Demonstrate Knowledge of The Stages of Child Development

LG-CSEECD0141A DEMONSTRATE KNOWLEDGE OF THE STAGES OF CHILD DEVELOPMENT
LEARNER GUIDE
DEMONSTRATE KNOWLEDGEOF THE STAGES OF CHILD
DEVELOPMENT
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.
*** 2005 ***
Version 1 LRDU – MAR. 05

TABLE OF CONTENTS
PAGE
Introduction .................................................................................................................. 1
...... Welcome ........................................................................................................... 1

...... This Competency Unit ....................................................................................... 1
...... Before you start ................................................................................................. 2
...... Planning your learning programme..................................................................... 2
.......... Self-Assessment Checklist ................................................................................. 3
...... How to use this Learner Guide ........................................................................... 5
...... Using the Computer and Other Resources........................................................... 6
...... Method of Assessment ....................................................................................... 7
...... Quality Assurance ............................................................................................. 7
Element 1:Outline the main features of child growth and development ........................... 8
Element 2: Identify the effects of heredity on children’s growth and development.......... 26
Eelement 3: Identify the effects of environment on children’s growth and developmetn .. 32
Element 4: Illustrate how socialisation influences personality and social development ... 44

Element 5: Illustrate factors that support or hinder the development of the Jamaican child 53

LG-CSEECD0141A
DEMONSTRATE KNOWLEDGE OF
THE STAGES OF CHILD
DEVELOPMENT
INTRODUCTION
Welcome
Welcome to the Learner Guide for Unit of Competency “Demonstrate knowledge of the stages
of child development. This is just one of a number of Learner Guides produced for the
Community Services Education skills stream of the Early Childhood Development Industry. It is
designed to guide you, the learner, through a series of learning processes and activities that will
enable you to achieve the specified learning outcomes for the competency unit.
The content of this guide was developed from the Competency Standard CSEECD0141A, which
is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ -J)
certification within the industry. Please refer to your Learner’s Handbook for a thorough
explanation of standards and competencies, and how these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and assessment instrument for a better
understanding of what is required to master the competency.
This Competency Unit
“Demonstrate knowledge of the stages of child development” addresses the knowledge and
skills required for developing knowledge of the stages of child development. There are five
main areas or elements:
Element 1: Outline the main features of child growth and development
Element 2: Identify the effects of heredity on children’s growth and development
Element 3: Identify the effects of environment on children’s growth and development
Element 4: Illustrate how socialisation influences personality and social development
Element 5: Illustrate factors that support or hinder the development of the Jamaican child
1
As you go through each element, you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skills and attitudes for developing knowledge of the stages of child development.
Before you start
Before you start this Learner Guide, you need to:
a. Obtain a Learner’s Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Know and observe the occupational health and safety standards/practices for the industry.
For example, ensure that you are wearing suitable clothing, that tools and equipment are safe,
and that the correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner Guide (see below)
Planning your learning programme
The self-assessment checklist on the following page will assist you in planning your training
programme and it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through the checklist you will be able to find out what
elements you have already mastered and which ones you will need to pay more attention to as
you go through the learning process.
To complete the self-assessment checklist, simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.
2
Self-Assessment Checklist
Demonstrate Knowledge of the Stages
of Child Development
Element 1 Outline the main features of child growth Yes No

and development
1. I can differentiate between growth and development correctly ( ) ( )
2. I can illustrate the stages in pre-natal development correctly ( ) ( )
3. I can identify the stages in children’s psychomotor development

correctly ( ) ( )
4. I can identify the stages in children’s cognitive development correctly ( ) ( )
5. I can identify the stages in children’s social and emotional

development correctly ( ) ( )
6. I can use terms related to children’s growth and development

correctly ( ) ( )
Element 2 Identify the effects of heredity on children’s Yes No

growth and development
1. I can illustrate how genetics determine the gender of children correctly ( ) ( )
2. I can illustrate how genetics determine abnormalities in children

correctly ( ) ( )
3. I can illustrate how genetics determine abnormalities in children

correctly ( ) ( )
3
Element 3 Identify the effects of environment on children’s Yes No

growth and development
1. I can illustrate the impact of the prenatal environment on children’s

growth and development correctly ( ) ( )
2. I can illustrate the importance of pre-natal health care on children’s

3. I can illustrate the stages of childbirth correctly ( ) ( )
4. I can illustrate the effect of birth complications on children’s growth

and development correctly ( ) ( )
5 I can illustrate the role of postpartum depression on children’s

Element 4 Illustrate how socialisation influences personality Yes No

and social development
1. I can identify the agents of socialisation correctly ( ) ( )
2. I can illustrate socialisation factors influencing the development

of children’s personality and concept of self correctly ( ) ( )
3. I can differentiate between self-concept and self-esteem correctly ( ) ( )
4. I can illustrate the importance of self -concept and self-esteem in

ersonality development correctly ( ) ( )
5. I can identify correct methods for building positive self -concept

and self-esteem correctly ( ) ( )
Element 5 Illustrate factors that support or hinder the Yes No

development of the Jamaican child
1. I can identify factors that support or hinder the psycho-motor

development of Jamaican children ( ) ( )
2. I can identify factors that support or hinder the cognitive development

of Jamaican children ( ) ( )
3. I can identify factors that support or hinder the social, emotional and
moral development and personality formation of Jamaican children ( ) ( )
4
How did you do?
If you ticked all or most of the ‘Yes’ boxes you might not need to go through the entire guide.
Ask your learning facilitator to assist you in determining the most appropriate action you should
take.
If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the
guide, even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
How to use this Learner Guide
This Learner Guide is designed to assist you in working and learning at your own pace.
We suggest that you:
• Go through the sections/elements as they are presented (starting at Section 1)
• Check your progress at each checkpoint to ensure that you have understood the material
• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do and to enhance your learning. The icons and their meanings are as follows:
Complete Assessment Exercise

This exercise requires you to think about the knowledge and skills
that you have or will develop in this competency unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
5
Activity
This denotes something for you to do either alone or with
the assistance of your trainer/supervisor.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
• Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources.
• Stop and complete each activity as you come to it. If the activity requires you perform an
actual task, be sure to tell your learning facilitator when you get to that activity so that he/she
can make any arrangements, if necessary.
• Get your learning facilitator to sign and date the Learner Logbook when you have completed
an activity.
• Read the summary and complete the self-assessment checklist at the end of each section or
element.
When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and should ask your learning facilitator to assist you in making
the arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and/or Internet resources, ask your
learning facilitator to assist you with locating these resources. If you are getting your training in
an institution, there may be a library and a computer laboratory. If this is not the case, visit the
local library and find out what resources are available.
If you are new to the computer and the Internet, someone in the computer room should be able to
show you how to use these resources.
Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot gua rantee that
all the sites will be available when you need them. If sites are unavailable, ask your learning
facilitator to assist you in locating other sites with the information you require.
6
Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency. This may be in a real workplace or a simulated situation that accurately relates to
the work situation. You are advised to consult the associated competency standard for further
details relating to the assessment strategies.
Quality Assurance
A feedback form is included at the back of each learner guide, to give users the opportunity to
document their concerns about any aspects of the guide. Such feedback will assist in the review
of the guide. Users are encouraged to complete he form and send it to the address given.
You may now start your learning. Have fun while you work!
7
ELEMENT 1: OUTLINE THE MAIN FEATURES OF CHILD

GROWTH AND DEVELOPMENT
LEARNING OUTCOMES
As you go through this element, you will acquire the necessary knowledge, skills and attitudes
for outlining the main features of child growth and development. Your learning facilitator is
there to assist you with the various activities. Upon completion you should be able to:
1. Differentiate between growth and development correctly

2. Illustrate the stages in pre-natal development correctly
3. Identify the stages in children’s psychomotor development correctly
4. Identify the stages in children’s cognitive development correctly
5. Identify the stages in children’s social and emotional development correctly
6. Use the terms related to children’s growth and development correctly
DIFFERENTIATE BETWEEN GROWTH AND DEVELOPMENT
The term ‘growth’ refers to an increase

in body size and can be measured in
terms of weight and height (length for
children under 2 years of age).
Generally, as children grow taller, they become heavier, but this is not always the case. Some of
the factors that may affect a child’s growth in height and weight include:
• Illness – some long-term illnesses such as sickle cell, heart disease or cancer may affect
steady growth
• Malnutrition – A poorly balanced diet may result in insufficient protein and other nutrients
for growth
• Heredity – most children will have a height midway between their parents depending on
what gender they are
• Presence of an extra chromosome e.g. Down syndrome
• Emotional influences – Babies need secure, loving environments in order to thrive. They
may react to stress by failure to gain weight
• Hormonal influences – for example lack of thyroid and growth hormone
A child’s measurements are usually matched against percentile charts that show the average
growth rate for children of various ages. There are different charts for girls and boys. At regular
intervals after birth, accurate measurements should be taken of a baby’s weight, length and head
8
circumference. The three measurements are all plotted on a percentile chart and growth should
follow a steady path.
Each baby will have his/her individual pattern. An average-sized baby will usually follow the
50 th percentile line, a very large baby the 90 th percentile line and a very small baby the 10 th
percentile line. All three measurements (height, weight and head circumference) should follow
the same line.
Development - refers to the

progress of all human functions
such as physical, intellectual/
cognitive, emotional and social.
The influences on development include:
• Stimulation of the senses – smelling, hearing, seeing, touching and tasting

• Stimulation by toys and activities – Age appropriate toys and activities such as shaking and
manipulating toys, singing nursery rhymes and reading books should be provided for
children
• Meeting of basic physical needs – Food, warmth, cleanliness, safety/health and physical
contact should be provided
• Responding to other needs – A caregiver should be able to recognise the different cries for
hunger, pain or loneliness. There should also be a positive response to achievement
• Language and eye contact – Exposure to language and time for the baby to practise words
and sounds is important
Development - refers to an
increase in his/her ability while
growth refers to an increase in a
child’s size.
Although growth and development are different, they interact with and are dependent on each
other.
It is important for a childcare worker to know how a child grows and develops. This knowle dge,
along with careful observation will help you to determine whether the children in your care are
progressing as well as they should. You will then be able to determine what is normal or
abnormal.
Refer to:
Baldwin, D. (1996) Examining Child Development Heinemann Educational
Publishers, United Kingdom, chap 6.
9
Dare, A & O’Donovan, M. (1994) A Practical Guide to Working With Babies Stanley Thornes
Publishers Ltd., United Kingdom, Chapter 6.
CHECKPOINT
• What is the difference between growth and development?

