Child Development and Insurance Training

This assignment delves into the crucial relationship between child development and the understanding of Ontario Health and Safety Code (OHSC) insurance policies. It emphasizes the importance of equipping educators with appropriate training methods to effectively communicate these complex concepts to individuals, ensuring they grasp the nuances of the OHSC policy.

ASSESSMENT 1
STUDENT ID:
STUDENT NAME:
PROFESSOR NAME:
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Table of Contents

A) applying core principles of child development to daily practices:
Gaining knowledge about the principles of child development will help the educators to make
themselves proficient enough to take care of the children and to build their foundation. The
major principles for the child development are based on the analysis of the children those are
aged between five years to twelve years. The three core principles are discussed below.
i) knowing about the study of child development and learning: The first and foremost
strategy or principles for the child development is gaining knowledge about all the study
that are related to the children those belong to age 6 to 12 years (Bukatko and Daehler,
2011). The early stage in the children life is very important, as it builds the base of the
children. Gaining the knowledge the educators will be able to take care of the children in
a most proficient way, they will be able to understand all the major and minor problems
that are related to the children.
Means that step by step an individual learn lots of things in his childhood. In initial stage
one learn the language and way in which food is eaten etc. When child grow at age of 6 to 7 then
he start learning rituals like respecting parent and others. At this age child start going to school
and start learning lots of things. Thus, step by step in sequence child learn lots of things in his
life. Thus, it is very important for the parents to ensure that they are teaching right things on
right time to their children’s. This will ensure that children’s are learning all required things on
time and in proper manner.
Knowing what is appropriate: the second core principle is to know what care need to be given
to each individual children, it will give the educators the chance to know the children and their
requirements (Webster et al. 2011, p.509). The requirements of each child are different from one
another and it can be observed by interacting with the children, taking the children to the
environment and by observing their reaction. The children’s interest, abilities can be learned
only by knowing them and afterwards the care can be given as per the need of the child.
The care of child is different for different individual as the parenting of a child will be
composed of values and moral beliefs incorporated by the parents which pass on to their next
generations. The differences will be created according to the age of child and their habits which
will developed with the passage of age. The individual differences created in the different
context such as qualitative and quantitative differences changes according to the personal
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development of a person. The physical variation may be created such as weight and height of an
individual. Other variations may includes racial and gender development of a person who
created significant changes on the minds of a child as these discriminations will largely affect a
person's mental growth. The intelligence of an individual is highly affected due to the external
growth of a child in relation to the societal influences which increases social isolation among
different child of any age.
iii) Knowing what is culturally important: this theory gives the chance to evaluate the
children’s culture and values. However, this only can be assessed by observing the
families of the children (Blair and Raver, 2012, p.309). The educators need to know the
details of where they belong, their requirements, values, and expectation. This help to
give a meaningful and professional care to the children.
In the present time, culture plays a vital role development aspect of children to the significant
level. Moreover, children think, react and behave in such a manner which they learn from their
cultural aspects. Thus, parents needs to make focus on providing their children with highly
supporting environment. Hence, on the basis of such aspect parents need to make discussion
with the children and focus on resolving their queries rather than imposing the decisions. This in
turn helps them in developing faith among the children and thereby helps in making their career
or future brighter. Along with this, parents also need to give more importance to the viewpoints
of their children which in turn helps them in nurturing the parents more effective.
B) Three theories that influence educational principles and practices:
i) Theory relating to children’s emotional and psychological development: Every
child’s emotional and psychological development is very sensitive. Experts need to deal
with this matter in a proficient way, as this hugely helps in children’s growth. The
emotional and psychological factors of children can be developed if they are encouraged
to participate in-group activities, it will help their mind to open up to the other children
(Siegler et al. 2011, p.291). Along with that interacting with the children in the group, the
activity also develops the intelligence of the children. The educator needs to help them to
join small group play and different activities and games need to be introduced in it (Ellis
and Boyce, 2011, p.4). It will help the children to understand their emotional needs. At

