Help!!!!

[Type text] [Type text] [Type text]

1

Running Head: Case Study Comprehensive Analysis

Charlotte K. Johnson

ED5405

Case Study: Comprehensive Analysis

Instructor Kate Green

September 14, 2018

Abstract

So now that this class has come to and end, in this final paper of my case study on Jeremiah Wilson, I will do to the best of my ability to explain the development of Jeremiah from being an infant to an adolescent. My goal in writing this paper is to inform you with detailed information on what events have taken place from his infant stage of his life and how they may have an impacted him up until this point at his age of 8 years old. I will do my best to describe what are the most important areas that have had an impact on his development, what includes culture, the parenting skills and the set up and environment. More importantly with this paper I will point out the meaningful socioeconomic issues did have an impact on him. Upon the research of these events it will have uncovered literature reviews to better help support my final project. Lastly, I will be highlighting the recommendation of optimal development of Jeremiah.

With child development see this is something that every person from infancy goes through. When a child is growing it is a process that is allowing them to acquire new skills, these skills include crawling, pulling up on things, talking, walking, jumping, and putting on their own clothes. Now children have to develop some skills before they are able to learn new skills. We all know that every child learn in their own special way as well as their own pace. There are ways that the environment could have influences that will have great influence in a child’s development.

Children today attend schools now that have importance of role socialization of the child, meaning it is very important that teachers are aware of how to have socialization skills with their students. (Vercillo, 2012). However, in children’s early years they are able to gain the knowledge they need and skills they need for future learning. For instance, children will learn and understand skills that are taught to them through their teacher’s interaction with them. We as teachers must also understand it is our main responsibility to guide, and encourage our students to learn. We must have a an environment that is geared toward school readiness that allow our students to be able to respond in the classroom (e.g., rules and regulations, curriculum, activities, positive behavior in group settings, and directions and instructions from teachers and other adults in the school) (Role of Teachers, 2015).

Now at my current and past early learning jobs, our classroom had to be set up in areas of learning centers, the must be geared with age appropriate material for them to play and manipulate. The most important of them all per the state of Georgia as I’m sure in other states, is that the classroom has to be and should be nurturing, supportive and successful for all students to learn. The best way to make sure this is set into play is to have us as teachers to continually change the environment of the class. We as teachers in this day and time are expected to have diversity geared towards our group of students that make it more challenging to work such as framing problems; finding , integrating and synthesizing information; creating new solutions; learning on their own; and working cooperatively (Role of Teachers, 2015).

As indicated by Piaget, children experience four phases of what is called cognitive development, which incorporates: sensorimotor stage, preoperational organize, concrete operational stage, and formal operational stage. Sensorimotor stage is when newborn children starts to respond to the world that embraces them through their eyes, ears, hands, and mouth. Preoperational arranges this is when improvement of dialect will take shape and pretend play will happen. Concrete operational stage is a point to improvement when a child's thinking ends up coherent and better composed. Formal operational stage this is a period that young people will perceive how to assess the rationale of verbal articulations without alluding to genuine word conditions.

Piaget was convinced that children are active learners because their minds consist of rich structures of knowledge (Berk, 2012). When children are in the developmental stage of early childhood between the tender ages 3 through 8, they are considered concrete learners (Active, Engaged, Meaningful Learning, 2015).

At this age children begin to become active learners. This is when children start to

find things out for themselves. Children start to gradually focus on people outside the world, they become fully aware that they don’t quite have many adult skills. (Active, Engaged, Meaningful Learning, 2015). When children are in a environment that they trust they will be encourage trying out new skills at their own level, but this is when they will embrace learning. Jean Piaget believed that children learn efficiently when they are able to take new knowledge and integrate it into previous knowledge and experiences, constructing a new knowledge base each day (Active, Engaged, Meaningful Learning, 2015).

