Download PDF The Development of CHILDREN SIXTH EDITION by CYNTHIA LIGHTFOOT
Sinopsis
Among the curious was a government commissioner, who took the boy home and fed him. The child, who appeared to be about 12 years old, seemed ignorant of the civilized comforts that the people offered to him. When clothes were put on him, he tore them off. He would not eat meat, only raw potatoes, roots, and nuts. He rarely made a sound and seemed indifferent to human voices. In his report to the government, the commissioner concluded that the boy had lived alone since early childhood, “a stranger to social needs and practices. . . . [T]here is . . . something extraordinary in his behavior, which makes him seem close to the state of wild animals” (quoted in Lane, 1976, pp. 8–9).
The commissioner’s report caused a public sensation when it reached Paris. Newspapers hailed the child as the “Wild Boy of Aveyron.” In the climate that prevailed following the French Revolution, many hoped that the boy could rapidly develop intellectually and socially to demonstrate that even the poor and outcast of a society were as capable as the wealthy if they were provided with a proper education. The Wild Boy seemed a perfect test case because his life had been so devoid of supportive human contact.
Unfortunately, plans to study the Wild Boy soon ran into trouble. The first physicians to examine him concluded that he was mentally deficient and speculated that he had been put out to die by his parents for that reason. (In France in the late eighteenth century, as many as one in three normal children, and a greater percentage of abnormal children, were abandoned by their parents, usually because the family was too poor to support another child [Heywood, 2001].)
Most of the doctors recommended that the boy be placed in an asylum, but one young physician, Jean-Marc Itard (1774–1838), disputed the diagnosis of retardation. Itard proposed that the boy appeared to be mentally deficient only because he had been isolated from society and thereby prevented from developing normally. In support of his view, Itard argued that if the boy had been mentally retarded, he certainly could not have survived on his own in the forest.
Content
- The Study of Human Development
- Biocultural Foundations
- Prenatal Development and Birth
- The First Three Months
- Physical and Cognitive Development in Infancy
- Language Acquisition
- Physical and Cognitive Development of Early Childhood
- Social and Emotional Development in Early Childhood
- Contexts of Development
- Physical and Cognitive Development in Middle Childhood
- School as a Context for Development
- Social and Emotional Development in Middle Childhood
- Physical and Cognitive Development in Adolescence
- Social and Emotional Development in Adolescence
Downnload PDF BTEC First Children's Care, Learning & Development by Kath Bulman
Sinopsis
Child development experts have carried out a lot of research on young children to work out what most children can do at different ages and the rate at which they grow. From this research, milestones of development have been identified. A ‘milestone of development’ refers to the age at which most children should have reached a certain stage of development, for example, walking alone by 18 months, or smiling at six weeks.
Many children will have reached that stage of development much earlier, but what matters is whether a child has reached it by the milestone age. You will also read about average ages for developmental stages, and these will be different. An average age is in the middle of the range of ages when all children reach a certain stage, for example, for walking the range can be from 10 months to 18 months which makes the ‘average’ age for walking 14 months. The important thing to remember is that all children develop at different rates and may be earlier in achieving some aspects of development and later in others.
Content
- Unit 1 Understanding children’s development
- Unit 2 Keeping children safe
- Unit 3 Communication with children and adults
- Unit 4 Preparing and maintaining environments for child care
- Unit 5 Professional development, roles and responsibilities in child care*
- Unit 6 Supporting children’s play and learning
- Unit 7 The development and care of babies and children under 3 years
- Unit 8 Providing support for children with disabilities or special educational needs
Download PDF Communication with children and adults
Sinopsis
Try to imagine a whole day without communicating with others. What would that feel like? Do you think you would achieve very much? Communication skills are a central point of all work with children. You will need to communicate with children, other workers, families and other adults. It is important to remember that when you communicate with children you must communicate at the age and stage of development of the child. The material in this unit is important to all aspects of your life as good communication skills are an essential life skill. To work in any care or education setting it is even more important. If you are taking the Diploma course you will need to have evidence of your good communication skills for Unit Professional development, roles and responsibilities.
Download PDF Promote communication in health, social care or children’s and young people’s settings
Sinopsis
As a worker you can provide a range of information to individuals who use services, to enable them to understand the support that is available to meet their needs. You could ask the individual for their opinions about the provision available and encourage them to make choices. Exchanging information is important in order to develop your understanding of the needs of an individual, so that you can provide the support the client requires and improve the quality of service provision. If the information exchanged is inaccurate, mistakes can be made, for example, an individual could be prescribed the wrong medication if the GP did not know they were allergic to it. If information is not exchanged, individuals may not feel supported and workers will not be able to carry out their job roles as effectively as they could.
Download PDF Developmental Profiles Pre-birth through Adolescence 7 TH EDITION by Lynn R. Marotz, RN, Ph.D
Sinopsis
Child development has been a major research focus of psychology for decades (Figure 1-1). Throughout the years, theorists have studied children and offered their viewpoints on everything from growth to behavior. In some instances, their explanations are consistent, whereas on other points there is considerable disagreement. For example, Arnold Gesell thought that all learning is determined by a biological readiness, while Jean Piaget believed that it is due to a combination of genetic and environmental factors.
At fi rst glance, these multiple theoretical frameworks for understanding children’s growth and development may appear confusing and in confl ict with one another. However, it is unlikely that any one theory adequately explains the complexity of children’s behavior. Each offers a somewhat different interpretation of the conditions that shape development and encourages us to consider behavior from multiple perspectives. It should also be remembered that theories refl ect the ideas and conditions accepted at a given point in time. As new research is conducted, existing ideas are often revisited and modifi ed. Thus, as societies change, so too will ideas about children’s behavior and development.
Content
- Child Development Theories and Data Gathering
- Principles of Growth and Development
- Prenatal Development
- Infancy: Birth to Twelve Months
- Toddlerhood: Twelve to Twenty-four Months
- Early Childhood: Three-, Four-, and Five-Year-Olds
- Early Childhood: Six-, Seven-, and Eight-Year-Olds
- Middle Childhood: Nine-, Ten-, Eleven-, and Twelve-Year-Olds
- Adolescence: Thirteen- to Nineteen-Year Olds
- When and Where to Seek Help
Download PDF Advanced Paediatric Life Support The Practical Approach FIFTH EDITION by Martin Samuels
Sinopsis
Each year many millions of children around the world die from potentially preventable and treatable causes. Whilst the majority of these deaths would be prevented by attention to living conditions and public health measures, an improvement in the recognition of serious illness and delivery of initial medical treatment would undoubtedly save lives.
The training of health care practitioners and the resources available for health care delivery varies enormously among countries. It is possible however to improve the outcome of serious illness and injury in children with modest resources if the basic principles of resuscitation are adhered to. The structured sequential approach to the recognition and treatment of the seriously ill and injured child followed in this manual is applicable in many situations and circumstances.
Content
- Introduction
- Life support
- The seriously ill child
- The seriously injured child
- Practical application of APLS
