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INTRODUCTION
Child all around development refers to the biological, emotional
and
psychological changes that occur in human being from conception
to the end ofadolescence. As an individual it progresses from
dependency to increasing autonomy
because these developmental changes among children may be
influenced by genetic
factors during prenatal period. Developmental change may occur
as a result of
genetically-controlled processes known as maturation, or as a
result of environmental
factors and learning, but most commonly involves an interaction
between the two. It
may also occur as a result of human nature and our ability to
learn from our
environment. Human beings have a keen sense to adapt to their
surroundings and this
is what child development encompasses. Every child would
struggle to find their culture
and identity in child development.
There are various definitions of periods in a child's
development, since each
period is a continuum with individual differences regarding
start and ending.
Some age-related development periods and examples of defined
intervals are: newborn
(ages 04 weeks); infant (ages 4 weeks 1 year); toddler (ages 13
years);
preschooler (ages 46years); school-aged child (ages 613 years);
adolescent (ages
1320). However, organizations like Zero to Three and the World
Association for Infant
Mental Health use the term infant as a broad category, including
children from birth to
age 3.
There are many theories from different proponents which are
related to the all-
around development of a child. These are the following:
Jean Piaget (Theory of cognitive development). A Swiss theorist
who posited
that children learn actively through the play process. He
suggested that the
adult's role in helping the child learn was to provide
appropriate materials for the
child to interact and construct. He would use Socratic
questioning to get the
children to reflect on what they were doing. He would try to get
them to see
contradictions in their explanations. He also developed stages
of development.
His approach can be seen in how the curriculum is sequenced in
schools, and in
the pedagogy of preschool centers across the United States.
Piagets Theory of
Cognitive Development is the following: Sensorimotor Stage
(birth to about age
2); Preoperational Stage (begins about the time the child starts
to talk to about
age 7); Concrete Stage (about first grade to early adolescence);
Formal
operations (This stage brings cognition to its final form. This
person no longer
requires concrete objects to make rational judgments.).
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Lev Semyonovich Vygotsky (Socio-Cultural Theory of
Development).
Vygotsky was a theorist who worked during the first decades of
the former Soviet
Union. He posited that children learn through hands-on
experience, as Piaget
suggested. However, unlike Piaget, he claimed that timely and
sensitive
intervention by adults when a child is on the edge of learning a
new task (called
thezone of proximal development) could help children learn new
tasks. This
technique is called "scaffolding," because it builds upon
knowledge children
already have with new knowledge that adults can help the child
learn. An
example of this might be when a parent "helps" an infant clap or
roll her hands to
the pat-a-cake rhyme, until she can clap and roll her hands
herself. Vygotsky was
strongly focused on the role of culture in determining the
child's pattern of
development. He argued that "Every function in the child's
cultural development
appears twice: first, on the social level, and later, on the
individual level; first,
between people (interpsychological) and then inside the
child
(intrapsychological). This applies equally to voluntary
attention, to logicalmemory, and to the formation of concepts. All
the higher functions originate as
actual relationships between individuals."
Erik Erikson (Psychological Theory of Development). Erikson, a
follower of
Freud's, synthesized both Freud's and his own theories to create
what is known
as the "psychosocial" stages of human development, which span
from birth to
death, and focuses on "tasks" at each stage that must be
accomplished to
successfully navigate life's challenges.
Erikson's eight stages consist of the following: Trust vs.
mistrust;Autonomy vs. shame; Initiative vs. guilt; Industry vs.
inferiority; Identity vs. role
confusion; Intimacy vs. isolation; Generativity vs. stagnation;
and Ego integrity
vs. despair.
In the Philippines, nowadays, childrens all-around development
is
somehow slow compared to children in other countries around the
world because based
on researches; the Filipino children do not get a proper
nutrition that is why the all-
around development is being deprived. The implication of this is
that we should make
sure that they receive the proper care and to avoid unnecessary
and often costly
monitoring and treatment. She said recent research on Filipino
child health suggests
they have a higher risk than other East Asians not just of being
labeled small for
gestational age, but also of being born prematurely or
stillborn. Filipino children have
the highest rates of being underweight and of small stature
compared with other East
Asians and Pacific Island group.
http://en.wikipedia.org/wiki/Zone_of_proximal_developmenthttp://en.wikipedia.org/wiki/Zone_of_proximal_developmenthttp://en.wikipedia.org/wiki/Pat-a-cakehttp://en.wikipedia.org/wiki/Pat-a-cakehttp://en.wikipedia.org/wiki/Zone_of_proximal_development
