Report on Child Development: Stages, Theories, and Frameworks

This report provides a detailed analysis of child development, encompassing various stages from newborn to school age. It explores the development of language and communication, cognitive abilities, physical capabilities, and personal, social, and emotional growth. The report delves into the milestones achieved at each stage, offering insights into the domains of communication and speech, cognitive function, physical attributes, and social-emotional development. Furthermore, it examines current scientific research relating to neurological and brain development in early years, its influences on early years settings, and the impact of genetic and environmental factors. Theoretical perspectives from Piaget, Gesell, Eriksson, and others are discussed in relation to cognitive, speech, language, communication, physical, and personal, social, and emotional development, along with their current frameworks. The report also includes activities that promote development for young children.

UNIT-14

Table of Contents
MAIN BODY...................................................................................................................................3
Stages of language and communication development.................................................................3
Activities for young children.......................................................................................................9

MAIN BODY
Activity One
Stages of language and communication development
Development signifies the manner in which a child grows and the changes that take
place. The language and communication development of the child can be classified into
five stages.
Pre-production, where the child is normally silent while listening to new words
Early Production, children begin to practice pronouncing new words
Speech emergence, they start to speak in longer sentences and to ask questions
Intermediate Fluency, they speak more fluently and improve their reading and writing
abilities
Advance Fluency, they expand their vocabulary
At every stage, the child reaches various milestones also known as the 'nature of a
stage' which includes mainly four domains that are the communication and speech,
cognitive, physical and personal, social and emotional.
Newborn (0-3 months)
When the newborn reaches to the domain of language and communication, he/she
starts cooing, making eye contact, crying and starts to listen to the voice of another
person.
Physical domain, babies start to move their arms, hands, legs and the head starts to
turn the way in which he/she hears any sound, the eyes of the newborn start to follow
the objects.
Social and the emotional, the newborn starts to smile within 2 or 3 months.
Cognitive, the newborn starts showing interest in the faces he/she recognises and
various objects.
Infant (3-12 months)
The communication and language domain- From the 3 months, the infant starts
babbling with increasing numerous sounds, listens and also might react or respond to
the babbling, learns about the conversations, react to sudden noises. From 7 to 9
months, the infant start recognizing its own name sound, looks at the objects and

people whenever any person name them. From 9 to 12 months, the infant starts
identifying the meaning of 'no', communicate with gestures and use protowo rds.
Physical domain- From six months, the infant have increased control over his legs and
arms, is able to sit, turn and roll over and explores the surrounding. From 7 to 9 months,
he/she starts grabbing objects, crawling and some of them even learn to stand. From 9
to 12 months, he/she has enhanced hands and eye coordination, is able to walk by
holding onto any standing object such as furniture or appropriate equipment.
Social and emotional domain- From 2 months, the infant is able to laugh and cry, able to
identify familiar faces, responds to face expressions and the tone of voice
Cognitive- The infant is able to notice music, drop things, concentrates and adapts to
various learning strategies.
Toddler (1-3 years)
Communication speech- The toddler starts to say the first words, recognizes various
accents and responds to questions. Also he/she can name different objects and
CONTINUE??
Physical domain- Now, the toddler has a preferable hand, is able to stand and walk a
few steps, crawl and can sit up easily. Moreover, he/she is able to jump, hop and the
walking improves.
Social and emotional domain- It is able to identify self in the mirror, emotions are clearly
visible, have different feelings and becomes more confident with strangers.
Cognitive- He/she can point out the bodily parts while naming them, can solve puzzles,
recognize letters and numbers, knows its own name and starts copying others.
Preschool Age (3-4 years)
Communication and speech- now, he/she can say difficult words, speak in clarity and
CONTINUE??
Physical- He/she can use a bicycle and other toys, toothbrush and scissors, can walk
up and downstairs, catch a ball, draw a circle, use cutlery.
Social and emotional- Starts participating in sports and games, shows imagination,
convey about feelings, can role-play.
Cognitive- can concentrate and the memory become more improvised.
School Age (4-5 years)

