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Report on child and family

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Code Course

Professor’s name

University

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Table of content

Contents
1.0 Introduction...................................................................................................................................2
1.1 Child Interest and activities..........................................................................................................3
1.2 Domains of child development......................................................................................................3
1.2.1 Physical growth.............................................................................................................................3
1.2.2 Self-care.........................................................................................................................................4
1.2.3 Cognitive........................................................................................................................................5
1.2.4 Social emotional............................................................................................................................5
1.2.5 Language.......................................................................................................................................6
1.3 Goals and next step........................................................................................................................7
1.4 Self reflection.......................................................................................................................................8
1.4 References............................................................................................................................................9
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1.0 Introduction

Family contributes majorly in the children development as it is an institution for the transmission

and child transformation. The transmission of a child via the family is discussed under the

perception that the societal of children in the family brings about continuous basis for the child’s

common knowledge over generations. Family continues to play a vital role in child’s

development as divorce can be major issue in the upbringing the child. It creates emotional and

physical stress in the child’s development and transformation. Study undertaken by the teachers

in Portugal proved that children having more behavioral problem diverse dimension than

children with both parents. The study also indicated that children without siblings showed

different socialization and behavioral issues than the one’s relating with his relatives. Therefore,

based on the outcomes divorce has a deleterious impact on children performance.

The notion of family has been varying and undergoing difficulties in some growth concerning to

sexual differential and biological factors. These differences are going to bring about effects in

the family functioning as well as its structure. Family is a system that is manipulated by settings

that suffers some variants with the level of family organization whereby each family gives

specific individuality and sovereignty. Therefore, children are swayed parents in their character

and practices and also parents are influenced by the children. Member’s evolution constitutes to

the change of the family dynamic, that is if you want to the status of a family you observe the

family dynamic. Researchers made clear that the most significant position of the family is to

convey a social self. Children have the immediate or they first relate the family, hence family

plays a vital role in the social development of children. This paper therefore highlights the

development profile of children with effect to the family

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1.1 Child Interest and activities

There is always a worry regarding the development and character of children and some studies

were undertaken concerning the matter and some theories explain how the family contribute to

the child interest and activities. from a general viewpoint, children between the age of six and ten

years are in consolidation phase regarding the learning acquired in the childhood, getting ready

for adolescence. As the child matures, there are cognitive alterations happens, the child the

begins to understand the environment, acquiring skills to resolve problems, discovering

solutions, reflecting, judging and socializing that’s is getting to understand other people’s point

of view. The child’s life is marked by the pressure and child’s independence and much

expectations that may influence his or her self-esteem. School life also stimulates child’s interest

and activities as most of the time is spent with teachers rather than the parents. Socialization

process makes children learn different values, beliefs and interest. This new social behavior may

trigger fresh interest or fresh social beliefs that may weaken the value of the existing interest and

most children will adopt the new ethics. This may occur when one is persuaded that existing

assumptions and knowledge are not adequate and should be reviewed.

1.2 Domains of child development

1.2.1 Physical growth.

Motor growth skill uses the large muscles of the body, as well as those that march and require

elusive movements. It is a vital process in the development duty of early childhood. Between the

age of three and six a child makes some great progress in gross motor. Children who use the

large muscles such as jumping and running, they turn to be strong with rise in muscle and bone

strength. They make advancement in coordination as the brain is also responsible for the motor
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and sensory skills growth. Socioeconomic demerit is related with bad motor skills and that’s

maybe through insufficient nutrition and less opportunities to practice motor skills. (Mc Philips

& Jordan-Black 2007). A child uses his motor skills to run, jump and pedal in bicycles and riding

toy cars. As they grow, they have the enough fitness in motor skills as they become more

coordinated. Progress in gross motor skills aid children stir and grow art of mastery of their

surroundings. Fine motor skills involve the measure of minor muscles in the child’s hand that is

ability to make puzzles, draw, buttoning shirts. As they advance, they become self-reliant. At a

certain age, they become competent in feeding themselves. Different fine motor skills may

become a challenging as involves both hands and compilation of the brain.

1.2.2 Self-care

The term self-care clearly indicates that the skills are to be done independently. This are skills

undertaken so that children are ready to participate in different activities. The activities are well

supported and guided by the adults as it is expected that the child will develop the independence

strategy as they grow up. Self-care is one of the first ways that a child acquires to plan and

arrange the duties e.g. drawing, opening containers, wearing clothes. This acts as an antecedent

for school related as well as life tasks and skills. When this skill becomes difficult, it might

influence the child’s esteem as it will be difficult to socialize and attend friend’s or parties.