• What are three factors that may influence a child’s growth in weight and
height?
• How can a knowledge of growth and development help you in your job
as a childcare worker?
ACTIVITY
Obtain permission from a relative or friend to use his/her child (age 6 to 12

months) to practise recording measurements on a growth chart.
Visit the website – Growth chart and percentile calculator at

www.nutropin.com for details on how to plot height/length and weight
measurements onto a growth chart to determine the percentile for growth. A
growth chart can be obtained from a doctor’s office, clinic or from Chapter 6
of A Practical Guide to Working With Babies.
• Take the baby’s measurements and plot them on to the growth chart
• On which line of the percentile chart does the baby fall for:
- Height/length
- Weight
- Head circumference
• What conclusions can you make from your recordings?
Discuss your findings with your peers and learning facilitator.
10
ILLUSTRATE THE STAGES IN PRE-NATAL DEVELOPMENT
Conception occurs when the female egg is fertilised by the male sperm. At this stage a zygote is
formed. Conception takes place in a fallopian tube. Over the next five days the fertilised egg
travels towards the uterus where it becomes embedded. After this comes a complex process of
pre-natal or foetal development.
The most important factor in the growth and development of a baby is a healthy placenta, which
forms a vital link between the bodies of the mother and the baby. The umbilical cord and the
amniotic sac are also critical to the development. The role of the placenta is to:
• Allow oxygen, nutrients and protective antibodies to be passed from mother to baby
• Pass the baby’s waste to the mother
• Produce essential pregnancy hormones
The unborn baby is called an ‘embryo’ for the first eight weeks of life and a ‘foetus’ from then
until birth. There are three developmental stages called trimesters that are about 12 weeks long.
First Trimester
By the end of the first trimester, the systems and organs of the foetus’ body are well developed.
Nerves and muscles are working and reflexes are becoming established.
Week Developmental Stage
6 • The embryo is visible with the naked eye.

• The head, chest and abdomen begin to form.
• There are arm and leg buds.
8 • All the internal organs are in place
• The spine can move
• The genital organs are visible
10 • The eyes are well formed
• The head is large compared to the rest of the body
• The fingers and toes are distinguishable
12 • Muscles are starting to grow
• The fingers and toes are fully formed with nails
• The baby can swallow amniotic fluid
11
Second Trimester
This is the stage in which the foetus starts to move and starts to look like a real person with hair
and eyelashes. After week 24 the foetus is capable of living independently with special care.
Week Developmental stage

14 • The baby is completely formed and there is a lot of weight gain
• The heart beat can be heard with a monitor
• The major muscles respond to brain stimulation
20 • The teeth are being formed in the jawbone
• Muscles increase in strength and the movements are more vigorous
28 • Fat is beginning to accumulate on the body

• The lungs are reaching maturity
Third Semester
A baby born before the 38 th week may have breathing problems, but with modern special care
facilities he/she has a good chance of survival. After 40 weeks the foetus is said to be at the ‘full
term’ stage and is now ready to be born.
Week Developmental Stage
32 • The baby’s proportions are similar to what they will be at birth

• The movements are vigorous
36 • During the next four weeks the baby gains 28g (1oz.) per day
• The baby’s head should descend into the pelvis
Refer to:
Dare, A & O’Donovan, M. (1994). A Practical Guide to Working With Babies
Stanley Thornes Publishers Ltd., United Kingdom, chap 1
Stoppard, M. (1999). New Pregnancy and Birth Book, Dorling and Kindersley Publishers, United
Kingdom, chap 5
12
CHECKPOINT
• What is conception? Where does it occur?

• What is the role of the placenta in the development of the foetus?
• What are the main features of development during the first trimester?
• Why do movements of the foetus become more vigorous during the
second trimester?
• At what age can the baby live independent of the mother? How is this
baby cared for to ensure that it stays healthy?
ACTIVITY
• Read the two reference texts mentioned on page 12 and work in groups
(each responsible for a trimester) to prepare charts with photographs
and/or diagrams along with at least three development characteristics
associated with each month of pre-natal development.
• Mount a display with the charts that you have prepared.
• Your learning facilitator will review your display.
IDENTIFY THE STAGES IN CHILDREN’S PSYCHOMOTOR DEVELOPMENT
Psychomotor – relating to
bodily movement triggered
by mental activity,
especially voluntary muscle
action.
It is important for childcare workers to understand the stages in children’s psychomotor
development. This will enable them to plan appropriate activities to foster the children’s
development and that will help them to advance to the next stage.
All children follow the same stages of development, but the rate of development varies. When
children learn a new skill, they need the opportunity to practise so that they can become
competent before moving on to the next stage.
Physical or psychomotor development may be divided into two areas:
• Gross motor skills – These involve all the larger movements of the body. You can help
children to develop their gross motor skills if you offer them a safe and stimulating
environment to participate in activities such as climbing, running or playing with a ball.
13
• Fine motor skills – These involve the hands and eyes working as a coordinated unit to carry
out all small hand activities. Children can develop their fine motor skills by taking part in
special activities such as painting, drawing, writing and using eating utensils.
The table below looks at a few features of each stage of development from birth to four years.
Age Range Gross Motor Skills Fine Motor Skills
0-3 months • Can lift up the head and • Baby grasps a finger
chest placed in his hand
3-6 months • Can bring hands • Shakes small safe toys

together over body e.g. rattle, chiming bell
6-9 months • If held in standing • Puts toys in mouth to

position, will bounce explore them
9-12 months • Rolls from back to front • Grasps object with one
and may crawl hand and transfers to
other hand
Age Range Gross Motor Skills Fine Motor Skills
12 months
• Can sit alone • Claps hands together
• Pulls himself to stand • Uses a mature pincer
and walk around grasps and releases
furniture objects
• May crawl or walk • Bangs two cubes
alone or with help together
15 months • Walks alone, using • Enjoys playing with

hands to balance blocks
• Falls easily • Holds crayon in a
• Kneels without support palmar grasp and
scribbles
14
18 months • Walks and stops • Uses delicate pincer

without falling grasp
• Tries to kick a ball • Scribbles on paper
• Walks upstairs with • Builds a tower with
hand held three or more bricks
2 years • Runs safely • Holds a pencil and tries

• Walks up and down to draw circles, lines
stairs holding on • Uses fine pincer grasp
• Rides a tricycle with both hands
3 years • Can stand, walk and run • Paints with a large

on tiptoe brush
• Rides a tricycle and • Can thread large beads
uses the pedal on to a lace
4 years • Climbs play equipment • Begins to do up buttons

• Walks up and down and fastens zips
stairs with one foot on • Enjoys filling and
each step emptying containers
An in-depth knowledge of the stages of psychomotor development can help you as a childcare
worker because:
• You will be able to plan appropriate activities that will stimulate the development of both
gross and fine motor skills
• You will have realistic expectations of children’s abilities at each stage of development
• You will be able to identify children who are not developing at the recommended pace
Note:
• Be patient and attentive when supervising children

• Be creative in offering a range of stimulating activities to children
15
Refer to:
Beaver, M. & Brewster, J. (2002). Babies and Young Children. Nelson Thornes Ltd.,
United Kingdom, chap 7
Brain, J. & Martin, M.D. (1989). Child Care and Health for Nursery Nurses (3 rd ed.) Stanley
Thornes Publishers Ltd., United Kingdom, chap 10
CHECKPOINT
• Why is it important for a childcare worker to be able to identify the stages

of psychomotor development in children?
• How can this knowledge help the worker to carry out her job more
effectively?
• What are the two main areas of psychomotor/physical development?
• What does each area involve?
ACTIVITY
• Conduct research using the following website: American Academy of

Paediatrics at www.aap.org/healthtopics/stages.cfm. Use the information to
complete the above table with both the gross and fine motor skills for
children aged 0-3m, 3-6m, 6-9m, 9-12m, and 5-8 years.
• You should include at least two features/characteristics for each skill for
each age group/range. Present your information in a table as is done above.
Discuss your findings with your peers and learning facilitator.
IDENTIFY THE STAGES IN CHILDREN’S COGNITIVE DEVELOPMENT
Cognitive or intellectual development is the development of thinking and learning skills. It

includes the development of:
• The ability to solve problems

• The ability to form concepts
• Memory and concentration
• Imagination and creativity
16
Childcare workers can help to stimulate children’s cognitive development by providing

opportunities for play. Through play, children can acquire and practise the skills that form the
basis of later learning.
The table below looks at a few features for each stage of development from birth to age four
years.
Age Range Developmental level
0-3m • Newborn babies explore using their senses

