Practical Application of Child Development Theories: Scenario Analysis

This assignment presents a series of scenarios related to child development, addressing topics such as temperament, cognitive development, physical milestones, and language acquisition. Scenario 1 discusses a shy child and strategies to encourage social interaction and build self-esteem. Scenario 2 focuses on enhancing cognitive development through daily routines and engaging activities. Scenario 3 examines a 1-year-old child's physical and emotional development, suggesting activities to improve walking and address emotional insecurity. Finally, Scenario 4 explores language learning in a new environment, emphasizing the use of easy words, enjoyable activities, and supportive resources. The assignment demonstrates the application of child development theories to practical situations, providing insights into addressing various developmental challenges. Desklib offers a platform for students to access similar solved assignments and past papers.

Running Head: SCENARIOS
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Scenarios
student
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Table of Contents
Scenario 1..........................................................................................................................................2
Scenario 2..............................................................................................................................................3
Scenario 3..............................................................................................................................................5
Scenario 4..............................................................................................................................................7
References...........................................................................................................................................10

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Scenario 1
Answer 1
The children are born with separate temperaments. The temperament is the tactic a
child interrelates with the world. As discussed in the case scenario Toby is a shy child and not
very interactive but he is very good climbing and enjoys the physical activities at home.
Sometimes labeling a child as Shy can make him or she feels something is wrong with him.
This should be avoided and it should be told to him or her that nothing is wrong in being shy
(Lister, 2007). He should be encouraged to do activities that he likes to do. The children often
feel shy when there is nobody familiar around them. Therefore the parent or another known
person can be involved in the activities to make him comfortable (Borland, Hill, Laybourn, &
Stafford, 2001). For example, if he is invited to a friend's house, he might feel good and
comfortable if the known person goes with them at first (Borland, Hill, Laybourn, & Stafford,
2001).
Answer 2
Practice demonstration and express or class presentations with the Toby at home. This
may help him feel more relaxed and comfortable when he has to present himself in front of
the class. Toby should be encouraged to perform some extracurricular activities. Something
of someone that can encourage his social behavior should be found, for example, sport,
Scouts, or Girl Guides. The child can be trained through social interactions with a new
individual in the parents' presence. In any familiar situation, toby can be reminded to perform
things such as making eye contact, face individuals with his entire body, and response the
questions in a sound that person can listen to. For example, we can say to him that,
‘remember to stare at father’s eyes when he’s speaking to you’. The negative comparisons
with more confident relatives or friends should be avoided (Rudasill, & Rimm-Kaufman,

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2009). As an alternative, we can help him to build his self-esteem by concentrating on even
minor steps headed for being less nervous or shy. Over-comforting the child should also be
avoided as it may send the negative message that we think he is in a scary situation, this
might increase the shy behavior. If anyone says the kid is ‘shy’, they should be gently
corrected in front of the child (Rubin, Bukowski, Parker, & Bowker, 2008)
Question 3
The play is an important factor in the development of language skills and the slop language
development process can also affect the play (Tamis‐LeMonda, Shannon, Cabrera, & Lamb,
2004). As Toby's Mother stated that he is a great climber and likes to do activities at home,
this indicates that he is not very open in doing those tasks in front of unknown people. If he
does not talk to the people outside the home he may not be engaged in any activity that he
likes to do or play. This may further develop the negative thoughts that he is not good and he
should not continue with the activities or hobbies and he may lose those skills as he will grow
(Tamis‐LeMonda, Shannon, Cabrera, & Lamb, 2004).
Scenario 2
Answer 1
Sometimes it happens that the activities used in school to improve children's cognitive
development may no more seem interested in the children and they might feel bored. This
should be focused by the school staff. To develop the cognitive behavior the new and
interesting activities should be implementing in the system (Dockett, & Perry, 2005). The
staff can be informed about the situation and the training can be provided to them about how
to use daily routines to encompass additional learning. The cons of the present methods

