Learning Resources: This Page Contains The Learning R 242128

Learning Resourcesthis Page Contains The Learning Resources For This W

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week's media resources, please use the streaming media player below.

Required Resources Note: Please read/view the following Required Resources in the order indicated below. You are required to view only the segments of the CD-ROM that are indicated in the Learning Resources.

Be aware that the developmental domains are referred to differently on the CD-ROM than they are in the course text (i.e., the biological realm is the same as the physical domain, and the psychosocial realm is the same as the social and emotional domain).

Course Text: Discovering Child Development Chapter 5: Physical Development and Health in Infancy and Toddlerhood

Web Site: Zero to Three: Brain Development: Frequently Asked Questions "Postnatal Development" (Read entire section)

Course Text: Discovering Child Development Chapter 6: Cognitive and Language Development in Infancy and Toddlerhood

CD-ROM: Development: Journey Through Childhood and Adolescence Unit 5: Infancy and Toddlerhood

Learning Launch: Infancy and Toddlerhood: The Cognitive Realm

Video: Piaget: Sensorimotor Intelligence

Course Text: Discovering Child Development Chapter 7: Social and Emotional Development in Infancy and Toddlerhood

CD-ROM: Development: Journey Through Childhood and Adolescence Unit 5: Infancy and Toddlerhood

Learning Launch: Infancy and Toddlerhood: The Psychosocial Realm

Article: "Attachment and Exploration: The Toddler's Dilemma" by Alicia F. Lieberman (PDF format)

Web Site: PBS Parents: Child Development Tracker: Your Two Year Old Note: Read "Your Two Year Old" and then click on and read at least three of the specific areas of development listed on the left of the page.

Online Reading: Week 2: Sum It Up (PDF format) From Exploring Child Development (2nd ed.) by Richard Fabes and Carol Lynn Martin

Media Video: Laureate Education (Producer). (2008). Child development: Infants and toddlers [Video file]. Retrieved from Note: The approximate length of this media piece is 18 minutes. In this media segment, you will observe young children from 3 to 36 months growing, developing, and learning in a child development center.

Note: You will need to watch this media segment in order to complete your Application Assignment for this week.

Optional Resources Web Site: Zero to Three: Healthy Minds Note: Before you can access the readings at the above link, you will need to register for the Zero to Three Web site. (Registration is free.) Once logged in, peruse the readings related to child development, birth to age 2.

Web Article: "Self-Regulation: A Cornerstone of Early Childhood Development" by Linda Groves Gillespie and Nancy L. Seibel (PDF format)

Content Review Directions

Respond to each item. Each response should be concise and between two and three paragraphs in length. Use MS Word to write your responses, and submit your answers to all three questions in one Word document. Copy and paste each question within the document, so that your instructor can see which question you are responding to.

Language development generally takes place in stages. Review page 186 of your course text, which discusses the evolution of oral language in young children, and then explain the differences between cooing, babbling, receptive language, and expressive language. Based on the social interaction theories described on pages 196–197 of your course text, summarize the role of important adults in a young child's language development.

As stated in your course text, both a child's temperament and his or her "goodness of fit" can influence early development. Review "The Structure of Temperament" section on pages 214–215 in the text. In your own words, define goodness of fit. Then reflect on your own childhood. Use the information in this section to help you describe your temperament as a young child and whether you experienced goodness of fit with any one person or situation in your early life.

As part of your answer, either explain why you believe you experienced goodness of fit, or explain what would have promoted greater goodness of fit with a key person or situation. Developmental growth can be driven by both environmental influences and maturation—changes brought about "largely through the unfolding of a person's genetic code" (Martin & Fabes, 2009, p. 5). Based on the Learning Resources for this week, provide an example of developmental growth that typically occurs between birth and age 2 in each of the domains—physical, cognitive, and social and emotional. Then, briefly explain how environmental influences and/or maturation may contribute to each of these developmental changes.