• They begin to recognise the main caregiver and respond
with movement and cooing
• They become more interested in surroundings and show an
interest in toys
3-6m
• They begin to understand cause and effect example. if you
move a rattle, it will make a sound
• They begin to expect things to behave in a certain way
example that wind-up toys and mobiles will play a tune
6-12m
• Babies are able to recognise pictures of familiar things
• Object permanence is being developed that is, they will
watch a toy being hidden and then look for it
• They begin to point and follow when others point
12-15 months
• Infants explore objects using trial and error methods
• They begin to treat objects in appropriate ways example.
talking on the telephone
17
Age Range Developmental level

18 months-2years
• Infants can refer to themselves by name
• They begin to understand the consequences of their actions
• They may begin to show empathy, example. comforting a
crying baby
3 years
• Children at this age ask a lot of questions
• They can match primary colours
• They begin to understand the concept of time
• They can concentrate on an activity for a short period of time
4 years
• Children are able to sort objects into categories
• Memory skills are developing especially with regard to
familiar songs and stories
• They will confuse fantasy and reality e.g. ‘there is a monster
hiding in the closet.’
It is important for you to provide children with disabilities access to learning experiences. You
should pay special attention to providing a physical environment that meets their needs for free
movement, access to equipment and physical comfort. Children that have sensory challenges
such as blindness or deafness should be provided with opportunities to explore their environment
using their other senses.
Refer to:
United Kingdom, chaps 34 & 56
CHECKPOINT
• What are four important aspects of cognitive or intellectual development?

• How can a caregiver help children to develop their cognitive skills?
• At what age do babies begin to understand cause and effect?
• What does the term ‘object permanence’ mean?
• What memory skills does a four year old child have?
18
ACTIVITY
Carol is a preschool teacher and she has noticed that David who is two years old is
not developing at the expected pace for his age. He is not able to use two word
sentences, does not imitate actions or words, and does not follow simple
instructions. Carol is concerned and has reported the matter to her supervisor.
• Do you think it is important to inform the child’s parents of Carol’s concerns?

• What advice can Carol and the supervisor give to David’s parents about
dealing with the concerns about his development?
• Identify one agency that you think will need to be involved in evaluating this
child.
IDENTIFY THE STAGES IN CHILDREN’S SOCIAL AND EMOTIONAL DEVELOPMENT
Emotional and social development in the first year of life is an important part of children’s
overall development. Healthy growth in these areas is essential for children to become happy,
well-adjusted, sociable, independent adults.
Between the ages of one and three years, children develop an awareness of themselves as
individuals. This often leads to defiant behaviour as children assert their individuality. They
develop some independence with self -care such as feeding themselves, washing their hands and
putting on some items of clothing.
The table below looks at a few features of each stage of development from birth to four years.
Age Range Emotional and Social Development

0-1month • Initially a baby’s behaviour is controlled by reflexes such as
rooting, sucking, swallowing.
• Babies are totally dependent on others and are satisfied with
close physical contact between themselves and the caregiver.
1-2month
• They are able to tell the difference between themselves and
others
• They begin to smile and respond to people
19
Age Range Emotional and Social Development

3-6months
• Babies begin to take an interest in their environment
• They will reach out for familiar people especially the main
caregiver and may begin to be more afraid of strangers
• They are able to show eagerness, anger and pleasure by body
movements, facial expression and vocally.
6-12 months
• Infants show a preference for familiar people especially main
caregivers and show a fear of strangers
• They are able to distinguish between different members of the
family and act socially with them
• They seek attention by vocalising rather than by crying
15-18months
• Children at this age show interest in other children
• They imitate their caregivers by trying to help with small
household tasks such as cleaning up toys
• They have mood swings and move from dependence to
independence and cooperation to resistance
2-3 years
• Children at this age can be sensitive to the feelings of others and
display emotions such as sympathy
• They develop a sense of self-identity and know their name and
the names of caregivers and family members
• They have an awareness of some dangers like hot stoves and
know that they should avoid them
• They are able to feed themselves, use the toilet by themselves,
wash their hands and put on some items of clothing with
supervision.
4 years
• Children at this age can be sociable and talkative to adults and
children
• They turn to adults for comfort when overtired, sick or hurt
• They play with groups of children and engage in dramatic play
• Children tend to be more confident and self-assured at this age
and are able to show more control over their emotions
20
Between the ages of three and five, children are usually happier and more contented. At this age,
the foundation of a child’s self-concept is established. From five to seven years, children
become more independent and sociable. They are usually more self-confident, friendly and
cooperative.
As a childcare worker, you should provide appropriate activities and experiences to stimulate the
emotional and social development of the children in your care. These may include:
• Providing activities that are challenging but achievable

• Providing informal group activities such as role-play, ‘show and tell’
• Demonstrating warmth and care and giving affection and attention
• Praising and acknowledging efforts and achievements
• Ensuring that there are familiar objects and images in the classroom
• Providing for creative play, stories and discussions which allow children to explore and
express their feelings
• Providing appropriate resources and materials for children with special educational needs
such as those that are physically challenged
Refer to:
United Kingdom, chaps 24, 25, 26
CHECKPOINT
• How do babies aged 3-6 months demonstrate eagerness, anger and

pleasure?
• How do babies aged 6-12 months seek attention?
• What is the reason for the defiant and resistant behaviour of two year
olds?
• What are the main features of the social and emotional development of
children aged 4 years old?
• How can a childcare worker provide age appropriate activities and
experiences to stimulate the emotional and social development of
children?
21
ACTIVITY
In a simulated situation, assume that you work in the toddler room of an early
childhood institution. A parent of a 12-month old child is extremely worried because
she thinks that he is not developing as quickly as the other children.
• Explain to this parent the main aspects of development for children of this age
in the following areas:
- Social and emotional
- Psychomotor
- Cognitive
• Also explain that these are just development milestones and that each child
achieves in his/her own manner
• If the parent is still very worried, explain to her how she can go about carrying
out tests to check on her child’s development.
USE TERMS RELATED TO CHILDREN’S GROWTH AND DEVELOPMENT
There are certain specialized terms or jargon that are used for each aspect of children’s growth
and development. You should familiarize yourself with these terms and get to know their
meanings. You should not only be able to use the terms correctly, but also understand their
meaning when used in certain contexts.
Terms related to pre-natal development
In the section on pre-natal development you were introduced to the following terms:
• Placenta – is also known as the afterbirth. It is a spongy, red structure attached to the wall of
the uterus during pregnancy.
• Umbilical cord – It links the foetus to the placenta. It carries oxygen and food from the
placenta to the foetus and returns waste products from the foetus to the mother.
• Amniotic sac – This is a bubble-like structure in which the foetus grows and develops. The
sac produces amniotic fluid which cushions and protects the baby in the uterus.
Terms related to psychomotor development
You were introduced to the term motor skills in the section on psychomotor development. Motor
skills and the control of movement follow a set pattern with the control of larger muscles (gross
motor skills) coming before the control of the smaller muscles (fine motor skills).
22
There are times in a child’s life when he is ready to master a particular skill such as creeping or
walking. A child cannot be taught a motor skill until his/her body is capable of performing it.
Your job is to provide the right stimulus at the right time so that he/she can achieve this skill
easily.
Terms related to Cognitive Development
In the section on cognitive development you were introduced to the following terms:
• Imagination is the ability to form mental images or concepts of objects, especially of things
never seen or experienced directly. Imaginative play in young children contrib utes to the
ability to use one object to represent another child example,. a doll to represent a baby. This
is called symbolic play.
• Creativity is the ability to use the imagination to develop new and original ideas in an
artistic way. The development of new ideas is an important skill for learning.
• Problem solving includes finding solutions to everyday problems that people come across.
• Concentration is the skill of focusing all your attention on one task, which is necessary for
successful learning to take place.
• Memory involves the taking in, storing and recalling of information. It is an important
aspect of learning.
CHECKPOINT
• What do the following terms mean: (i) umbilical cord (ii) amniotic sac
• Why is it not possible to teach a child motor skills before he/she has
reached that stage of development?
• What can you do to help a child achieve certain motor skills?
• Why are creativity, concentration and memory considered to be
important aspects of the learning process?
Refer to:
Dare, A & O’Donovan, M. (1994). A Practical Guide to Working With Babies
Stanley Thornes Publishers Ltd., United Kingdom, chap 1
Thornes Publishers Ltd., United Kingdom, chaps 10 & 11.
23
ACTIVITY 1
Create sentences using the following terms to show that you fully understand
how to use them correctly:
- Umbilical cord
- Fine motor skills
- Imagination
- Concentration
Your learning facilitator will review your work.
ACTIVITY 2
Read the reference text Babies and Young Children by Beaver and Brewster.
Examine the relevant diagrams and then explain and demonstrate the
following fine motor skills to your peers:
• Palmar grasp
• Delicate palmar grasp
• Primitive pincer grasp
• Delicate/mature pincer grasp
24
READY TO PROVE YOUR COMPETENCE?
Now that you have completed this element, check whether you have fully grasped all the
components by doing the following self -assessment:
Checklist 1 Yes No
1. I can explain how to differentiate between growth and development

correctly ( ) ( )
2. I can explain how to illustrate the stages in pre-natal development

correctly ( ) ( )
3. I understand how to identify the stages in children’s psychomotor

development correctly ( ) ( )
4. I know how to identify the stages in children’s cognitive development

correctly ( ) ( )
5. I can explain how to identify the stages in children’s social and

emotional development correctly ( ) ( )
6. I can use terms related to children’s growth and development

correctly ( ) ( )
Checklist 2 Yes No
1. Growth and development are correctly differentiated ( ) ( )
2. The stages in pre-natal development are correctly illustrated ( ) ( )
3. The stages in children’s psychomotor development are correctly

identified ( ) ( )
4. The stages in children’s cognitive development are correctly

identified ( ) ( )
5. The stages in children’s social and emotional development are

correctly identified ( ) ( )
6. The terms related to children’s growth and development are used

correctly ( ) ( )
25
ELEMENT 2: IDENTIFY THE EFFECTS OF HEREDITY ON

CHILDREN’S GROWTH AND DEVELOPMENT
LEARNING OUTCOMES
for identifying the effects of heredity on children’s growth and development. Your learning
facilitator is there to assist you with the various activities. Upon completion you will be able to:
1. Illustrate correctly how genetics determine the sex of children