I feel that a parent teacher relationship is very important. The reason for this is that it helps shapes the child’s abilities, and allows the child not to have materials beyond their level of expectations. What Piaget believed is that the biological development of the child drives them to a movement from one cognitive stage to the next. (Berk, 2012) When children have learning experiences that help shape them as a whole: cognitive or intellectual, social, emotional, physical, aesthetic, and psychomotor (Active, Engaged, Meaningful Learning, 2015). Based upon Piaget’s observations, he concluded that children are not less intelligent than adults; they simply think differently (Cherry, 2015).

The youngster that I chose for my case study project was Jeremiah Wilson who is an African American little boy, he is five-years-old and he is a kindergartner. Now Jean Piaget states that Jeremiah would fall in the preoperational stage of life. With Piaget’s theory he describes Jeremiah because according to his theory children should and need to be physically active, and children should often be engaged in their learning. Per my case study Jeremiah appears to be a very active little boy who from time to time becomes aggressive, now when this happens he often looses control. His doctors have acknowledged that there is a possibility of ADD/ADHD, but the doctors have decided it is too soon to make any kind of diagnosis.

Seeing as how Jeremiah is impulsive really does not mean he has ADHD this could be the reason why his doctors feels that it is too soon to recognize normal behavior from ADHD. Often times there are a lot of children at his age that are active, they are impulsive but they don’t have ADHD. Now Jeremiah who has often been showing a disruptive behavior because he is alleged of having ADD/ADHD, which makes him impulsive in this case, it can be interpreted as aggressive behavior. To me it appears that Jeremiah lashes out because he isn’t able to maintain the self-control in an effective way.

Let’s remember that as a toddler Jeremiah fell off a ladder, which resulted in him breaking his arm. Now this could be a reason that has an impact on Jeremiah’s development overall up until now. At moments Jeremiah still shows some fear in physical activities despite the fact the he may have many falls, bumps, and bruises. The good part is that he never attempts to hurt any of his friends because of his level of physical activity can get out of control and it seems to bother his judgment.

Another major factor to take in consideration that could play as well as contribute to his overall development is that his dad is in the service and has been deployed overseas, his mom continually works long hours, and she’s not able to provide the mother/child bounding time that he needs with his schoolwork. When school is over Jeremiah is with his aunt, she cares for him as well as his sister. It’s very difficult for his aunt to give him the help that he needs with his schoolwork, as she also cares for other children. She feels that he’s able to care for his own needs.

I still believe that the best two theories that could possibly apply to this case study of Jeremiah is behaviorism and social learning theory, as well as information processing theory. With behaviorism, this refers to a learning theory that is only observed through behaviors. Now on the other hand, the social learning theory applies to a person that can learn from others, by observing another’s behavior as the outcome of that particular behavior. The information processing theory refers to how the mind thinks; it processes the information that we take in. These theories very much seem to be applicable to his case study simply because of him and his behavior of losing control and he becomes very aggressive. This can be observed as well as the facts that other are able to learn from his behavior by observing him. More importantly, the information processing theory most definitely applies to his case study because his schoolwork suffers from his ability to stay focused and on task to complete what he needs to while in school.

Behaviorism and social learning theory are impacts expedited by one's on condition. The article expresses that behaviorism, social learning theory assumes a notable part in conduct, which they impact, and are affected by, one's condition. Despite the fact that it is by all accounts some theory of wild reasons for ADHD, yet there are few activities that can be added to the current conduct. People only occasionally hold somebody, including themselves, in charge of activities ascribed to a wild reason ("I couldn't make a move" or "I have ADHD") (Bear, Manning and Izard, 2003).

Now with the information processing theory, this seems to be a good fit for the case study of Jeremiah, simpy because he is at the preschool age of where the memory isn’t fully developed through the information processing. After reading the article children at the age level of preschool age have also developed a much larger capacity to within take information to process. (Oswalt, 2008). Let’s keep in mind that he is having a hard time processing and remembering new information, also old information intake. When a child is expanding on information of processing they are able to make the connections between the old and new information. (Oswalt, 2008). With the attention span that he has since it is short. The author implies that children are able to learn how to pay attention and are able to memorize through the information processing theory. (Oswalt, 2008).