the early stage of children, different things attract the attention of the children and this
assists the children to incline their intention in some particular thing.
The Erik Erickson has propounded child development theory which is related with the
emotional and psychological development of children. The author has developed this kind of
theory which is related with the sensitive needs and the expectations of child’s emotional and
psychological development needs. The current theory has given a specific model with several
stages ranges from infant child to the development of child till it enter in the phase of adulthood.
The experts have developed this particular model that enhances the current matters which further
helps in achieving the aim of the theory to develop the needs of a child in order to improve their
overall growth in their development process. The information generated from various sources
which utilised by the experts in order to deal with the strongest matters in the best possible
manner as this hugely helps in children’s growth. The emotional quotient of a child are focused
here in the segment that showcases the internal sequences. The another segment emphasises by
this entity is related with the psychology of a person which are deeply analysed in relation with
the mental growth of an individual. The emotional and psychological factors of children can be
developed if they are encouraged to participate in-group activities. The mentality of a child is
sensitive in the infancy which needs to be developed with the passage of time as the sensitivity
of their brains can't be challenged by imposing external pressure on their minds. The memory
activities in form of games will be played with all the children as this helps in improving their
existing conditions and enhancing their mental capabilities.
ii) Theory relating to social constructivism: Social constructivism is a theory where the
potentiality in the children’s learning capabilities take place. Children’s potential level of
growth can be identified in this stage (Kärnä et al. 2011, p.320). This helps the children
to build the cognitive structure and that is related to the maturing educational principles
in children. Children’s age six to twelve is the stage where they get the crucial time to
develop their maturity, thus, this stage is very important for them. The educator’s need to
motivate the children and this is only possible if they raise their helping hand to them
whenever needed. The motivation will help the children to drive their emotion in the
practical field, as this will make them one step closer in the procedure of their brain
development.
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The development of a child is based on the theory who focuses on the social development
of a children by using the theory of Lev Vygotsky on the sociocultural development of a child.
The author has developed this theory according to which the relationships need to be created
between the current and experiences faced by an individual. The interactions among the child
will be increases which enhances the role of a person in relation with the variances created in the
lives of a person. The communication will be improved between two individuals that is the child
and the parents who parent their child by increase in the level of communication. The increasing
communication will improve the capabilities of a child and they interact more with each other.
iii) Theory of student’s choice: the basic theory of the student’s choice is their
psychological needs. Every student has their different psychological needs and the needs
work according to their requirement. For example, the core psychological need of the
student is the survival instinct and all the other choices are based according to their
survival instinct (Hardy and Carlo, 2011, p.217). These could be understood by the
engaging the student in communication with other or make themselves ready for the
social involvement with children of their age. Apart from that, the theory of the
children’s choices can also be understood taking them to the practical field. The basic
nature of the children develops according to the theory of their choices, thus, the
educators need to take it seriously.
William Glasser prepared a choice theory under which he state that there are number of factors
that determine student choice namely love, power, autonomy and fun. If student will get better
autonomy then he will be able to make better choice out of available alternatives. This is because
one have full freedom to choose and according to its own discretion one can pick any alternative
that is available to him and seems best. Fun also greatly affects student choice. If teacher is
teaching any subject with full fun then student will take more interest in same. This will lead to
enhancement in knowledge level of students. Power is the factor that greatly influence the
student choice. More power will be given to the student he will be able to make use of his
intellectual power and will select best option. Hence, love, fun, power and freedom are the
factors that greatly influence the choice of students.