2. Illustrate correctly how genetics determine multiple offspring
3. Illustrate correctly how genetics determine abnormalities in children
ILLUSTRATE HOW GENETICS DETERMINE CHILDREN’S GENDER
The term heredity refers to the passing on of genetic factors such as sex, colour of hair and eyes
from parents to their children. This results in similarities between the members of a family.
Gene - the basic unit capable of

transmitting characteristics from parents to
their children.
Chromosome - a thread-like structure of

nucleic acids and protein found in the
nuclei of most living cells, carrying genetic
information in the form of genes.
Within each cell, there are chromosomes or structures carrying the genes that determine sex and
the other characteristics a child inherits from his/her parents. They are composed of DNA
(Deoxyribonucleic Acid) and protein. Human cells contain 23 pairs of chromosomes including
one pair of sex chromosomes that can determine the sex of a child. When the sperm fertilizes the
female egg or ovum, the child inherits 23 chromosomes from each parent.
Sperms have either an X or Y chromosome. Female eggs have only an X chromosome. When a
sperm with an X chromosome fertilizes an egg (X chromosome), the baby will be a girl (XX).
When a sperm with a Y chromosome fertilizes an egg, the baby will be a boy (XY). The sex of a
child is therefore determined by the father’s chromosomes.
26
Refer to:
Stoppard, M. (1999). New Pregnancy and Birth Book. Dorling and Kindersley
Publishers, United Kingdom, chap 1
About Biology retrieved July 21, 2005 from

http://www.biology.about.com/library/weekly/aa091103a.htm
CHECKPOINT
• What is meant by the following terms?

- Gene
- Chromosome
- DNA
• How many chromosomes does a child inherit from his/her parents?
• How do the sex chromosomes determine the sex of a child?
• Which of the two parents determines the sex of a child?
ILLUSTRATE HOW GENETICS DETERMINE MULTIPLE OFFSPRING
If two eggs ripen in one month, two different sperms can fertilize each egg. If this occurs, the
two embryos will inherit two different sets of genes. When they become embedded in the uterus,
each will form a separate placenta and umbilical cord. These babies will become fraternal twins
and can be two sisters, two brothers or a sister and a brother.
When a sperm fertilizes one egg, it may later divide into two. The two embryos have the same
genes and so will become identical twins. When they become embedded in the uterus, they share
one placenta. Identical twins have the same gender or sex and look alike.
Triplets, quadruplets and other multiple offspring are formed when there is a division of the
fertilized egg into three, four or more parts. The use of fertility drugs is making multip le births
more common.
Refer to:
Baldwin, D. (1996). Examining Child Development Heinemann Educational
27
CHECKPOINT
• How does genetics influence the fact that fraternal twins may not be
the same sex or even look alike.
• How is the formation and development of identical twins different
from that of fraternal twins?
ACTIVITY
Twins Mary Brown and Susan Williams were separated at birth and
adopted by two different families. They first met 30 years later. They had
the same eye colour, hair colour and blood type. They both wore glasses
and enjoyed the same hobbies.
• Do you think that Mary and Susan are more likely to be identical or
fraternal twins?
• Explain your answer.
ILLUSTRATE HOW GENETICS DETERMINE ABNORMALITIES
Dominant – a gene that causes a parental characteristic

that it controls to occur in a child
Recessive – a gene that does not have a prominent role in

determining whether characteristics will be passed on
from parent to child.
Mutation – a random change in a gene that results in a

new trait or characteristic that can be inherited
You have already learnt that chromosomes contain DNA that in turn contains genes. Genes
direct the development of the body’s systems and organs and transmit certain characteristics
from parent to child. Genes can be either dominant or recessive.
28
Genetic disorders are medical conditions caused by mutations in a gene or a set of genes. These
disorders may be divided into three groups:
• Chromosome abnormalities – In these disorders, entire chromosomes are missing,

duplicated or changed. Down’s Syndrome is an example of this type of disorder.
• Single-Gene Disorders – Some disorders result when a mutation causes the protein of a
single gene to be missing or changed. An example of this type of disorder is sickle cell
anaemia.
• Multifactor Disorders – These result when there are mutations in multiple genes, often
influenced by environmental causes. Diabetes and cancer are examples of this type of
disorder.
Let us look more closely at Down’s syndrome to help us understand how genetics determine
abnormalities in children. You have already learnt that a child receives 23 chromosomes from
each parent to make a total of 46. Sometimes when cells divide, there may be errors, such as one
pair of chromosomes not dividing and the entire pair going to one spot. This means that in the
resulting cells, one will have 24 chromosomes and one will have 22.
If a sperm with an abnormal number of chromosomes fertilizes a normal egg, the resulting egg
will have an abnormal number of chromosomes. Children with Down’s Syndrome have three
sets of chromosome 21 and it is therefore known as ‘Trisomy 21.’ In Down’s syndrome, the
presence of an extra set of chromosomes leads to the increased production of certain proteins
carried by the genes. This results in mental retardation and slow development in the affected
children.
Down’s syndrome is caused by a random mutation so it is difficult to determine exactly why it

occurs. However it has been found that it is more likely to occur in older parents over the age of
35. Doctors can carry out prenatal tests called amniocentesis to determine whether there are
abnormal chromosomes that may impact the development of a child.
Recessive genes cause some inherited diseases such as sickle cell anaemia. If both parents carry
the recessive gene for sickle cell, there is a one in four chance that a child will have sickle cell
anaemia. Blood tests prior to having a child can determine if there is a chance of producing a
child with this illness.
Refer to:
Down’s Syndrome –Understanding the Gift of Life retrieved July 21, 2005 from
http://www.nas.com/downsyn/
29
CHECKPOINT
• What are the three groups into which genetic disorders may be
divided?
• What is the cause of the mutation that leads to Down’s syndrome?
• Why is this syndrome also called “Trisomy 21?’
• How can doctors determine whether your child may have Down’s
syndrome?
• How does genetics cause sickle cell disease in children?
ACTIVITY
Tom Jones and his wife Diane are planning to start a family. Tom is 40
years old and Diane is 38 years old. This will be the family’s first child.
They both have sickle cell trait which is the recessive gene for sickle cell
disease. Diane is concerned because her mother-in-law had a Down’s
syndrome baby at age 40.
• What are the chances of the couple having a baby with sickle cell
disease?
• Explain the couple’s chances of having a baby with Down’s
syndrome?
• Would you recommend that the couple do genetic counselling prior to
conception?
• What tests can Diane take during her pregnancy to determine if there
are any chromosomal abnormalities?
30
Checklist 1 Yes No
1. I understand how to illustrate how genetics determine the sex of children

correctly ( ) ( )
2. I can explain how to illustrate how genetics determine abnormalities

in children correctly ( ) ( )
3. I know how to illustrate how genetics determine abnormalities in

children correctly ( ) ( )
Checklist 2 Yes No
1. How genetics determine the sex of children is correctly illustrated ( ) ( )
2. How genetics determine multiple offspring is correctly illustrated ( ) ( )
3. How genetics determine abnormalities in children correctly illustrated ( ) ( )
31
ELEMENT 3: IDENTIFY THE EFFECTS OF ENVIRONMENT ON

CHILDREN’S GROWTH AND DEVELOPMENT
LEARNING OUTCOMES
for identifying the effects of environment on children’s growth and development. Your learning
facilitator is there to assist you with the various activities so that on completion you should be
able to:
1. Illustrate the impact of the prenatal environment on children’s growth and development
correctly
2. Illustrate the importance of pre-natal health care on children’s growth and development
correctly
3. Illustrate the stages of childbirth
4. Illustrate the effect of birth complications on children’s growth and development
correctly
5. Illustrate the role of postpartum depression on children’s growth and development
correctly
ILLUSTRATE THE IMPACT OF PRENATAL ENVIRONMENT
Teratogen – an agent such as a

chemical or virus that interrupts
or alters the normal development
of a foetus and may result in birth
defects
Prenatal environmental influences may include biological influences such as the role of genetics
in determining:
• The sex of the child

• Multiple births
• Abnormalities
You have already learnt that heredity can result in certain genetic disorders like Down’s
Syndrome and sickle cell disease that can in turn influence the rate of a child’s development.
Couples over a certain age and those with a family history of inherited disease should rece ive
genetic counselling from their doctor. Tests may be carried out to help the couple to decide what
32
their chances are of producing healthy children. Blood tests, for example, can provide valuable
information about rubella (German measles) and sickle cell disease. A sample of amniotic fluid
may be tested to determine whether the chromosomes possess any abnormalities so that
appropriate actions may be taken.
The other environmental influences include:
• Teratogens
• Prenatal health care
• Birth complications
• Other maternal factors
The prenatal environment of the child can have a significant impact on his/her growth and
development.
Research has shown that there is a link between the health of the mother and that of the child that
she is carrying. The time of greatest risk for birth defects is during the embryo stage. At this
early stage, many women are not even aware of their pregnancy. This is why a healthy lifestyle
is recommended for women even before conception, and certainly throughout the entire duration
of the pregnancy.
A healthy lifestyle involves avoiding the use of certain substances that may have a negative
impact on the unborn child. These include:
• Alcohol
• Cigarette smoking
• Caffeine
• Illegal drugs such as cocaine and heroin
These substances have several negative effects on children such as:
• Low birth weight

• Birth defects
• Complications during labour
• Increased risk of prematurity
• Lower rates of cognitive and language development
• Delayed motor development
• Learning and memory deficits
• Possible mental retardation
Expectant mothers who are experiencing stressful conditions such as work -related stress or the
lack of emotional and/or economic support from their partners or families, are more likely to
jeopardize the health of their babies. Fathers will therefore play an important role in terms of
providing emotional and economic support as well as ensuring that they improve their health and
avoid the abovementioned substances prior to conception.
33
Refer to:
CHECKPOINT
• What are the biological influences in the prenatal environment?