Seeing as how Jeremiah is such an active young boy he needs an outlet to release his energy in a productive way. During the preschool years the average preschool age child has a physical development that is rapidly very functional. Piaget “believed that children’s intellectual growth is based partly on physical development” (Mooney, 2013, p. 81). Physical development has very important aspects, this time of the development is responsible for the changes in the mind of a child, the way that the child speaks, walks and thinks. There are other changes that will take place and they are using their gross motor skills, they are starting to notice they have physical strength.

The possibly benefit of fundamental motivation is young children are most likely to become actively involved in their own physical development (Mandigo & Holt, 2000). A developmentally appropriate for preschool children provides experiences, which in encourages the development in psychomotor, affective, and cognitive areas (Early Childhood Physical Education, 1994). The body movements of Jeremiah at this stage of life are becoming noticeable as he physically play with other children as he runs, jumps, and wrestle with the other children.

Honestly, I believe that Jeremiah won’t have any problems while in play time because he is able to have interactions with others, he’s able to express how he does have feelings without and frustrations of being made to have a seat to be still to perform his task. Play is emphasized and is very important, we as teachers teach children how to resolve conflict and how to use social skills. (Gibbs, 2012). Children often learn through playing and interacting with other children. “As children engage in symbolic play (making a cake out of sand, using a garden hose to be a fire fighter), they are able to have an understanding of the objects and the activities that are surrounding them. (Mooney, 2013, p. 80). Now during play Jeremiah is able to increase his social skills. In this article it discusses how play is combined through the learning that effects children’s social, intellectual, and language development, as well as their imagination and creativity (Stone, 2003).

Now with Vygotsky’s sociocultural theory, this could be a part of why Jeremiah is showing and expressing aggressive behavior. According to Laura Berk (2012) she discusses how culture-the values, beliefs, customs, and skills of social group-is transmitted to the next generation. When and where a child grow up, and who their parents are definitely has a major influence on a child’s cultural values that are passed on to him or her. When it comes to cultural development there are many factors that take

place, gender and race have an effect on the development of a child.

While doing this preschool case study I was focusing Jeremiah Wilson. He often does his best to keep his hands to himself, now this doesn’t always work the he plans because of how his physical activity is a high level. As indicated by Piaget's personal developmental theory, children effectively build on learning as they control and investigate the world (Berk, 2012). Now, not all children adjust, and are able to build information similarly. "As the mind creates, and children’s encounters extend, they travel through four wide stages, each described by subjectively unmistakable mindsets" (Berk, 2012, p.19). Children go through four stages of development; those stages include sensorimotor, preoperational, concrete operational and formal, operational. The third stage concrete operational: children’s reasoning and logic are beginning to develop.

In the past previous case studies, Jeremiah’s physicians have given acknowledgement that there is a mild case of ADD/ADHD, and didn’t want to diagnosis him too soon.

Now on the other side of things, since Jeremiah is very spontaneous, they physicians have made a diagnosis that he is indeed ADHD. Since he is receiving help from the after school program at the YMCA, they are doing their best to provide him with the structure as well as exercises geared towards his hyperactivity. Now let’s keep in mind that Jeremiah is has always been a very generous and caring, however his ADHD is still causing him to not stay on task, meaning that he isn’t completing the daily chores that his mother ask of him as well as to care for his sister. With all of these things going on, he often becomes very frustrated. When he gets like this he is truly missing his father and all of the influence he should be receiving from his dad, and becomes very inactively stubborn, therefore he stops and doesn’t finished what he started.

There are a lot of children at his age that are active, and they are impulsive but they are not ADHD. However, Jeremiah seems to be a kid who has disruptive behavior because he is suspected of having ADD/ADHD, which makes him impulsive in this case it can be interpreted as aggressive behavior. It appears to be that Jeremiah lashed out because he is unable to maintain self-control in an effective way.