Communication and speech- The child is now able to use more complicated words,
narrate stories, respond to simple questions and recite poems.
Physical domain- He/she is able to dress, eat and wash on his/her own, hold the pencil
and other stationeries, can walk and he/she is able to draw more complicated pictures.
Social and emotional- Eager to start conversations with others, make friends, argue with
other children, display anger, enjoy freedom, use imaginative play.
Cognitive- Knows the difference between right and wrong, learn about the alphabet,
numbers, colours, size, understands words, comparisons and routines.
Current scientific research relating to neurological and brain development in
early years.
The science behind the initial level of the development of brain can specify in the
form of the investments in the early level of childhood. These concepts help to develop
on the basis of the neuroscience and the behavioural research which help to justify the
reason that child development from the time of birth till five years is the basic foundation
for the developing and flourishing society. The current research signifies that brains are
built over a period of time starting from the bottom to the top and then continues till the
adulthood. The genes and the experience also plays a crucial part in and their
interactive influences also plays an important part.
Moreover, the capacity of the brain starts on decreasing according to age, the
emotional, cognitive and the social abilities are twisted together throughout the course
of life. If there are any toxic stress then it will damage the architecture of the brain which
can adversely affect the mental and physical health.
Current scientific research relating to neurological and brain development in
early years influences practice in early years settings.
There are also some of the genetic differences that create a modifying effect of
the severe environmental conditions on the neurodevelopment of the child like the
polymorphisms and the catechol-O-methyltransferase type of genes. When the growth
of the fetal is poor which is also used as a highlight point of the adverse intrauterine
environment and also researched on the basis of the prenatal factors on the
development of brain and the behaviour.

Although, there are not many evidence that has been discovered that the long term
changes are constant or persistent. When the brain starts to develop in the first years of
life then it becomes vulnerable to the influences of the environment which means that
the experience that happens during this time period create a lasting impact on the
structure as well as the function of the brain with the help of epigenetic modifications
which will afterwards affect the chances of mental disorders.
Theoretical perspectives in relation to cognitive development and its impact on
current practices.
The theory of Piaget and Gesell specifies that the development on the intellectual basis
have an outcome from an active, different interplay between the child and his or her
environment and it also states the promotion of the changing development in the
already arranges sequence. He has contributed a lot on the knowledge of the growing
infant and the child. Another theory of Eriksson and Spock stated the development
related to the emotional level in the children in terms of time period.
There are basically four stages of this theory that includes the sensorimotor, pre
operational, concrete operational. There exists different classifications of the Eriksson's
and the Spock's theory findings that are the period of trust, the period of autonomy, the
period of initiative, the period of industry and the adolescence. Also, there is focus on
the practices which are aimed at developing the children like adults in the way of their
thinking. When there is developmental progress then the differences of the individuals
should be accepted.
Speech- It is basically the sound made when the child is talking, and they learn the
speech in the order of the development and there particular rules which are applies
such the sounds can or can cot initiate words.
Language- It is used when talking with utilizing the words and the sentences while also
developing the proper grammatical skills and also about what is being comprehended.
Communication- It is very necessary as it is important in making and maintaining the
relationships which also involves the comprehension of the manner of interacting and
involving others with the skill to understand the disruptions of the non-verbal
communication.
Speech also has some factors such as the volume, tone, fluency and pitch.

Generally, the children are required to repeat the new words that they hear so that
before they can collect the words on their own. For language development, there are
also some higher level skills that are needed such as the inference and the reasoning
which further involves making eye-contact, using of gestures and expressions and thus
becomes a vital part of the conversation.
Theoretical perspectives in relation to speech, language and communication
development and its current framework
The theories in relation to the speech, language and the communication development
includes the behavioural theory which means that the language is a collection of verbal
nature which learned with the help of operant conditioning which also includes the
imitation and the practice. Another theory is Nativistic theory which is theory in terms of
biological which means that the language can be transmitted which also includes the
Language Acquisition Device that is a language organ wired at the time of birth into the
brain. Other theories includes the semantic- cognitive theory that focuses on the
relationship between the learning of language and the cognition.
The speech, language and the communication skills are very important for the complete
development of the young children.
To be able to speak in clarity and to hear the sounds, to comprehend and keep up with
others, to be able to express ideas and have an interaction with others is very
necessary for the enhanced building of the development of the child.
Research and findings also suggests that better communication, language and the
education at the young age should be of the utmost importance at of the results at the
schools.
Other theory includes the social-pragmatic theory which takes in account the
communication as the main function or role of the language and emphasizes on the role
of the communicative function of the partner and the interpretation of the partner about
what is being said and the specifies the outcome of the speech action.
Theoretical perspectives in relation to physical development and its current framework
The theory of the Piaget and Gallaher states that the first two years of the child are all
about the functioning at the intellectual level through the sensory and the motor related
experience and it also states that the movement is very necessary for the lives of the