• How can genetic counselling help prospective parents?
• At what stage is the risk from toxic substances greatest?
• What are some of these toxic substances that should be avoided by
expectant mothers?
• What are some of the negative impacts that these substances may have
on children?
ACTIVITY
Jackie is five months pregnant with her second child. She lives in an inner
city community with her extended family but the child’s father is absent.
Despite the pregnancy, Jackie continues to attend her regular Thursday night
street dance. While there she drinks several bottles of beer and although she
does not smoke, she is surrounded by both cigarette and ‘ganja’ smokers.
• Why should substances like alcohol, cigarette smoke and illegal

substances such as ‘ganja’ be avoided during pregnancy?
• How can this behaviour have a negative effect on Jackie’s unborn child?
• What could be considered as a healthy lifestyle for a woman at this stage
of pregnancy?
• How could the support of the child’s father help Jackie during this
pregnancy?
34
ILLUSTRATE THE IMPORTANCE OF PRE-NATAL HEALTH CARE
Prenatal – happening during pregnancy

but before childbirth
Neonatal – referring to a neonate or

newborn child, especially one less than one
month old
Mortality - death
When a woman is pregnant, everything she does has an effect on her developing child. This is
why it is so important for ALL pregnant women to receive medical care whether from a clinic or
a private doctor.
Prenatal health care is concerned not only with the health of the expectant mother but also with
the condition of the foetus. The use of prenatal health care services has been associated with
improved birth weights and improved newborn health. On the other hand, inadequate use of
these services has been associated with an increased risk of:
• Low-birth weight
• Premature births
• Neonatal mortality
• Infant mortality
• Maternal mortality
• Complications of pregnancy and labour
Despite these serious side effects, it is often found that adolescent mothers, illiterate and semi-
literate women, low-income women and those living in rural or inner city areas often receive
inadequate prenatal health care. For some of these women, prenatal care is not valued or
understood, there may be a fear of parental discovery or there may be a fear of doctors or
medical procedures.
Most women begin their prenatal care in the first trimester of pregnancy. Visits to the doctor
occur about once a month for the first six months and then every two weeks for the rest of the
pregnancy. During the first visit, detailed information is collected on the mother’s:
• Medical history
• Family history
• Physical condition (blood test, urine test, pap smear, blood pressure check)
35
During prenatal visits, mothers are given prescribed vitamins as well as advice on a proper diet.
This helps to ensure the nutritional health of both the mother and her child.
Prenatal care consists of much more than just monitoring the mother’s diet and weight. Health
problems such as diabetes, insufficient weight gain and high blood pressure can harm the foetus
if they are not treated promptly. The baby’s health can be monitored by:
• Listening to the foetal heartbeat

• Checking the size and positioning of the uterus and foetus
• Testing for abnormalities
Some conditions can be treated in the uterus (before the baby is born) if they are detected
prenatally. In other cases, early detection can allow the proper medical facilities to be present at
the time of birth. It is essential to receive proper prenatal health care in order to ensure good
health for both the mother and the baby.
Refer to:
Baldwin, D. (1996). Examining Child Development. Heinemann Educational
Publishers, United Kingdom, chaps 87, 88, 89
Stoppard, M. (1999). New Pregnancy and Birth Book. Dorling and Kindersley Publishers, United
Kingdom, chap 70
CHECKPOINT
• What are some of the effects of the inadequate use of prenatal health care
services?
• Which groups of women often receive inadequate prenatal health care?
• How can the information collected during prenatal visits enable medical
staff to provide better health care for both the expectant mother and the
foetus?
36
ACTIVITY
In a simulated situation, assume that you are a public health nurse who is
responsible for explaining the importance of prenatal health care to a small
group of teenage mothers at an inner-city community clinic.
• Prepare a simple presentation that utilizes one or more of the

following: videotape, posters, and brochures.
• You may use existing material or you may design your own material
• Do the actual presentation for your peers and learning facilitator who
will assess its effectiveness.
ILLUSTRATE THE STAGES OF CHILDBIRTH
You have already learnt that the pregnancy comes to ‘full-term’ at approximately 40 weeks.
From about 36 weeks the baby’s head descends into the pelvis as it moves into a position for
birth. Prior to the onset of labour, the woman will notice certain signs that include:
• A ‘show’ (blood stained vaginal discharge)

• Rupture of membranes, otherwise known as ‘the waters breaking’
• Regular contractions which are movements of the muscles of the uterus which slowly open
up (dilate) the cervix at the neck of the womb. These contractions usually start slowly, but
become stronger and more frequent as labour progresses.
There are three stages of childbirth or labour.
Stage 1
• The cervix dilates to allow the baby’s head to pass through

• This stage lasts from a few hours to up to 24 hours
• During this stage the medical staff (nurse, midwife, doctor) monitors the contractions and
listens to the baby’s heartbeat
Stage 2
• The baby is born during this stage

• Once the cervix is fully dilated (10cm), the doctor or midwife guides the mother on how to
push with each contraction
• The baby’s head usually appears first, followed by the shoulders and the body
37
Stage 3
• During this stage there is the delivery of the ‘afterbirth’ which is comprised of the placenta,
umbilical cord and amniotic sac
• These are usually checked to make sure that they are complete. If a piece of the afterbirth
remains in the womb, there can be serious blood loss or even infection
Refer to:
Baldwin, D. (1996) Examining Child Development Heinemann Educational
Dare, A & O’Donovan, M. (1994). A Practical Guide to Working With Babies Stanley Thornes
Publishers Ltd., United Kingdom, chap 1
CHECKPOINT
• What are the signs that indicate that labour is about to begin?
• What does the medical staff do during the first and second stage of
labour?
• At what size is the cervix considered to be fully dilated?
• Why is it important to check the afterbirth?
ACTIVITY
Ask your learning facilitator to arrange for a midwife or doctor to visit your
institution to explain the stages of childbirth.
This resource person should ideally use Power Point, videotape or posters to
enhance the presentation.
Make relevant notes during the presentation and ask the presenter to clarify
any questions or concerns that you may have.
38
ILLUSTRATE THE EFFECT OF BIRTH COMPLICATIONS
Episiotomy – an incision or small cut made to

enlarge the vaginal opening during the late
stages of labour to prevent tearing and to
facilitate the birth of the child.
Anaesthetic – a substance that reduces

sensitivity to pain and may cause loss of
consciousness temporarily
Epidural – A local anaesthetic injected into
the membrane covering the spinal cord
Childbirth does not always proceed smoothly through all of these stages. Sometimes there are
birth complications and the medical staff has to carry out certain procedures to assist the natural
birth process. These include:
Induction of labour
This involves starting labour by artificial means such as rupturing membranes (breaking the
‘water sac’) or giving the mother intravenous hormonal drip. This is done when pregnancy
extends beyond the expected date or there are certain maternal conditions such as:
• High blood pressure

• Heart disease
• Kidney disease
• Diabetes
Forceps Delivery
In cases where there is a very long second stage of labour or the mother or baby is showing signs
of distress, forceps may be used. These are special instruments with curved blades which fit
around the baby’s head. They are used only when the cervix is fully dilated and the mother may
need a local anaesthetic. It may also be necessary to perform an episiotomy.
Caesarean section
This is an operation performed under general or epidural anaesthesia. The baby is delivered
through a cut in the abdominal wall. It is done when:
• The baby is too big to pass through the pelvis

• There is serious bleeding
• The baby is in a difficult position
• The baby is in distress
• There is a serious medical condition in the mother
39
Vacuum extraction/Ventouse
This is used as an alternative to forceps delivery. A metal or rubber cap is placed on the baby’s
head and attached to the suction pump. Gentle pulling along with the mother pushing during
contractions will bring the baby’s head down into the pelvis, allowing it to be slowly delivered.
Other birth complications include:
• Breech birth – This occurs when the baby is born buttocks first instead of the usual head
first position. In some cases a caesarean section is performed or forceps may be used.
• Postpartum haemorrhage – this occurs when there is heavy bleeding after delivery and
usually occurs because a small part of the placenta is left in the uterus. Under these
circumstances, the mother is given anaesthesia and the placenta is gently removed from the
uterus.
• Premature birth – The low birth weight and insufficient physical development at birth may
result in long-term health problems. The most common medical complications of premature
babies include:
• Respiratory distress syndrome (RDS)
• Chronic lung disease
• Anaemia
Refer to:
Dare, A & O’Donovan, M. (1994) A Practical Guide to Working With Babies Stanley
Stoppard, M. (1999). New Pregnancy and Birth Book. Dorling and Kindersley Publishers, United
Kingdom, chap 16
CHECKPOINT
• What is a caesarean section?

