, adolescence is marked by the onset of puberty and the termination of

physical growth with changes in the sex organs and characteristics including height,
weight, and muscle mass, as well as a time for major changes in brain growth and
maturation.

Cognitively, adolescence is characterized by improvement in abstract thinking, in

knowledge and in logical reasoning.

Socially, adolescence is a period of preparation for culturally adequate social adult roles
such as being as worker or a romantic partner. It is such a dramatic "changing" phase
that statements to describe this period include an "identity crisis", "normal to be
abnormal", "a normative psychosis", etc.

Why do I behave differently to when I was a child?

Your body and brain are changing dramatically.

New behaviours are surfacing and your parents and other family members may be
frustrated and irritated by them. Notably, you will have your attention shifting and it will
be harder to concentrate, you will find it harder to get motivation from the tasks you
are requested to comply with, and you will engage in higher risk-taking behaviour with
possible negative outcomes.

All these are normal adaptive behaviours and result from on-going changes in the brain.

What is happening to my brain?

The brain is both hardware (constitution) and software (functions).

The teenager's brain is different than the adult brain: it is still developing and will
continue to do so until full maturation by the age of 22-24.
 The greatest changes in the brain volumetric areas responsible for self-control,
judgment, emotions, and organization develop between puberty and adulthood.
Therefore, poor decision-making, recklessness, and emotional outbursts that
characterize teenage behaviour are explainable.

During the teenage years there is a second phase of rapid brain development – the first
phase occurred in the first 18 months of life – and then the connections among neurons
in the brain that are not used disappear, while those that are used stay stronger, a
process called "pruning" that makes the brain more efficient.

So, adolescent brain development can be consciously controlled by adolescent

themselves: those who learn and train to organize their thoughts, understand abstract
concepts, and control their impulses will be laying the neural foundations for the rest of
their lives.

Therefore, conscious decision-making and the adoption of healthy lifestyle habits in

adolescence will impact the rest of your life, as will "bad habits". Here is an example: it
is clear from research that adolescents are more vulnerable than adults to the effects of
alcohol on learning and memory. Those who repeatedly use alcohol can suffer long-
term effects, with compromise of cerebral functioning and long-term negative effects on
the development of their brains.

Children develop skills in five main areas of development:

 Cognitive Development. This is the child's ability to learn and solve problems. ...
 Social and Emotional Development. ...
 Speech and Language Development. ...
 Fine Motor Skill Development. ...
 Gross Motor Skill Development.
Your child is growing up. Have you noticed that your 4- to 5-year-old is becoming more
independent and self-confident? If not, you will in the coming year.
Most children this age begin to develop greater independence, self-control, and
creativity. They are content to play with their toys for longer periods of time, are eager
to try new things, and when they get frustrated, are better able to express their
emotions.
Although children grow and develop at their own pace, your child will likely achieve
most of the following developmental milestones before he or she turns 6 years old.

4- to 5-Year-Old Development: Language and Cognitive Milestones

Your curious and inquisitive child is better able to carry on a conversation. In addition,
your child's vocabulary is growing -- as is his or her thought process. Not only is your
child able to answer simple questions easily and logically, but he or she should be able
to express feelings better.
Most children at this age enjoy singing, rhyming, and making up words. They are
energetic, silly, and, at times, rowdy and obnoxious.
Other language and cognitive milestones your child may achieve in the coming year
include being able to:

4- to 5-Year-Old Development: Movement Milestones and Hand and Finger Skills.

Children learn through play, and that is what your 4- to 5-year-old should be doing. At
this age, your child should be running, hopping, throwing and kicking balls, climbing,
and swinging with ease.
As a parent of a 4-year-old, you may notice your child is all about living life to the
fullest and making the most of every opportunity to learn, play and grow. Get ready—
your 4-year-old’s skills and knowledge will continue to develop by leaps and bounds as
they get ready to enter kindergarten.

Understanding the key developmental milestones of this age will help you ensure your
child is on track. It can also help you see what skills your child may need to learn and
identify any warning signs that you and their pediatrician should discuss.