C) Theory in practical practice:
Many practical practices are there to the theory that can be applied to the practice in developing
the children. The practices are made according to the maturity level of the children by separating
them according to their age.
The first theory is taking the children to play, playing make the children active and joyous.
These give them the ability to grow fast. Playing has an integral part of making the
communication skill better. Apart from that the children get the chance to make interaction with
others and in addition taking the children to nature increase their curiosity and mould their mind
in a correct way. Besides understanding the game while playing, assist the children to increase
their intelligence in the practical field (Blair and Raver, 2012, p.309). On the other hand,
children's interpersonal ability gives the children the chance to identify with their real self and it
revolves around their skills, limits and feelings.
Another example is making the children perform with the music is also an important theory that
can be applied in the practical field. The whole procedure is about identifying the music. In
addition, it also helps the children to appreciate the music and identifying with them. The
theories can be practised with the children those belong to the early stage of lives, like the
children those belong to the children of three to five years (Shonkoff et al. 2012, p.471). This is
one of the most important and earliest stages of intelligence. Children, those go with this session
usually grow an early interest in music.
Another theory that can be practised that became very responsive to the children is the logical
mathematical reasoning that can be given to the children between seven to twelve years. The
mathematical reasoning help the children to invent the categories and patterns in the practical
fields.
The Erik Eriksson theory of the psychological and the emotional development will be
helpful for the parents in order to pass on good values to their child. The author has emphasised
on the mentality and physical characteristics which affects the health of an individual and
intervened in the social development and growth of a child. The children are involved in games
and outdoor visits to enrich their skills and increases interaction among child and the parents.
The joy feature will be increases among them as the learning can be done in the joyful manner
which suits the needs and the expectations of al individuals.
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D) The theory that is connected to one ‘principle':
The theories of the social constructivism are related with the factors of knowing what is
important to the children. Theories of constructivism deal with the maturity of children and the
process that can be developed in relation to the particular principles. On the other hand, children
need appropriate guidance from the elders at the initial stage, as they are completely new to
adopting the environment. Thus, the educator needs to take good care of them, so that in later
life they do not face any problems. The theories of constructivism assist the children in making
growth in accordance with the principles.
On the other hand, all the practical rules of the interaction with the music, taking children
outside to play and giving then to do mathematical reasoning help the children to grow their
intelligence. Not only has that it also assists the children to evaluate their creativity in the
practical field. Thus, the connection with the theory and the principles give the educator the
chance to give the children proper training and care. Along with that, the theory gives educator
the knowledge to perform their skills in a correct way.
This theory places more emphasis on culture that affects and shape the development
aspect of children. Attention, sensation, perception and memory are the main elements which
have high level of impact on the development aspect of children. For example: Memory of the
young children is limited due to the bio-logical factors. It also places emphasis on adaptation
intellectual functions which aid in the memory of the individual to the large extent.
E) Holistic approaches:
The holistic approach is made in accordance with the children’s mental, physical and social
factors. Nurturing them in an appropriate way is all about the holistic approach. This help the
children to engage them in the things they are interested with and it assists them to develop as a
person (Caprara et al. 2012, p.1289). The holistic approach is made according to the
multidimensional concept in human. Besides the theory is not only based upon the logic or
emotion, however, it stresses importance on the multiple intelligence in the human mind.

The holistic approach says that the educator of the children needs to develop their mindset in a
certain way so that they will be able to respect the complexity and intelligence of the children. It
needs to be the objective of the leader that nurtures the internal and external resources in the
children. The basic need of the human is that they draw their attention to the outer resources
more than the internal resources. Thus, the educator needs to work according to it so that the
children get the better result.
Educator needs to understand that policies of OHSC in proper manner. By understanding these
policies in systematic way one can teach people in better way about the child related insurance
policy. One must have sound knowledge of the insurance policy and he must know terms and
conditions very well. Training can also be given to the educator in respect to the children’s in
respect to insurance policy. Various methods of training can be used to give training to the
educators. One must use appropriate approach to make people understandable about OHSC
policy.
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Reference list:
Blair, C. and Raver, C.C., (2012). Child development in the context of adversity: experiential
canalization of brain and behavior. American Psychologist, 67(4), p.309.
Blair, C. and Raver, C.C., (2012). Child development in the context of adversity: experiential
canalization of brain and behavior. American Psychologist, 67(4), p.309.
Bukatko, D. and Daehler, M.W., (2011). Child development: A thematic approach. Ontario:
Nelson Education.
Caprara, G.V., Alessandri, G. and Eisenberg, N., (2012). Prosociality: the contribution of traits,
values, and self-efficacy beliefs. Journal of personality and social psychology, 102(6), p.1289.
Ellis, B.J. and Boyce, W.T., (2011). Differential susceptibility to the environment: Toward an
understanding of sensitivity to developmental experiences and context. Development and
psychopathology, 23(01), pp.1-5.
Hardy, S.A. and Carlo, G., (2011). Moral identity: What is it, how does it develop, and is it
linked to moral action?. Child Development Perspectives, 5(3), pp.212-218.
Kärnä, A., Voeten, M., Little, T.D., Poskiparta, E., Kaljonen, A. and Salmivalli, C., (2011). A
large‐scale evaluation of the KiVa antibullying program: Grades 4–6. Child development, 82(1),
pp.311-330.
Shonkoff, J.P., Richter, L., van der Gaag, J. and Bhutta, Z.A., (2012). An integrated scientific
framework for child survival and early childhood development. Pediatrics, 129(2), pp.e460-
e472.
Siegler, R.S., Thompson, C.A. and Schneider, M., (2011). An integrated theory of whole number
and fractions development. Cognitive psychology, 62(4), pp.273-296.
Webster-Stratton, C., Reinke, W.M., Herman, K.C. and Newcomer, L.L., (2011). The incredible
years teacher classroom management training: the methods and principles that support fidelity of
training delivery. School Psychology Review, 40(4), p.509.