• What conditions may make it necessary for medical staff to perform such
a procedure?
• How do doctors deal with a breech birth?
• What are three of the common complications of premature birth?
40
ACTIVITY
• Conduct further research on the above mentioned birth complications using

the Internet.
• After the midwife or doctor has done the presentation on the stages of
childbirth (see previous activity), invite him/her to do a brief presentation
on birth complications.
• Make notes, ask relevant questions and discuss any concerns that you may
have.
ILLUSTRATE THE ROLE OF POSTPARTUM DEPRESSION
Depression that occurs after the birth of a baby is called ‘postpartum’ depression. These feelings
make it very hard for a new mother to take care of herself and her baby and put a strain on the
family. There are two main kinds of postpartum depression:
• Postpartum or maternity ‘blues’ which is a mild mood problem of short duration

• Postpartum depression which is a severe and potentially life threatening illness
‘Baby blues’ begin a few days after delivery, but usually go away in a few weeks. The new
mothers may have mood swings and sometimes feel tearful, anxious or irritable. If these feelings
do not improve within two weeks, the mother should seek medical attention because in some
cases the postpartum blues may develop in postpartum depression.
Postpartum depression usually occurs two to three months after the birth. It is a type of mood
disorder for which medical treatment is necessary. The symptoms include:
• A depressed mood
• A loss of interest in enjoyable activities
• Fatigue
• Restlessness
• Insomnia (inability to sleep)
• Difficulty concentrating
• A sense of guilt or worthlessness
Research has shown that postpartum depression can have negative effects on the baby that may
persist into childhood. You have already learnt that babies need physical contact, stimulation and
a loving and secure environment in order to develop fully. Mothers who are depressed may be
less involved with their children and may be unable to care for them properly. This could have an
effect on all aspects of the children’s development. They may be unable to relate well to other
children and may have learning and behavioural problems.
41
Some women may even have hallucinations and there is a small chance that they could harm
their children. It is therefore very important to identify and treat postpartum depression as early
as possible.
Refer to:
Dare, A & O’Donovan, M. (1994). A Practical Guide to Working With Babies. Stanley Thornes
Publishers Ltd., United Kingdom, chap 1
CHECKPOINT
• What is the difference between ‘baby blues’ and postpartum depression?

• What are some of the symptoms of postpartum depression?
• How can postpartum depression have a negative effect on the
development of the child?
• Why is it important to get medical treatment for postpartum depression as
soon as possible?
ACTIVITY
Your neighbour has recently had her first child and when you checked on her
you noticed that she was tired, irritable and crying all the time. It has been two
months now and you are concerned about her situation. You saw a
documentary on the Medical Channel and you believe that she may be
suffering from postpartum depression.
• Role play a situation where you mobilize her family and other friends to
offer support for her while she goes through this difficult time.
• You should ensure that this support includes medical treatment, helping
around the house, helping with the baby and emotional support from all
parties concerned. You should ensure that everyone is patient,
understanding and sensitive.
Your learning facilitator will assess your performance.
42
Checklist 1 Yes No
1. I know how to illustrate the impact of the prenatal environment on

children’s growth and development correctly ( ) ( )
2. I can explain how to illustrate the importance of pre-natal health care

on children’s growth and development correctly ( ) ( )
3. I understand how to illustrate the stages of childbirth correctly ( ) ( )
4. I know how to illustrate the effect of birth complications on

children’s growth and development correctly ( ) ( )
5. I can explain how to illustrate the role of postpartum depression

on children’s growth and development correctly ( ) ( )
Checklist 2 Yes No
1. The impact of the prenatal environment on children’s growth and

development is correctly illustrated ( ) ( )
2. The importance of pre-natal health care on children’s growth and

3. The stages of childbirth are correctly illustrated ( ) ( )
4. The effect of birth complications on children’s growth and

5. The role of postpartum depression on children’s growth and

43
ELEMENT 4: ILLUSTRATE HOW SOCIALISATION INFLUENCES

PERSONALITY AND SOCIAL DEVELOPMENT
LEARNING OUTCOMES
for illustrating how socialisation influences personality and social development. Your learning
facilitator is there to assist you with the various activities. Upon completion you will be able to:
1. Identify the agents of socialisation correctly

2. Illustrate socialisation factors influencing the development of children’s personality and
concept of self correctly
3. Differentiate between self-concept and self-esteem correctly
4. Illustrate the importance of self-concept and self-esteem in personality development
correctly
5. Identify correct methods for building positive self-concept and self-esteem in children
IDENTIFY AGENTS OF SOCIALISATION
Socialisation - the process whereby

children learn what is expected of
them in order to be accepted as
members of society.
This process begins at birth and continues throughout life. Through socialisation, children learn
the norms of behaviour that are associated with social roles.
There are two basic types of socialisation:
• Primary socialisation – occurs between individuals and those people with whom they have
primary relationships or close, personal, face-to-face relationships.
• Secondary socialisation – occurs between individuals and those people with whom they
have secondary relationships. These relationships are not close and personal.
There are several agents responsible for socialisation and these include:
• The Family – the family has the greatest impact because for the first few years of life
children are totally dependent on their parents. During this time, parents usually pass on
their views to their children and they in turn learn from the environment created by adults.
44
• The School – Schools expose children to people from a wide range of social backgrounds. It
is usually in school that children learn to form playgroups made up of one sex. Boys tend to
engage in more physical activities while girls tend to engage in less active activities like
playing with dolls and helping the teacher with housekeeping chores.
• The Peer Group – A child’s peer group allows him/her to escape the direct supervision of
adults so that he/she is free to act like children. Children also talk more freely about topics
they may not feel comfortable discussing with adults. Peer groups help in the socialisation
process because children usually conform to the ideals of the group.
• The Mass Media – The media plays a major role in the socialisation of children. Television
is the medium that usually has the greatest impact on children. Children become socialised
through the television by the programmes that they are allowed to watch which is why adult
supervision is so important.
CHECKPOINT
• What does the term ‘socialisation’ mean?

• What is the difference between primary and secondary socialisation?
• Why is the family the agent of socialisation with the greatest impact in the
early years of childhood?
• Which medium has the greatest impact on children?
• Why is it important for parents to supervise what their children watch on
television?
ILLUSTRATE SOCIALISATION FACTORS
The famous psychologist Sigmund Freud developed a three-part model of personality comprised
of the id, ego, and superego.
• The id represents the human being's basic drives, which are unconscious and demand
immediate satisfaction.
• The ego represents a person’s conscious efforts to balance pleasure-seeking drives with the
demands of society.
• The superego is cultural values and norms internalised by the individual. The superego is a
conscious drive, and it helps us grasp why we cannot have everything that we want.
Freud states that if the ego successfully manages the opposing forces of the id and superego, a
well-adjusted personality develops. If this conflict is not successfully resolved, personality
disorders result. One of Freud's major contributions to Sociology is the idea that childhood
experiences have a lasting importance in the socialization process.
45
Freud saw personality development as being linked to development of sex ual instinct (libido),
which passes through stages.
• Stage 1 is the oral stage (0-1 years) - The mouth is the zone that is focused on. Fixation in
this stage could result in excessive oral stimulation later in life.
• Stage 2 is the anal stage (1-3 years) - Fixation in this stage would result in excessive interest
in physiological function later in life.
• Stage 3 is the phallic stage (3-5 years) - This is when sex differences are noticed and conflict
arises.
• Stage 4 is the latency period (5-puberty) - This is when the child represses sexual thoughts,
acquires knowledge and develops new skills.
• Stage 5 is the genital stage (puberty) - In this stage, the libido focuses on the genitals.
These stages show that the early stages of development have a significant impact on personality.
Another psychoanalyst, Erik Erickson accepted Freud’s theory of personality development.

However he focused more on social and cultural influences on development. There are eight
stages in his theory, each focusing on a different conflict that needs to be solved in order to move
successfully to the next developmental stage. Here are the first five stages that look at
development from infancy to adolescence.
• Stage 1 (0-1 years) is concerned with trust versus mistrust. The quality of care that a baby
receives determines his/her view of the mother and other people in general.
• Stage 2 (1-3 years) is concerned with shame and doubt. The child wants to be independent
but failure can lead to doubt. Training can help the child to develop ‘self -concept’ without
the loss of ‘self-esteem.’
• Stage 3 (3-5 years) is concerned with initiative versus guilt. This is when the child tries out
developing abilities and achieving new goals.
• Stage 4 - (6-12 years) is concerned with industry versus inferiority. In this stage, completion
and the pleasure it brings are crucial.
• Stage 5 - (12-18 years) is concerned with identity versus role confusion. In this stage, the
teenager searches to find out who he is and what drives his actions and thoughts.
The main differences between both theories is that Freud believed that development was
influenced by the first six years of life while Erickson saw development as a life long process
from childhood to adulthood.
46
CHECKPOINT
• What are the three parts of Freud’s theory of personality development?

