Understanding Child Development

This document delves into the multifaceted world of child development. It examines various stages of growth, highlighting crucial milestones in physical, cognitive, and socio-emotional domains. The text draws upon reputable sources like academic journals and research institutions to provide a comprehensive understanding of the factors influencing child development.

Running Head: AN AUTHENTIC ENVIRONMENT FOR CHILDREN 1
Provision of authentic environment for toddlers and preschoolers
Professor’s name
Student’s name
Course
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Accurate valuations can be done in early infant tutorial rooms at any time. Same criteria
can be used because toddlers and preschoolers need similar schooling environment. Various
occasions are available for educators to grasp learning activities as they take place in the
situation of a young kid on a daily basis. Through interrelating with their nobles by way of role
play by using open-ended material resources, kids start to show some of the skills and ideas they
have understood. However, the general authentic process involves observation, recording, and
documentation on how kids demonstrate skills and the concepts introduced to them (Patel et al.,
2015). Moreover, it comprises of various tools that give the required representation about
learning and development, which includes other work samples.
One essential advantage of a dependable environment is that it ensures that no disruption
to the kid’s learning. However, this kind of an evaluation tends to notify teaching and education
procedure in a manner that permits educators to give response to knowledge in a customizable
manner (Australian Institute of Family Studies, 2014). For example, when instructors get
involved in children’s play, they tend to ask them open questions which relate to the activities
the kids are doing at the time. The questions require critical thinking as in order to elicit
satisfactory responses and critical thinking among the children. Toddlers or preschoolers learn at
this stage of development through imitating others.
As part of the authentic setting, the uncertainties as to when the plan should apply during
the assessment ought to be addresses. In this case, teachers ought to be keen to change their
tactic daily in order to make the sessions as interesting as possible. It is paramount for teachers
observe the behaviors of kids daily in which direct observation method is critical (Summerfield,
2016). It helps them to scrutinize how children express and relate to the knowledge gained in
preceding sessions. Moreover, reflection on several aspects of the gained knowledge can be seen

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through the actions of the kids as they relate to each other as well as their instructors (Glavin et
al., 2015). This helps the teacher to focus and rectify aspects that are not in line with the
expected outcomes. Also, multiple sources of information such as anecdotal notes can assist in
assessing the kids as required. In this case, the teacher can move to audio and video recording to
aid in collecting the samples to serve as evidence to the families about the progress made.
A considerate nature of growth, development and learning during early childhood, right
from birth generates guidelines which inform the practices of early childhood educators. In this
case, it requires that guides or teachers integrate all scopes of their information base (Hirschland,
2015). They need to understand about kid’s development and the effects on this information as a
component of the curriculum, how to explain, what to teach, and how to measure what kids have
studied. Moreover, the kid’s strengths and weaknesses, needs, and interests can be evaluated
(Noble, Gray & Johnston, 2016). Some of the guidelines that elucidate the children’s
development help create creation of a helpful society of learners. In addition, it helps teach
facilitation of the learning and progress and establishment reciprocal relationships with their
families. In essence, developmental and appropriate practices can deprive of the deep
information and knowledge of individual kids and the context in which they learn and develop.
The research done on risks associated with achieving physical development and outcome
in children implies that there exist highly prevalent factors which affect them, especially in
developing countries. For instance, a kid’s mind, throughout the initial stages of life is
undergoing rapid development in which neurons series, axonal, synaptogenesis and growth of
dendric’s are specializing and adapting to their functions (Hutchison, 2013). Ideally, kid’s
development is cumulative and thus, making it a foundation for later development. Information
and data have been constructed, and issues have been reviewed from it. So, influences on the

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kid’s development tend to be particular about developmental effects which hardly operate from
the other. Development threat factors incline to cluster together so; interferences are considered
to ease development from various domains.
Several socio-demographic parameters and health forecasters of deferred behavioral
growth are collective in most evolving countries and are probable to affect the general
development of toddlers and young kids (Nelson, Fox & Zeanah, 2014). In this case, growth
valuation is the crucial constituent in pediatric health investigation since every challenge inside
physiologic and communal domain can greatly disturb the growth of kids (In Sriprakash& In
Hopkins, 2015). Moreover, development is multi-determined, through varying nutritional
functions and genetic inheritance in a particular cultural context. Recent years have seen
deviations in societal opinions in children's competencies and flexibility.
By seeing children as effectively accountable and skilled in their studies or lack thereof,
it prompts discernment that kids should be shielded from their insufficiencies. These tendencies
have added sets of limits on children's investigation and access to outside the free show
occasions. For instance, taking breaks from their studies and use of play spaces in 16 childcare
centers, Herrington contended that the Canadian’s Standards for kids’ play spaces and hardware
could not be able to mirror children's formative and play needs, but instead they are objectives of
diminishment. In this situation, studying factors which influence the competence of a child, and
most sides of an individual’s capability are multi-determined (Kail, 2012). This implies that
interferences intended to enhance progress should be multifocal as it integrates impacts from
diverse domains. Secondly, the effects upon children’s progress tend to be explicit in appearance.
Hence, it reinforces the significance of targeting particular interventions to specific results (Levy
& McNeill, 2015). Thirdly, an individual’s development impacts rarely operate in separation