When he was a toddler he fell off a ladder, and broke his arm. This could be the reason that could have impacted his overall development to this date. For example, Jeremiah still shows a little fear in physical activities despite of the many falls, bumps, and bruises. Most important, he never tries to hurt anyone but because of his level of physical activity can get out of control and it seems to bother his judgment. One more factor that could be contribute to impact of his overall development is the fact that his mom is working long hours, and she really does not have any time to help him with his school work.

The two theories that I believe still best to apply to Jeremiah’s case study is behaviorism and social learning theory, and how information is processing theory.

Behaviorism refers to a learning theory that can be observed only through behaviors. On the other hand, the social learning theory means that you can learn from someone else by studying other’s behavior and the result of that behavior. The information processing theory refers to how our mind thinks, and processes information. These theories are most applicable to Jeremiah’s case study because his behavior of losing control when he becomes hostile can be observed, as well as other’s can learn from his actions by observing him. Most important, the information processing theory best fits the case study of Jeremiah because his schoolwork suffers from his ability to focus.

Behaviorism and social learning theory are influences brought on by one’s on environment. The article states that behaviorism, social learning theory plays a major role in behavior, which they influence, and are influenced by, one’s environment. Even though it seems to be some speculation of uncontrollable causes of ADHD, but there is some actions that can be contribute to the behavior at hand. Individuals seldom hold someone, including himself or herself, responsible for actions attributed to an uncontrollable cause (“I couldn’t do anything about it” or “I have ADHD”) (Bear, Manning & Izard, 2003).

Information processing theory was right for this case study because Jeremiah is a preschooler who memory is not developed through information processing. According to the article children at this age have also developed a larger overall capacity to process information (Oswalt, 2008). Jeremiah is having a hard time remembering new information, as well as old information. This expanding information processing capacity allows young children to make connections between old and new information (Oswalt, 2008). His attention span is short. But, author states that children can learn to pay attention and be able to memorize through information processing theory (Oswalt, 2008).

Let’s keep in mind that Piaget’s theory stated the support of principle that should help teachers move from the “concrete” to the “abstract” per (Egan, 2005) Remember that Jeremiah couldn’t understand and it is subsequently hard for him to do. Spencer strayed away from this developmental theory by finding out and stating that teaching should transition from simple to complex abstract, to the known to the unknown (Egan, 2005)

He is a physically active little boy, but as I stated before he is consuming too many foods that causing him to put on too gain weight. I believe that since his mother isn’t home to control the horrible eating habits this is the effect of him gaining the weight. With him gaining the access weight, he is rather larger then his classmates in his age group. This very would could put him at risk for obesity.

At this age young children have imaginations and emotions, that allows them to connect to the real world. (Egan, 2005) Children face a developmental stage of perception as they start to mature (Terry & Bohneberger, 2004)

For example, Jeremiah knows and understands what he is doing. When children enter Piaget’s stage of concrete operations at about age seven, many changes in their thought patterns are visible (Mooney, 2013). Bandura demonstrates children’s ability to listen, retain, and abstract general rule from difficult sets of observed behaviors affects their imitation and learning (Berk, 2012).

The exclusive issue should contribute to the understanding of the encompassing role of culture for the development of human cognition (Keller, 2011). For instance, culture influences the way we think, the way we talk, how we commemorate holidays and what food we eat. Psychologists are seeing more and more how society and culture at large affect growth and development (Mooney, 2013). I would say it is a possibility that culture influences a child’s development. But, we as adults also learn certain behaviors from other people.

Now, those same types of behaviors that were put in us have now been passed on to our children. Young immigrants sometimes also encounter racial and ethnic prejudices and experience tensions between family values and new culture (Berk, 2012). On the other hand, there are many different factors that contribute to the way a child is developing. But, the environment that is around where your child lives will have an effect on how that child is raised.

There are four domains of childhood development. This includes physical, social, emotional, and cognitive because they are interrelated. Child development is the way a child grows and learns. Is there a reason to why one domain influences development within the other domain? The skills and knowledge that children develop early in life are the foundation for more advanced skills and knowledge (Better Brains, 2015). You never know in what order a child will develop in because it is always in the easiest form to more difficult skills. However, children are always learning from their action of doing by participating in new skills through playing. On the other hand, because these domains are interrelated, as educators, we should collaborate on how to get the children’s basic needs met, as well as make sure they feel safe, and feel valued in order to develop and learn.