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should be discussed with the staff members they should be told that the current tactics are not
working as they should be, therefore the daily routine should be used to increase and improve
the interest of the children in order to enhance their cognitive development and get their
attention in that area (Dockett, & Perry, 2005). The staff member is the also the part of the
system, therefore their contribution is also necessary to achieve the goal already set for the
children. They can be told that the new strategy is going to be used and this can only be
successful with their health, therefore the entire staff member should learn the skills
associated with daily routine activities and apply them in the learning process of children
(Dockett, & Perry, 2005).
Answer 2
An enormous amount of learning can take place when children are involved in daily
routines such as bathing, feeding, diaper changing and riding in a car – things that parents do
with their children every day. These daily events are so important because they provide
opportunities for repetitive learning in a natural, enjoyable yet structured way (Burger, 2010).
Think of all the things that parents do with their children on any given day. They dress and
feed them, bathe them and help them brush their teeth. It is within the context of such daily
routines that a young child begins to make sense of his or her world. Each routine consists of
a series of small steps, such as opening the car door, climbing into or being put into the seat,
sitting on the seat and then being buckled. Some routines have a special language that goes
along with them - e.g., "Time to get dressed" or "Let's go for a ride." the children like their
home environment more than their school environment, therefore the mall changes can be
done to provide them with a friendly environment (Burger, 2010). The usual activities can be
changed with the daily activities such as sing a song with the children, identifying noises they
hear through the day, practicing the alphabets with children in the form of songs (Ginsburg,

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2007). Other important activities that can be a substitute for usual activities are practicing
counting with the children, offer them choices about the doing the activities, visit interesting
places such as local children museum, playing with them in everyday items such as variously
sized lids, and offering the children with a variety of games. These changes might help the
children be more interested in the cognitive elemental activates (Burger, 2010).
Scenario 3
Answer 1
As discussed in the scenario Sam is a 1-year-old child who is insecure in his new
environment, some of the strategies can be used to make him comfortable such as being
sensitive to the babies needs by identifying the reading the baby's signal and responding
instantly, the mother can be taught to be in sync with the child such as keep an eye on Sam's
changing needs, and stimulating baby by ABC. A for effect in which the mother should
produce positive effects by using sniggers inducing activities such as making unusual sounds,
B meant for behavior which should be stimulated by using physical activities, and C is for
cognition in which the baby should only encourage the activities they like and do not force
them to do the task they feel uncomfortable (Dalby, 2009).
Answer 2 (7)
According to a report published in healthfamiliesbc (2018), the child up to six months
can sit which the back. This was also seen in the case of Sam as he can also sit unsupported.
However the child up to 12 months old can walks with or without the support and says
minimum one word, this was not happening in case of Sam, therefore this can be said that
Sam’s physical development was not accurately on the track (Healthy family BC, 2018).

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Answer 3 (8)
Walking is one of the milestones of baby's development, and in the case of Sam, it
was not that good. To improve his physical development various activities can be applied
such as using four wheeler riding toys which can help the children to walk. Playing music
and dancing with the child may also help in the physical development of the child. The child
can also be provided with the toys with moving parts that stay linked (Allender, Cowburn, &
Foster, 2006).
Answer 4 (9)
As discussed in the case the student is feeling insecure in the new environment not
have started to walk, this may be caused due to the emotional dis-attachment with the parents.
Emotional needs are really important for physical development. The baby needs to feel that
they are in a safe and secure environment for their natural physical development. They also
need to have a sense of love and belonging, and attachment or bond with the careers, this
enables them to respond the carers and doing physical activities (Ginsburg, 2007).
Answer 5
Some of the cognitive skills related to learning to walk are imitating the speech
sounds, correctly using the words like mama/dada, understanding the simple commands such
as give it to me and beginning the sense of humor. These cognitive skills are for children with
9 to 12 month of age (Adolph, Vereijken, & Shrout, 2003). Other cognitive skills that also
related to learning walk includes three to five words vocabulary, using the gestures to
communicate, and responding to the parent or carers words and command. Some of the other
skills related to walking includes noticing the size of object, understand how the subject can
be used, knowing whether the object or thing is far or near, and reaching for the things with

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their finger, thumb and with both hands for larger objects (Adolph, Vereijken, & Shrout,
2003).
Scenario 4
Answer 1
Change in the environment and language might slow down children’s’ language learning
ability. To help them cop up with the new environment and new language the easy words
should be used that can be easily understood by the child such as hello, good morning, good
evening and good night (August, Carlo, Dressler, & Snow, 2005). Samara should introduce
with the word that is easy to speak for example mother, father, toy, etc. Infants initiate
learning their natural language by determining features of its sound structure; this can be used
in samara to help her learn a new language by Music or sounds (August, Carlo, Dressler, &
Snow, 2005).
Answer 2
Engaging samara in activities that she loves to do and make language learning enjoyable.
Children absorb better once they are having fun. While teaching the child an external
language, resources can be the best friend. The online help takes are taken such as such as
foreign linguistic books, application, online linguistic programs, activities, and games
(Harper, & De Jong, 2004). Another key step should be taken is making a comfortable
environment for her so that she can feel familiar in her language learning environment. It
should be ensuring that her learning center should not be tensed, and should be positive and
peaceful.
Answer 3