1.2.3 Cognitive

Cognitive development highlights the physical changes that underlie growth. Sociocultural

philosophies point to the role of setting and our necessity to communicate in manipulating

thought. From the cognitive standpoint, children concept evolves from the sensual and motor

skills to more figurative thought. Pre-effective thinking emerges in young children from maybe

two to six and it is branded by vivid rise in the use of symbols in thinking that license children to
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use language and interact freely with others. A child in the pre-effective phase show

improvements in representational idea, but it is hard to grasp lucidity and they cannot understand

complicated relationships. Children who show pre-effective reasoning can make common errors

including, animism, which is the ability or the belief that lifeless objects are alive and have

emotions and intentions. Egocentrism is the incapacity to accept other people’s opinions.

Irreversibility which is the inability to know that reversing a process can undo a process and

bring to its original state. and centration which is to focus on one stimulus. Although children

my provide animistic answers to certain questions, they do not display animism as Pieget

believed. Three to four-year-old child can identify that thing that are alive are regulated by their

own internal energy but lifeless objects are not. Most of this age grouped children understood

that animals grow and even plants grow but objects do not grow. Children may demonstrate

unique differences in their illustrations of animism and thinking about living things and these

variances are linked with aspects of mental development such as working memory and inhibition

(Iqbal, Zaitchik & Carey, 2014)

1.2.4 Social emotional

Study conducted by neuroscience, developmental psychology and prevention had a viewpoint

that the foundation for health is inaugurated in the early childhood. All children are born ready to

know their world and know its development. Children rapidly develop capabilities for self-

control, learning and language. This therefore forms the basis from which all the future growth

creates. Better socioemotional growth starts during delivery with connection to the immediate

person whether a parent or any adult member present. John Bowlby concluded in his theory

attachment that a child is attached to any individual who is powerfully disposed. Toddlers grow

at a steady pace creating skills in socioeconomic development, motor, learning and

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communication skills that will become the basis of the future development. The ability to form a

strong foundation is characterized by several factors: Connections, Children flourish in

foreseeable relationships that support their need for human connection. Research shows that

these connections are primarily created by intent care and development stimulation. Since parent

become the first teachers of every child, poor connect might affect the brain through poor

interaction with their toddlers. Responsive and consistent care. Reliable caregiving by a leading

caregiver is firmly related to the quality of a reliable care giver. Children tend to develop

emotional attachments to those who care for them since it is within the security of the connection

that a child feels safe and confident

1.2.5 Language

Children use compressed speech as they slowly learn to use the elements of speech such as

adjectives, plurals and singulars and past tense. Towards the end of juvenile, children show

grammar and new vocabularies. Research shows that the average three-year-old child has at least

900 to 1000 words and by the age of six, most children know about 2,600 words and can realize

more than 20,000 words. Children use fast mapping as a strategy to learn new words. It allows

them to know the sense of a word after examining it more than once. Children get better at

knowing fast mapping with age (Brady & Goodman, 2014)

1.3 Goals and next step

Self-care

Short term goals

Small steps: narrowing down the self-care skills into minor steps and accompanying the child

through every step.

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Routine: using the same routine or tactic each and every time you finish the same task. This

might enable them to learn faster.

Long term goals

Ensure there is sufficient time available for the child to enroll in self-care deeds without feeling

hurried.

Socioemotional

Short term goals

Use curriculum materials that support the better social emotional development. This is done by

organizing activities that enhances relationship growth, social connection and collaborative play

Long term

Screening the children programs. Routinely screening determines socioemotional as well as

growth skills as to whether the concern is necessary. This process is most useful when both

strengths and weakness are identified and the guardians are comprised.

Physical

Short term

Use co-curriculum to improve the fitness of the child. This ensures the child is more fit as it

increases his or her ability to do physical workouts. The muscles are well adapted and they

become strong. Smooth runs with controlled turning, descending stair cases and high jumps.

Long term
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Nutrition, physical development of a child is also determined by the meals given to the child. For

effective bones and muscles strength, it is advised more proteins and vitamins to be supplied to

the child. This increases his physical capabilities overtime.

1.4 Self reflection

Families and tutors that are adamant about their child having issues in motor skills and other

domains. Through reflection and constant progress, this enabled achieving better outcomes for

children. From the report, their individuals need are met, their self-esteem is increased, creating

better interactive opportunity for them both indoor and outdoor. The process profited both

parents and tutors as they will be able to see changed in the practice of the goals and domain.

Tools used in gathering information included: Conversation, advantages of learning in ordinary

opportunities, child growth knowledge and benefits of parent child interaction. Questionnaires,

they were used when gathering information about the periodic updates. Environmental scan, used

in potential routines, environmental arrangement strategies and activities.

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1.4 References

Brady, K. W., & Goodman, J. C. (2014). The type, but not the amount, of information available

influences toddlers’ fast mapping and retention of new words. American Journal of

Speech-Language Pathology,

McPhillips, M., & Jordan-Black, J.-A. (2007). The effect of social disadvantage on motor

development in young children: A comparative study. Journal of Child Psychology &

Psychiatry

Zaitchik, D., Iqbal, Y., & Carey, S. (2014). The effect of executive function on biological

reasoning in young children: An individual differences study. Child Development,