As children grow, their abilities to control balance, movement and fine motor skills become increasingly advanced (Cherry, 2015). Children are able to acquire abilities through developmental milestones. Physical milestones are the very first part of a child’s life because they are learning to master to hold objects in their hands. You can see children’s development by how they play, learn, speak, and act (CDC, 2015).

It is imperative for parents to get involved with the way their child is developing. There are ways to check your child’s development. You can also learn information on development disabilities, immunization recommendations, and screening. When talking about physical development in young children, two things are usually meant by it: the process of how children grow physically, and their increasing skills at performing a range of various motor tasks, using their large and small muscles (DECAL, 2015). As a child grows and become physically active their motor skills will greatly improve.

Physical factors have the ability to influence different aspects of child development in different ways. Sometimes the physical influences on child development are easily controlled, and in order instances, nature controls the development (Physical Factors, 2015). Parents’ needs to make sure their children are given the correct developmental start by promoting a healthy physical influence and by eliminating detrimental factors within parents’ control. There times when kids inherit things though genetics as well as physical traits from their parents that can hinder overall development (Physical Factors, 2015).

Social emotional development can influence child development in many different ways. The social emotional development of a preschool age child influences many attributes of young life, and parenting plays a role in how each child obtains developmentally appropriate social and emotional skills (Brook, 2011). Social and emotional skills are extremely important to mental health. Developing secure and positive interactions with others and control over one feelings during the preschool years is beneficial to future personality development (Brook, 2011).

The social emotional development is important for growth and development of a child resulting in the correlation between positive parenting and appropriate social emotional development (Brook, 2011). The main point of emotional competence is to send and receive messages that are important to social interactions. In contrast, social competence refers to children’s ability to behave effectively in social interactions. Children’s understanding and regulation of emotional displays and their associations with children’s social competence have been given a great deal of attention in literature over the last decade (Brooks, 2011). Also, Vygotsky affirms that social interaction forms intellectual development and stressed the importance of language in the development of thought (Johnson, 2003).

This literature review outlines the challenges and constraints in which relationships to parents, peers, and friends offer for children’s emotional development, including the development of appraisal, experience, expression, and regulation of emotion (Salisch, 2001). In early childhood, children begin to learn how to describe their own self-concept through simple forms of emotional attitudes. Emotional development with negative influences, such as the environmental processes could have an effect on young children’s self-concept. In the course of only a few years children show amazing growth in their emotional development (Salisch, 2001).

Cognitive development is when children begin to have the ability to think and use reasoning for them. Children’s cognitive thinking will continue to grow throughout childhood. Cognitive development is part of the mental process that a child needs for him or her to think, and for the world to make sense around them. Most important, Piaget believed that infants and toddlers do have a lot of mental abilities to perceive the world around them (Berk, 2012). Vygotsky believes that verbal, social, emotional, and cognitive developments are matching processes that ultimately work together to shape a child’s literacy growth (Johnson, 2003).

There are environmental and influential factors that can influence child development, such as family, socioeconomic status, society and culture. However, the environment around us is a very fluid thing, always changing. Humans can influence the environment simply by being present (Environmental Factors, 2015). Some environmental changes are easily recognizable, and there some that are not as recognizable.

The purpose of this is to determine the extent of awareness on well-being of a child (Family Influence, 2014). Researchers have a belief that the development of a child’s behavior can be greatly impacted by the way his or her family function. Based on the information gathered from a review of literature and the survey instrument, the conclusion was reached that family life affects the cognitive development of a child (Family, Influence, 2014). Children have the knowledge to cope with, as well as have the ability to adjust with life problems and demands are being based on the psychological foundations of early family experiences. Families, especially parents, play a vital role in instilling values of children (Family Influence, 2014).