young children which includes some movement related activities like the group
parachute play that have a vast potential for the promotion of the social skills of the
child. The Physical developments can be seen at the early years' foundation stage and
this is all about the area of learning and development. The two important aspects of the
physical developments are the moving and handling and the self care and health. The
social stages of play as stated by Mildred Parten describes that the children can play
together at the age of four. Moreover, there exists a nativist approach that describes that
the children will reach the particular level of the physical development after the ending
of the reception year.
Theoretical perspectives in relation to personal, social and emotional
development and its current framework
The personal development is totally based on how the children obtain the knowledge
and also on the basis of their individual personal skills, the way in which they think and
the manner in which they perceive themselves. Social development means the way in
which they comprehend themselves in relation to others , the way in which they make
friends, to comprehend the rules of the society and how to behave in front of others.
Emotional development means acquiring the feelings, comprehending them and the
capability to feel empathy for others and also their feelings. The current scenario is
framed in relation to the personal, social and the emotional development on the basis of
factors such as the self-regulation, self- management and building the relationships.
The theory which encourages the importance of having the key worker which can be
trusted is known as the Bowlby's Attachment theory. The theory of mind encourages the
ability of the child to develop and maintain the relationships and recognize and spread
empathy, compassion and a comprehension of others. The Bandura's Social Learning
Theory specifies that children should be given with choice and appreciation so that they
can make a strong self-efficacy.
Activity 3-
Activities for young children
Birth - one year and 11 months-
Activity name – Peekaboo

Placing a toy under the blanket and leaving some part of the toy to be visible. Ask the
baby where the toy is being placed and encourage him or her to find it. If the baby can
not find the toy then the blanket should be removed and be replaced.
Benefit of holistic learning and development-
Connecting with the natural environment- Through this activity, the children can connect
with the natural world around them which also allows them the freedom to explore and
to analyse how their actions fits into the reality.
Two - two years and 11 months
Activity name- Fractions with paper
Take a sheet of paper and cut it into half and then explain to the child how those two
pieces made the whole paper and then cut it into four parts making quarters and
likewise cut it into eight parts. Each time after cutting, collect the papers and show the
child how those pieces can form the original sheet of paper.
Benefit of holistic learning and development-
On the basis of such activity the future activities can be planned which will assist the
child's complete learning, development and his or her well-being. With the help of this
activity the child can get involve in a number of various directions simultaneously and
the child can also explore according to his or her interest.
Three - five years
Activity name- Reading all types of books
Read books of all kinds, pointing out the pictures, information, images and while they
read it, record it for them.
Benefit of holistic learning and development-
The above activity helps in building better relationships and the children are able to get
involve and convey better with other individuals whom they trust and hence build a
positive relationship. It helps them to be open-minded and prove out to be better for
making positive connections and emphasizes on the success. This also fuels motivation
for the learning of their children and offers them the freedom to learn in a creative
manner.
Use of technology in supporting the development of speech, language and
communication.

Technology can encourage the language development of the children if the children
wants to use them while communicating with other children and the adults. Also, the
digital technology encourages the previous years practitioners to enhance their practice
in appreciating the communication, literacy and language of the children. When used in
the appropriate way, technology can be used by the children they can face less face to
face interactions which is help in the advancement of the good language development
by sharing information with the parents of the children they could monitor or track the
activities of their children.