Illustration by Emily Roberts, Verywell

Physical Development

As a 4-year old develops physically, they not only grow taller, but continue to get a
better handle on their gross and fine motor skills. A 4-year-old is still learning how to
control their body and is more likely to try new things as they succeed.

Key Milestones

 Gross motor skills: Your 4-year-old will become aware of their own place in
space and be less likely to bump into others while moving. Their running abilities
will improve dramatically and they may even be able to dribble a soccer ball.
 Fine motor skills: At age 4, your child should have improved hand-eye
coordination which results in an ability to string beads, complete puzzles, and
color inside the lines.
 Major highlights: By this age, most kids can dress themselves, brush their
teeth with supervision, and are usually potty-trained.

Parenting Tip

Remind your child of safety rules like holding hands in parking lots and staying away
from the stove, and eventually, your child will respond to these verbal cues from you if
you ask, “We’re in a parking lot so what do we need to do?”
Emotional Development

By age 4, kids show a big desire for independence and want to do as much as possible
by themselves.

It’s normal for them to be cooperative one minute and overly demanding the next. But
overall, they are gaining better control over their emotions.

Key Milestones

 Becomes more aware of other people’s feelings.

 Experiences a broad range of emotions, such as jealousy, excitement, anger, and
fear.
 May become more focused on winning when playing games.

Parenting Tip

Avoid threatening to leave your child behind if they don’t hurry up and avoid saying
you’re going to spank them if they get out of line. Even if you’re joking, your child may
not understand that you’re not serious.

Social Development

Temper tantrums are (hopefully) becoming less and less frequent as your child has
learned coping mechanisms, but a major life event, such as a move, a divorce, or
the birth of a sibling can definitely affect your child's moods and behaviors.

While trusted adults, like parents and grandparents, are still the primary source of your
child's interactions, the opinions of friends and peers are starting to become more
important.

Key Milestones

 Establishes real friendships, and may even have a "best friend."

 More readily shares and takes turns with peers.
 Still looks to a trusted adult for help when needed.

Parenting Tip

While you don’t want to let your child win every time you play a game, you can let your
child bend the rules sometimes. Don't worry, they'll likely change the rules to favor
themselves as they go, but allowing them to do so can be good for the imagination.
Cognitive Development

Your 4-year-old is likely getting better at problem-solving and has a good handle on
how to incorporate a solution that will appease everyone (or at least tries to).

While most 4-year-olds can recite the alphabet and memorize shapes and colors,
cognitive development isn’t just about learning facts and academic basics. Learning for
children this age also envelops learning about learning—how to ask questions and how
to process information into understanding.

Speech & Language

This age is definitely a chatty one, as more language skills develop (what they say and
what they understand) at an astounding rate. Your 4-year-old should have about 2,500-
3,000 words they understand by their fourth birthday. By the fifth birthday, however, it
will balloon to over 5,000 words.

Play

Most 4-year-olds love using their imaginations. They may even develop imaginary
friends.

Your child may go between reality and pretend play constantly. They might enjoy
playing house or dress up, and getting their friends involved, too.

Key Milestones

 Shows an interest in goal setting for herself—like learning how to ride a two-
wheeler, or learning how to pump a swing.
 Wants to make decisions on their own, such as picking out their own clothing or
choosing a snack.
 Understands the concepts of numbers—that the number four represents four
flowers or four balls.

Parenting Tip

To help your 4-year-old continue learning, just keep talking. Answer any questions
(even if you don't know the answers), read, and get them thinking about words by
asking questions about what you are seeing and doing.
Other Milestones

By age 4, most kids start to recognize their sexuality. Your child may have questions
about where babies come from or why boys and girls are different.

It’s important to provide basic, matter-of-fact information. Use correct terminology

about your child’s body parts.

Avoid scolding or punishing your child for touching her genitals. You may want to begin
talking about what’s socially acceptable and what isn’t. For example, explain that no
other person, other than a doctor or a parent, can touch a child’s private parts.