Socio-economic status (SES) on a child development suggests that these problems do not necessarily arise directly from a low SES but from the impact it has on the parents of the children (Kean, 2015). Research has proven that there is significant amount literature that has been written to determine the impact of poverty, and low socio-economic status on the cognitive development in children and adults alike. Socioeconomic status is based on family income, parental education level, occupation, and social status in the community (Socioeconomic Status, 2015). Families with high socio-economic status often are more successful in preparing their children for school because they typically have more access to a wide range of resources to promote and support young children’s development than that of a family with low socio-economic status (Socioeconomic Status, 2015).

Families with high socioeconomic status are able to provide their children with the highest-quality childcare. However, it is very easy for them to gather information on their children’s health, as well as social, emotional, and cognitive development. They also will have the ability to reach out to other people for help them to better prepare their children for school. “Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children” (Socioeconomic Status, 2015).

Several cultural factors, such as gender and race, have an impact on the development of a child across the lifespan (Cultural, 2015). Children learn very early that there are different expectations for boys and girls. This is what you call gender stereotyping; these are the programmed ways in which members of a particular sex are supposed to act (Cultural, 2015). However, racial stereotypes do exist and will even have an effect on child’s development. The United States is a highly segregated society and children-especially children of color-often become aware of the dynamics of racism from a young age (Cultural, 2015).

The cultural beliefs, values, and behaviors within a family all have an impact on early child development (Schreiber, 2009). For instance, there are various reasons as to why and how a child grows and the kind of person he or she becomes. Such cultural differences can lead to dramatic variations in how children are raised (Cherry, 2015). No matter what the child’s surrounding culture is, the parental approaches used are designed to produce children who can meet the goals and beliefs of the culture in which they live (Cherry,2015).

Culture has an influence on three domains of development: socio-emotional, language and cognitive development (Fierro, 2015). It is important to gain some cultural competence and find a better strategy to interacting with these families in a culturally sensitive way (Fierro, 2015). According to the research, it appears that there is a myth about children being limited to one area of the house because of the environment. Developmental screenings is another myth about a social service agency may result in developmental delays that are also a product of the family dynamic and culture (Fierro, 2015).

Family engagement and culture will have an effect on the ethnic background of child development. The literature clearly supports the importance of strong relationships between families and early education programs (Stark & Moodie, 2009). Children’s development and learning that occur within their culture will have an interactive effect on family engagement (Stark & Moodie, 2009). All systems influence and are influenced by cultural and socio-economic status; however, two of the most influential systems for young children are their home environment and their early childhood education programs (Stark & Moodie, 2009).

Promoting optimal development in childhood is very crucial for social and emotional development. Temperament is a way that you describe how a child will react to the world that surrounds him or her. It is the individual’s own way of “style.” While temperament is not definitive nor can it predict behavior, understanding a child’s temperament can assist providers and families better understand how young children react and relate to the world around them (Allard & Hunter, 2013). Researchers have explained how young children’s temperament can be depicted by several different traits. However, these traits address an infant’s level of activity, his or her adaptability to routines, how he or she responds to new situations, his or her mood, the intensity of his or her reactions, his or her sensitivity to what’s going around him or her, how quickly he or she adapts to changes, and how distractible and persistent she might be when engaging in an activity (Allard & Hunter, 2013). For example, all children will not fall in the same temperament of style.

The optimal development of children is very important to the society. Just as young children need nourishing and healthy food to build physical strength, they also need healthy nutrition for optimal development of language and cognitive abilities (Bjorn, 2013). Psychologists believe that if parents speak directly to their toddler this will help in the child’s ability to speak proficiently. New research from Stanford University psychologists shows that by talking more to their toddler, parents help them learn to process language at an accelerated rate, which, in turn, accelerates vocabulary growth (Bjorn, 2013). It is no fact that socioeconomic status does play a part in language development. Children who live in lower socioeconomic environment will have lower language proficiency scores than children who come from a higher socioeconomic environment.