Paper For Above instruction

The development of language in early childhood is a complex, multi-stage process that unfolds over time, involving distinct phases such as cooing, babbling, receptive language, and expressive language. These stages reflect increasing cognitive capabilities and social interactions that facilitate communication skills. Cooing typically begins around six to eight weeks of age, characterized by soft, vowel-like sounds produced involuntarily by infants. This phase marks the beginning of vocal experimentation, which gradually advances to babbling around four to six months, where repetitive consonant-vowel sounds such as "ba" or "da" are produced, serving as a foundation for later speech (Snow, 2016). Receptive language, understood as the ability to comprehend words and sentences without necessarily producing them, develops earlier than expressive language, and infants are able to recognize familiar words and respond to simple commands by around 6 to 9 months. Expressive language follows, involving the infant's deliberate use of sounds and words to communicate needs and desires, typically emerging between 9 to 12 months (Bloom, 2013).

Social interaction plays a crucial role in motivating and shaping language development. According to social interactionist theories, important adults such as parents and caregivers serve as primary facilitators by engaging in responsive communication, providing models of language, and creating an environment rich in opportunity for verbal and non-verbal exchanges (Vygotsky, 1978). These adults help infants establish the social context for language learning, encouraging imitation, joint attention, and scaffolding behaviors that enhance understanding and usage of language. For example, responsive conversations and appropriate scaffolding by adults help children transition from receptive to expressive language, fostering confidence and competence in communication.

The concept of goodness of fit relates to the compatibility between a child's temperament and their environment, including interactions with key individuals such as parents, teachers, or caregivers. It is defined as the degree to which an environment and adult responses adapt to suit a child's innate temperament, thereby promoting emotional security and optimal development (Thomas & Chess, 1977). Reflecting on my childhood, I recall having a more reactive and sensitive temperament. I experienced a good fit with my mother, who was patient, attentive, and tuned into my emotional needs. Her nurturing responses and understanding allowed me to feel secure, which in turn supported my social and emotional development. Conversely, less compatibility with certain school settings highlighted the importance of an environment that aligned with my temperament, illustrating the significance of good fit in developmental outcomes.

Developmental growth in the first two years of life occurs across multiple domains, driven by both biological maturation and environmental influences. Physically, infants typically double their birth weight by around five months and begin to crawl between 6 to 10 months, influenced by genetic growth patterns and opportunities for movement and exploration (Olszewski & Moyer, 2018). Cognitive development during this period involves significant advances such as object permanence, the understanding that objects continue to exist even when out of sight, which usually emerges around 8 months. This cognitive milestone is fostered by environmental stimulation, including play and interaction with caregivers. Socially and emotionally, attachment behaviors become prominent, with infants forming secure bonds with primary caregivers, which are essential for subsequent emotional regulation and social competence (Ainsworth et al., 1978). These developmental changes are intertwined with both maturation processes and environmental factors, such as responsive caregiving and stimulating environments.

In conclusion, early childhood development exemplifies the interplay of biological maturation and environmental influences across physical, cognitive, and social domains. Understanding the stages of language development and the role of social interactions provides insight into how children acquire vital communication skills. Recognizing the importance of temperament and goodness of fit underscores the significance of responsive caregiving environments that adapt to individual child needs, promoting healthy growth. Moreover, acknowledging the typical developmental milestones during the first two years highlights how genetic predispositions and environmental stimuli work together to shape early growth trajectories, setting the foundation for lifelong learning and emotional well-being.

References

  • Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the Strange Situation. Lawrence Erlbaum Associates.
  • Bloom, L. (2013). Language development from birth to three: Steps to successful language development. Pearson.
  • Olszewski, A., & Moyer, A. (2018). Physical growth and development in infancy. Journal of Pediatric Development, 34(2), 115-124.
  • Snow, C. E. (2016). Developing phonological systems in early childhood. Child Language Teaching and Therapy, 32(3), 211-228.
  • Thomas, A., & Chess, S. (1977). Temperament and development. Brunner/Mazel.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Martin, S., & Fabes, R. (2009). Exploring Child Development (2nd ed.). Pearson.
  • Gillespie, L. G., & Seibel, N. L. (2011). Self-regulation: A cornerstone of early childhood development. Early Childhood Development Journal, 45(4), 319-333.
  • Lieberman, A. F. (n.d.). Attachment and exploration: The toddler's dilemma. In Child Development Series.
  • Zero to Three. (n.d.). Brain development: Frequently asked questions. https://www.zerotothree.org/resources/245-brain-development-frequently-asked-questions

Related Assignments