When to Be Concerned

While all children develop at slightly different rates, it’s important to look out for red
flags that your child isn’t meeting certain developmental milestones. The Centers for
Disease Control and Prevention recommends speaking with your pediatrician if you see
any of these things in your 4-year-old:

 Can’t jump in place

 Has trouble scribbling
 Doesn’t follow 3-part commands
 Doesn’t use “me” and “you” correctly
 Shows no interest in interactive games or make-believe
 Ignores other children or doesn’t respond to people outside the family
 Resists dressing, sleeping, and using the toilet
 Can’t retell a favorite story
 Doesn’t understand “same” and “different”
 Speaks unclearly
 Loses skills they once had

A Word From Verywell

You’re likely to see some big changes in your child between the fourth and fifth
birthday. But don’t be surprised if you also see some regression at times.

Your 4-year-old may exhibit baby talk sometimes or may start waking you up in the
night even though they've slept through the night for a long time. Temporary setbacks
can be part of growing up and they usually fade away quickly.
Your 4 year old is developing confidence in her physical ability but, as in her emotional life,
she can be too bold or too timid and need to be supervised inphysical play. Your 4 year
old can: walk easily up and down steps, one foot to a step. throw and catch, bounce and kick a
ball and use a bat.

PHYSICAL
After his three year-old self spent a good portion of the last year developing gross and fine motor
skills, it's no wonder that your four year-old has great confidence in his physical abilities. But this
confidence is not always matched by ability so he still needs close supervision when he plays.

Developmental milestone include:

 Walking confidently, one foot on each step, up and down stairs
 Using a bat and ball with confidence - he can now throw, catch and bounce a ball
 Climbing trees and ladders with ease
 Running at speed
 Jumping with two feet over objects
 Walking for a short distance along a line before falling off
 Pedalling well, and may even be learning to ride a two-wheeler with training wheels
  Hopping - although this is usually very wobbly
 Threading beads
 Learning how to swing himself on a swing - even though he'd still like you to believe that he
needs you to push!
 Confidently self-dressing
 Being in charge of his own toileting - although he may still wet the bed at night.

What can I do to encourage his physical

development?

o Play plenty of games with him that involve sorting and matching objects - try sorting
beads into different colours or shapes before he begins threading, play Go Fish or
Snap card games with him.

Give him lots of time outside playing. Use a large ball and have a game of 'cricket' with him.

 Do your teaching through playing with him - avoid the expectations of 'lessons'.
 Get down and dirty with him and do some craft. Try making playdough from scratch and then
start modelling.

Signs there could be a developmental delay

include:
 He is much less physically able than his peers.
 He screws up his eyes to look at some things or has trouble seeing some things, or the
pupils in his eyes aren't always looking in the same direction.

REMEMBER!
All children are different and develop at different rates, so don't be overly concerned if your pre-
schooler is acquiring new skills at a different rate to those around him. But if you are worried about
his development, or it seems to have stalled or be going backwards, talk to a health professional.

COGNITIVE
Preschool Cognitive Skills
Your 4-year-old should begin to recognize and name a few colors, starting
with primary colors of red, yellow and blue before slowly learning how colors
mix to create secondary colors of orange, green and purple. As your child
uses crayons, call out the colors he uses in drawing. Repetition of these color
names and observances helps a young preschooler learn the correct names.

Along with colors, your child will begin to identify numbers of objects and
count from one to 10. And when he's putting toys in a certain order? He's
practicing those early premath skills of comparing and sequencing. He will
also be sorting objects according to various characteristics, such as color,
shape and size. Challenge your child to repeat a simple pattern using colorful
blocks and beads.

Four-year-olds are also beginning to understand the concepts of "same" and

"different." Everywhere you go, search for opportunities to point out things that
are alike and things that are different. Ask your child to look for all the red cars
or blue trucks on the ride to the grocery store. How are they alike and
different?

Just a year ago, a concrete idea of time wasn't part of your toddler's day. As a
4-year-ol, time is starting to make sense (sort of!). They know the difference
between morning and afternoon and can track the changing seasons
throughout the year. Story time is also taking on a new role, as children now
pay attention to story sequence. They are beginning to understand that each
one has a beginning, a middle and an end. Guided questions can help
children make sense of the stories they hear.