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from the other. So, development risk issues appear to group together as defensive influences. In
essence, the degree of effects in given developing risk factor will rely on that level which it co-
varies with more risk factors. Lastly, developmental threat and shielding factors work across
timeframe to augment an individual’s susceptibility to later risk factors.
In considering the major factors which affect child development, an influence of nutrition
has a great impact on growth and development. Undernutrition, protein undernourishment and
micronutrient shortages affect many facets of kids’ improvement (Saran et al., 2016). As a result,
it retards the physical and cognitive growth, thus, increasing the chances of contracting infection
and diseases. Furthermore, it increases the probability of being malnourished, cognitive effects,
and poor motor development which undermine educational attainment (Kyei-Berko et al., 2015).
However, the worldwide community has selected splitting the occurrence of underweight kids by
2015 as the main pointer of advancement towards the progress of Millennium Goal. Concisely,
undernourished children who are at high risk are those of three years and below. Besides,
nutritional deficiencies and high rate of infectious diseases have overwhelming special effects on
the growth of young children. In relation, the link between paucity and child growth is not only
affected but also a key concern in most of the developed nations where there are parts of poverty,
gender, ethnicity, education, and income.
The values of risk-taking with the aim of promoting the well-being of children improve
the children’s health. Being socially and emotionally well-being is influenced by the set of
factors from individual make-up and family background in which children live. So, promotion of
the well-being of kids provides a basis of personal competencies such as self-resilience which
assist in protecting against risks related to social disadvantage (Mace & Rabins, 2017).
Moreover, early intervention in childhood period can assist in reducing physical and mental

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health challenges and preventing social dysfunction from being carried from one generation to
another. Another justification is that it improves social and economic outcomes. For kids, and
young people with poor social, and psychological health there is an increased chance of poor
social and economic effects both in short and long-term. Hence, the value of risk-taking towards
monitoring early childhood development enhances improvement in social outcomes.
The levels of physical activities being done by children are crucial in assisting in
developing insolences, skills, and deeds for health and enduring bodily activity. Formation of
robust relations to occasions for carnal activity both at residential places and in societies is basic
to emerging active life culture for children and also families (Mace & Rabins, 2017). However,
many sectors of initial year’s labor force contribute towards inspiring and subsidiary active and
healthy routines among children. Active playing and physical movements have positive effects in
developing skills and bonding among kids. For toddlers and preschoolers, learning and
movement are interdependent thus, encourages parents to interact and play with their babies and
in return build a sense of wellbeing which is crucial throughout childhood and adult life (Naftali,
2014). The aspect can be reinforced by through establishing routines from early childhood to
encourage the children’s enjoyment of physical activities making parents be role models.
In conclusion, providing a challenging and an authentic environment for toddlers and
young children is a process which entails many steps. The process requires an authentic plan
which provides instructors or teachers with necessary information for planning and enhancing
children’s playing activities to include the content of particular experiences for social and
literacy studies. Also, from authentic assessment, the instructor can examine an individual child
with special focus on the strengths or weaknesses based on perspective and incorporation of
individual interests and other unique qualities. Regarding the whole process, proper design and

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development of classroom environment can be implemented. Moreover, selection of activities to
scaffold kid’s learning can be done intentionally to create a relationship between assessment and
development of appropriate curriculum.

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References
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annual statistical report 2013. Melbourne, Vic: Author.
Glavin, Kari, Roelants, Mathieu, Strand, Bjørn Heine, … Ragnhild. (2015). Important periods of
weight development in childhood: a population-based longitudinal study. Biomed
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Hirschland, D. (2015). When young children need help: Understanding and addressing
emotional, behavioral, and developmental challenges.
Hutchison, E. D. (2013). Essentials of human behavior: Integrating person, environment, and the
life course. Los Angeles: SAGE.
In Sriprakash, A., & In Hopkins, L. (2015). The 'Poor Child': The cultural politics of education,
development and childhood.
KAIL, R. O. (2012). Human development: A life-span view. Place of publication not identified:
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Foundation, & Ghana. (2015). Identifying child abuse in the school environment: A
manual for teachers, caregivers, parents and students.
Levy, E. T., & McNeill, D. (2015). Narrative development in young children: Gesture, imagery,
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Mace, N. L., &Rabins, P. V. (2017). The 36-hour day: A family guide to caring for people who
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have Alzheimer disease, other dementias, and memory loss.

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Naftali, O. (2014). Children, rights and modernity in China: Raising self-governing citizens.
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