• According to Freud, how is a well-adjusted personality developed?
• What are the childhood stages of Erickson’s theory?
• Why is it important to solve the conflict in each stage before moving on to
the next stage?
• How can allowing the child to be independent in stage 2 assist the
development of his personality?
• How is Erickson’s theory different from the one put forward by Freud?
ACTIVITY
“ The theories put forward by Freud and Erickson have limited application in
explaining how socialization factors such as gender bias, sibling rivalry and
child rearing practices influence personality development.”
Discuss this statement with your peers and learning facilitator.
DIFFERENTIATE BETWEEN SELF-CONCEPT AND SELF-ESTEEM
Self-concept - the whole inner picture

that somebody has of himself/herself. It
refers to the attitudes, behaviours, and
values that a person believes make him
or her a unique individual.
The mirror test can be used to understand the development of self -awareness. By age two
virtually all children can recognize themselves in the mirror, although self-awareness is largely
focused on the present. Once children develop self-awareness, they can develop a self-concept.
Self-esteem - on the other hand, refers to

the extent to which someone expects to
be accepted and valued by the adults and
peers who are important to him/her.
47
Children with a healthy self-esteem feel that the important adults in their lives accept them, care
about them, and would go out of their way to ensure their safety and well-being. Children with
low self-esteem, on the other hand, feel that the important adults and peers in their lives do not
accept them, do not care about them very much and would not go out of their way to ensure their
safety and well-being.
During their early years, young children’s self-esteem is based largely on their perceptions of
how the important adults in their lives judge them. Families, communities and different cultural
groups vary in the criteria on which self-esteem is based. For example, some groups may
emphasize physical appearance; some may value academic achievements while others may value
athletic abilities.
Self-esteem is also related to children’s feelings of belonging to a group and being able to
function adequately in their group. When toddlers become preschoolers, for example, they are
expected to adopt the rules of the family and community in which they are growing. Doing this
well helps to strengthen feelings of belonging to these groups.
CHECKPOINT
• What is the difference between self-concept and self-esteem?

• What is the difference between how children with high and low self -
esteem relate to important adults and peers in their lives?
ILLUSTRATE THE IMPORTANCE OF SELF-CONCEPT AND SELF-ESTEEM IN

PERSONALITY DEVELOPMENT
The factors important to personality development are present almost from birth. Developing a
personality and becoming socially adapted are complex aspects of child development. A child's
development of self-esteem, self-concept, self-control and personality depends greatly upon
interactions with the family and the community.
Personality development begins with a basic sense of trust during infancy. Emotional attachment
to a caring, responsive mother or caregiver is an important aspect of this development for infants.
The trust that if developed at this stage forms the foundation for developing positive self -concept
and self-esteem.
During toddlerhood, children usually complete the stage of trust. Trust allows toddlers to
explore their world independently. Toddlers begin to see themselves as individuals wh o are
separate from their parents and able to explore freely. During this period, a child's thinking is
extremely self-centred. Children see the world only from their own perspective, focusing on
themselves and having difficulty understanding other points of view.
48
Independence is the primary emotional stage during the preschool years. During this stage, toilet
training and language development usually occur. Being sensitive to the child's fragile sense of
independence allows for healthy development as opposed to developing a sense of shame or
doubt. Responding to acts of normal development with severe punishments or by making the
child feel guilty can be harmful, particularly during this stage.
Developing a "sense of self" also follows a sequence. At about 18 months of age, children
realize that they are separate from their parents, but they are not aware that who they are will
remain so throughout their lives. This recognition does not occur until between ages 5 and 7.
Developing a sense of self-control is also slow. Behaviours such as whining in ‘check-out’ lines,
physical outbursts against siblings, and inability to sit still when waiting are examples of loss of
control. Although these actions try the adult’s patience, they are normal and predictable
behaviours in young children. When children are able to begin talking about the reasons for their
behaviours, they are better able to practice self -control; this does not happen until about 7 or 8
years of age.
Mastering independence paves the way for the next stage - developing a healthy sense of
ambition, drive, or motivation. Children who learn to initiate activities by exploring, questioning,
and investigating develop skills that will be important for school activities. Children learn to
make decisions when they are given chances to think and figure out simple problems. Giving
children examples and chances to choose among options and possible solutions are ways to help
children learn to make decisions. This will help them to build a positive self -concept and self-
esteem.
Refer to:
HEART Trust/NTA, (2004). Early Childhood Care, Education and Development
Level One. M2-25 to M2-29
CHECKPOINT
• How do attachments formed with caregivers during infancy influence the

development of trust and self-esteem?
• How can independent exploration allow toddlers to develop their self-
concept?
• What is the primary emotional stage during the preschool years?
• Why is it important to give children an opportunity to choose from
different options and to learn to make decisions?
49
IDENTIFY METHODS FOR BUILDING POSITIVE SELF-CONCEPT AND SELF-ESTEEM IN

CHILDREN
As a caregiver, you have an important role to play in helping children to develop a positive self –
image and high self-esteem. In order to achieve emotional and social development children must:
• Learn to think well of themselves and develop high self -esteem

• Understand the variety of feelings that they have
• Know how to express their feelings and to exercise self-control
• Learn how to relate to other people
• Develop skills that will allow them to be independent and self-reliant
Children’s self-image and identity is their view of who they are and what they are like. Children
who think well of themselves tend to have a positive self -image and a high self-esteem. People
with high self-esteem tend to:
• Be flexible and embrace changes

• Be more confident and believe in themselves
• Accept challenges and take risks
• Make better and more secure relationships
• Be better able to cope with difficulties and frustrations in life
The foundations of self-esteem are laid early in life when infants develop attachments with the
adults who are responsible for them. When adults respond quickly to their cries and smiles,
babies learn to feel loved and valued.
You can help to promote children’s self-esteem by:
• Showing them that you value what they do

• Praising their efforts and achievements through words, looks and gestures
• Encouraging them to develop new skills
• Encouraging them to discuss their feelings and express their ideas
• Giving them choices, for example in selecting toys or clothes
• Paying attention to them and really listening when they talk
• Accepting and appreciating each child’s individuality and finding his/her special qualities
• Criticizing constructively, that is, criticizing the behaviour not the child
• Providing opportunities for age-appropriate activities that are challenging
• Making limits and rules clear and reasonable
• Providing a good role model by controlling your language and your anger
Children should see positive images of themselves and their social and cultural background
reflected in the visual images that surround them. You should bear this in mind when preparing
your classroom.
50
Your role should be to help children feel loved, secure and supported and teach them the skills
they will need to feel capable when faced with life’s many challenges.
Refer to:
Heart Trust/NTA, (2004). Early Childhood Care, Education and Development Level
One M2-25 to 29
National Network for Children retrieved July 23, 2005 from

http://www.nncc.org/
CHECKPOINT
• What are some of the characteristics of people with high self -esteem?
• What are some of the methods for building positive self -concept and self-
esteem in children?
• Why is it important for children to see positive images of themselves and
their socio-cultural background in their learning environment?
ACTIVITY
Examine the following situations. In a simulated situation, role play how you
would build positive self-concept and self-esteem in these situations:
• Comforting a crying infant

• Supervising a toddler who wants to:
- Feed himself
- Dress himself
• Supervising a preschooler who is:
- Doing an art project
- Helping to clean up
- Being toilet trained
Note:
• Be caring, warm and supportive
• Encourage them to develop new skills
• Praise efforts and achievements
51
Checklist 1 Yes No
1. I know how to identify the agents of socialisation correctly ( ) ( )
2. I can explain how to illustrate socialisation factors influencing the

development of children’s personality and concept of self correctly ( ) ( )
3. I understand how to differentiate between self -concept and

self-esteem correctly ( ) ( )
4. I know how to illustrate the importance of self-concept and self-

esteem in personality development correctly ( ) ( )
5. I understand how to identify correct methods for building positive

self-concept and self-esteem correctly ( ) ( )
Checklist 2 Yes No
1. The agents of socialisation are correctly identified ( ) ( )
2. Socialization factors influencing the development of children’s

personality and concept of self is correctly illustrated ( ) ( )
3. Differentiation between self-concept and self-are esteem correctly made ( ) ( )
4. The importance of self-concept and self-esteem in personality

5. Correct methods for building self-concept and self-esteem in children

are identified ( ) ( )
52
ELEMENT 5: ILLUSTRATE FACTORS THAT SUPPORT OR HINDER

THE DEVELOPMENT OF THE JAMAICAN CHILD
LEARNING OUTCOMES
for illustrating factors that support or hinder the development of the Jamaican child. Your
learning facilitator is there to assist you with the various activities, so that on completion you
will be able to:
1. Identify factors that support or hinder the psychomotor development of Jamaican children
2. Identify factors that support or hinder the cognitive development of Jamaican children
3. Identify factors that support or hinder the social, emotional or moral development and
personality formation of Jamaican children
IDENTIFY FACTORS THAT SUPPORT OR HINDER PSYCHOMOTOR DEVELOPMENT OF

JAMAICAN CHILDREN
You already learnt in Element 1 that children need opportunities to learn and practise both fine
and gross motor skills in order to facilitate their psychomotor development. In order to provide
the best environment for this type of development, parents, caregivers and early childhood
workers should be able to:
• Identify the stages in children’s psychomotor development

• Provide age-appropriate activities to promote development
• Understand that children develop at different rates
• Be able to recognize when a child may not be developing at the expected rate
• Contact the relevant persons to conduct further tests if they are concerned about a child’s
rate of development
An increased emphasis on early childhood education by the relevant agencies has meant th at
certain initiatives have been put in place to focus on this aspect of early childhood development.
The agencies involved include:
• The Ministry of Education, Youth and Culture

• The Early Childhood Commission
• The Child Development Agency
• The Ministry of Health
These agencies work together to provide:
• An increased number of early childhood institutions
53
• Better training for early childhood workers