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Child Growth Centers offer on post entire day, half day, hourly child upkeep, and lengthy
duty day upkeep to comprise the robust openings Pre-Kindergarten package. Care is
delivered by skilled staff and processes are subject to deliver them a decent cognitive growth.
Health services, language growth services, parenting programs are also there in the center.
The available staff at the center includes teachers, baby careers, and health staff. The Allied
Health package builds the capability of center staff and mothers in classifying kids from birth to
three years who are in danger of developmental postponement (Burger, 2010). The package
backs staff and mother and father in promoting children’s best development. The Allied Health
available staffs at the center are:
o A speech pathologist, who helps with all features of communication counting speaking,
language, literacy, gestures, symbols, and signs.
o Occupational therapists, which help in children’s contribution in and presentation of daily
actions (Burger, 2010).
Answer 4
 Health elevation materials and actions on health, healthy consumption and physical action
and health, child growth and parenting related data is available in the centers that can be
accessed.
 Child and Family Health Service (CaFHS) deliver kid and family health facilities and
guidance and youngster health checks (Bennett, & Tayler, 2006).
The parents and other carers can directly go into the centers for the registration and they can also
register online to access the services provided by the child development centers (Bennett, &
Tayler, 2006).
Funding available

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There are lots of funding opportunities are there for children care in Australia such as
community grants by federal and state government, Australia heritage grants, child fund
Australia. These programs and services providing financial help to the child development
centers and health care centers (Irwin, Siddiqi, & Hertzman, 2007). The Direct Aid Program
(DAP) is the flexible minor grants program subsidized by the Australian Government. The
program goals to back projects with the strong growth focus which donate to sustainable
child growth and education (Irwin, Siddiqi, & Hertzman, 2007).

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References
Adolph, K. E., Vereijken, B., & Shrout, P. E. (2003). What changes in infant walking and
why. Child development, 74(2), 475-497.
Allender, S., Cowburn, G., & Foster, C. (2006). Understanding participation in sport and
physical activity among children and adults: a review of qualitative studies. Health
education research, 21(6), 826-835.
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary
development for English language learners. Learning Disabilities Research &
Practice, 20(1), 50-57.
Bennett, J., & Tayler, C. P. (2006). Starting Strong II: Early childhood education and care.
OECD.
Borland, M., Hill, M., Laybourn, A., & Stafford, A. (2001). Improving consultation with
children and young people in relevant aspects of policy-making and legislation in
Scotland. Edinburgh: Scottish Parliament, Education Culture and Sports
Committee.
Burger, K. (2010). How do early childhood care and education affect cognitive development?
An international review of the effects of early interventions for children from
different social backgrounds. Early childhood research quarterly, 25(2), 140-165.
Dalby, S. (2009). Security and environmental change. Polity.
Dockett, S., & Perry, B. (2005). ‘You need to know how to play safe’: Children's experiences
of starting school. Contemporary Issues in Early Childhood, 6(1), 4-18.

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Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and
maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and
maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
Harper, C., & De Jong, E. (2004). Misconceptions about teaching English‐language
learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162.
Healthy family BC (2018). Baby's physical development form 0 to 6 months. Retrieved from:
https://www.healthyfamiliesbc.ca/home/articles/babies-physical-development-0-6-
months
Irwin, L. G., Siddiqi, A., & Hertzman, G. (2007). Early child development: A powerful
equalizer. Vancouver, BC: Human Early Learning Partnership (HELP).
Lister, R. (2007). Why citizenship: Where, when and how children?. Theoretical Inquiries in
Law, 8(2), 693-718.
Rubin, K. H., Bukowski, W. M., Parker, J. G., & Bowker, J. C. (2008). Peer interactions,
relationships, and groups. Child and adolescent development: An advanced course,
141-180.
Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: The
roles of child temperament and teacher-child interactions. Early Childhood Research
Quarterly, 24(2), 107-120.
Tamis‐LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and
mothers at play with their 2‐and 3‐year‐olds: Contributions to language and
cognitive development. Child development, 75(6), 1806-1820.