• Public education and awareness programmes for parents of young children
• Improved postnatal facilities for new mothers
• Health and education facilities for those children whose psychomotor development is slower
than the normal pace or who may be physically challenged
Unfortunately, because Jamaica is a developing country, the various agencies have limited
resources and may not be able to adequately provide for the needs of all the affected children. In
addition, other factors that hinder child development include:
• Poor attitudes to play and physical development

• Inadequate physical environment and play spaces for children
• Impact of poor health and nutrition
• Poverty and low levels of literacy
Many parents are often unaware of how to provide the necessary activities to stimulate
psychomotor development or they may not have the necessary resources to do so.
Refer to:
Planning Institute of Jamaica (2003). Jamaica Survey of Living Conditions, chaps 3 &
4
Ministry of Education, Youth and Culture retrieved July 25, 2005 from
http://www.moeyc.gov.jm/
CHECKPOINT
• How can the different government agencies help to support the

psychomotor development of children?
• What are some of the factors that hinder the psychomotor development
of children in Jamaica?
54
ACTIVITY
Conduct research on the following using textbooks, newspaper clippings and

the Internet.
• The role of the Early Childhood Commission

• Policies and Standards for Early Childhood Institutions – how it
provides for monitoring of pre-schools and training and certification of
staff
• Early Childhood Act
Present your findings in a report to your learning facilitator.
IDENTIFY FACTORS THAT SUPPORT OR HINDER THE COGNITIVE DEVELOPMENT OF

JAMAICAN CHILDREN
The cognitive or intellectual development of children begins soon after birth. Before a child
reaches the age of three months, he/she is already learning how to use his/her senses to explore
the environment. How cognitive development proceeds from this stage through infancy, pre -
school and beyond is dependent on whether the appropriate environment for learning is provided.
Some of the factors that hinder the cognitive development of Jamaican children include:
• Quality of homecare/day care environment

• The availability of appropriate resources and materials
• The absence of early stimulation interventions
• Impact of poor health and nutrition
• Teacher/Student ratio
• Teacher/caregiver – child relationships
• Limited evaluation of children with learning disabilities
• Limited special education classes
In recent times, there has been an increased focus on improving early childhood education as it
has been recognised that there must be a good foundation for further education. The Ministry of
Education has tried to support the cognitive development of Jamaican children by:
• Building and renovating basic schools

• Training and certifying early childhood workers
• Improving the integration of technology in basic schools
Since 1999, there has been a special learning system introduced in about 20 schools in which
children learn important concepts through computer-based activities. The schools are given
software such as ‘Reader Rabbit’ and ‘Magic School Bus’ to assist in this process.
55
In order to address the cognitive development of children from birth to pre-school, the
government and other relevant agencies need to examine issues such as high rates of illiteracy
especially among lower-income parents. This will impact stimulation of very young children
prior to entering the school system. It has been found that children of middle and upper-income
parents receive more early stimulation and therefore perform better when they enter the school
system.
Refer to:
Ministry of Education, Youth and Culture retrieved July 25, 2005 from
http://www.moeyc.gov.jm/
Planning Institute of Jamaica (2003). Jamaica Survey of Living Conditions, chaps 3 & 4
CHECKPOINT
• What are some of the factors that hinder the cognitive development
of Jamaican children?
• How does the Ministry of Education try to support the development
of early childhood education?
ACTIVITY
Ask your learning facilitator to help you to arrange to visit a preschool.

While there, observe the environment and how the staff interacts with the
children.
• Are the children allowed to ask questions?

• Do the caregivers listen attentively and respond appropriately to the
children?
• Are there appropriate activities provided such as matching, sorting
and colouring?
• Are the children taught songs and/or are stories read to help them
improve memory skills?
Make notes and discuss your findings with your peers and learning
facilitator. How would you rank this learning environment?
56
IDENTIFY FACTORS THAT SUPPORT OR HINDER THE SOCIAL, EMOTIONAL AND

MORAL DEVELOPMENT AND PERSONALITY FORMATION
The risk factors for the social, emotional and moral development of Jamaican children include:
• Poverty
• Crime and violence
• Child abuse
• Inadequate access to information and services
• High rates of teenage pregnancy
• Teen and absentee parents
• Unwanted pregnancies
• Child abandonment
• Media coverage of violence example, on television
The lack of adult supervision and time spent doing constructive, cooperative activities compound
the effects of other negative influences in the social environment for children.
There have been certain conventions and acts passed both globally and locally to protect the
rights of the child. Children have a right to:
• Be protected from violence, accidents and fires

• Develop their social skills through playing with other children
• Good health and nutrition
• Have a clean, safe and stimulating learning environment
• Be supported by adults who model respect, good manners and proper conflict resolution
• Be supported by adults who provide moral and spiritual values
It is the duty of parents, guardians, teachers, early childhood workers and the government to
protect these rights. All persons who care for children should try to provide environments that
support their social and emotional development. These includes:
• Being more emotionally responsive by showing more warmth, praise and affection
• Providing rules, routine, discipline and structure
• Increasing knowledge of developmental milestones
• Listening to children and allowing them to express their views
57
CHECKPOINT
• What are some of the risk factors for the social, emotional and moral
development of Jamaican children?
• What are some of the important rights of children?
• How can parents and early childhood workers help to provide
environments that support the emotional and social development of
children?
ACTIVITY
Arrange to do visits to (i) a lower-income home (ii) middle-income home
Use your knowledge of the following:
• Social and emotional developmental stages for children of this age

• Socialisation factors and personality development
• Methods of building self-concept and self-esteem
Carefully observe the interaction between the child (0-2 years) and the
mother/caregiver and make relevant notes.
• Do you think that this home provides a good environment for the social
and emotional development of the child? Explain your answer.
• Did the child appear to be developing at a normal pace for his/her age?
• Did you notice any marked differences in the two homes in terms of:
- The provision of a warm, loving, stimulating environment?
- The interaction between the mother and child?
Prepare a written report of your findings and make an oral presentation to

your peers and learning facilitator.
58
Now that you have completed this element, check to see whether you have fully grasped all the
Checklist 1 Yes No
1. I know how to identify factors that support or hinder the psychomotor

development of Jamaican children ( ) ( )
2. I can explain how to identify factors that support or hinder the

cognitive development of Jamaican children ( ) ( )
3. I understand how to identify factors that support or hinder the social,

emotional and moral development and personality formation of
Jamaican children ( ) ( )
Checklist 2 Yes No
1. Factors that support or hinder the psychomotor development of

Jamaican children are identified ( ) ( )
2. Factors that support or hinder the cognitive development of Jamaica

children are identified ( ) ( )
3. Factors that support or hinder the social, emotional and moral development
and personality formation of Jamaican children are identified ( ) ( )
59
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LG-CSEECD0141A DEMONSTRATE KNOWLEDGE OF THE STAGES OF CHILD DEVELOPMENT

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2005 ***

Version 1 LRDU – MAR. 05

...... Welcome ........................................................................................................... 1

.......... Self-Assessment Checklist ................................................................................. 25

Element 2: Identify the effects of heredity on children’s growth and development.......... 26

.......... Self-Assessment Checklist ................................................................................. 31

Eelement 3: Identify the effects of environment on children’s growth and developmetn .. 32

.......... Self-Assessment Checklist ................................................................................. 43

.......... Self-Assessment Checklist ................................................................................. 52

Version 1 LRDU – MAR. 05

.......... Self-Assessment Checklist ................................................................................. 59

Version 1 LRDU – MAR. 05

This Competency Unit

Element 1: Outline the main features of child growth and development

Element 2: Identify the effects of heredity on children’s growth and development

Element 3: Identify the effects of environment on children’s growth and development

Element 4: Illustrate how socialisation influences personality and social development

Before you start

Before you start this Learner Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner Guide (see below)

Planning your learning programme

Element 1 Outline the main features of child growth Yes No

1. I can differentiate between growth and development correctly ( ) ( )

2. I can illustrate the stages in pre-natal development correctly ( ) ( )

3. I can identify the stages in children’s psychomotor development

4. I can identify the stages in children’s cognitive development correctly ( ) ( )

5. I can identify the stages in children’s social and emotional

6. I can use terms related to children’s growth and development

Element 2 Identify the effects of heredity on children’s Yes No

1. I can illustrate how genetics determine the gender of children correctly ( ) ( )

2. I can illustrate how genetics determine abnormalities in children

3. I can illustrate how genetics determine abnormalities in children

Element 3 Identify the effects of environment on children’s Yes No

1. I can illustrate the impact of the prenatal environment on children’s

2. I can illustrate the importance of pre-natal health care on children’s

3. I can illustrate the stages of childbirth correctly ( ) ( )

4. I can illustrate the effect of birth complications on children’s growth

5 I can illustrate the role of postpartum depression on children’s

Element 4 Illustrate how socialisation influences personality Yes No

1. I can identify the agents of socialisation correctly ( ) ( )

2. I can illustrate socialisation factors influencing the development

3. I can differentiate between self-concept and self-esteem correctly ( ) ( )

4. I can illustrate the importance of self -concept and self-esteem in

5. I can identify correct methods for building positive self -concept

Element 5 Illustrate factors that support or hinder the Yes No

1. I can identify factors that support or hinder the psycho-motor

2. I can identify factors that support or hinder the cognitive development

How did you do?

How to use this Learner Guide

We suggest that you:

• Go through the sections/elements as they are presented (starting at Section 1)

Complete Assessment Exercise

Using the Computer and Other Resources

ELEMENT 1: OUTLINE THE MAIN FEATURES OF CHILD

1. Differentiate between growth and development correctly

DIFFERENTIATE BETWEEN GROWTH AND DEVELOPMENT

The term ‘growth’ refers to an increase

Development - refers to the

* 2005 *