A child is more likely to achieve his or her full potential if he or she experiences consistent, predictable, enriched, and stimulating interactions in a context of attentive and nurturing relationships (Perry, 2004). Every child will experience a challenging new situation once in his or her life. A child’s first day in kindergarten will be stressful enough for the child. Those embedded in a safe and stable home base overcome the stress of this new situation and are able to embrace the challenges of learning (Perry, 2004). There are some children who will experience the safe, warm, and loving environment. In contrast, there are other children’s whose upbringing is not in a safe environment.

Students who are taught in an optimal learning environment seem to recognize a certain self-actualization has taking place. For instance, this could be that their needs are being met in the classroom. Optimal learning allows teachers to connect learning to students’ real lives and emotional experiences (Wilson, 2013). The community at large as an optimal learning environment: Teachers need to find ways to fully use city space and natural space to use as a primary learning setting (Wilson, 2013).

It is important to let students brainstorm on ideas so that they can get the full effect of an optimal learning in order to succeed in life. However, the classroom environment must make students believe that their feelings do matter when it comes to how they interpret their learning. For example, an emphasis needs to be made to the students to help them understand that they are safe to share their ideas without being scolded. Most important, is that students recognize the optimal learning environment as the teacher created it.

For optimal functioning, you must organize the classroom (Krych, 2015). Sometimes as educators we wonder where to place the teacher’s desk once we have prepared the rest of the classroom. According to the article, it examines and compares the effects of placing the teacher’s desk in the front of the room, back of the room, and having no desk at all (Krych, 2015). However, there are several possibilities where to place the desk in the classroom for the best optimal functioning of the classroom. Some say front and center, few argued no desk is the way to go, and others swear by putting in the back room (Krych, 2015). After analyzing numerous sources, it is clear that the best recommendation is to place the teacher’s desk in the back of the room (Krych, 2015).

Child development is when changes occur as a child grows and develops. Development and learning result from an interaction of maturation and experience (12 Principles, 2015). Thus, early learning does have a significant effect on the way a child learns and understands. Even though development and learning matures when children are challenged, their experiences will shape their motivation as they approach their learning. Play is an important vehicle for developing self-regulation, language, cognition, and self-competence (12 Principles, 2015).

References

Active, Engaged, Meaningful Learning. (2015). Retrieved from http://www.ncrel.org

Allard, L. T., & Hunter, A. (2013). Understanding temperament in Infants and Toddlers.

Retrieved from http://www.csef4.vanderbilt.edu

Bear, G. G., Manning, A., & Izard, C. E. (2003). Responsible behavior: The importance

Of social cognition and emotion. Scholarly Journal, 18(2), 140. Retrieved from

http://www.search.proquest.com.library.capella.edu/docview/195483046

Berk, L. E. (2012). Infants, children, and adolescents (7th ed.). Boston, MA:

Allyn & Bacon

Better Brain for Babies. (2015). Retrieved from http://www.bhhgeorgia.org

Bjorn, C. 92013). Talking directly to toddlers strengthens their language skills.

Retrieved from http://www.stafforduniversity.edu

Brooks, B. (2011). The Effects of Parenting Styles on a Preschool Aged Child’s

Social Emotional Development. Retrieved from http://www.2.uwstout.edu

CDC-Parent-Information-Children-milestone. (2015). Retrieved from

http://www.cdc.gov

Cherry, K. (2015). Cognitive Development in Early Childhood Retrieved from

Psychology.about.com

Cook, J. L., & Cook, G. (2014). Child Development. Principles and Perspectives.

(2nd ed.). Pearson Allyn Bacon Prentice Hall. Retrieved from

http://www.education.com

Cultural and Societal Influences on Child Development. (2015). Retrieved from

https://www.boundless.com

DECAL-Physical Development. Retrieved from http://www.decal.go.gov

Early childhood physical education. (1994). Providing the foundation. Journal of

Physical Education, Recreation & Dance, 65(6), 28. Retrieved from

http://search.proquest.com.library.capella.edu/docview/2157711417

Egan, K. (2005). Student Development in Theory and Practice: The Doubtful Role of

Research. Scholarly Journal, 75(1), 25-41. Retrieved from

http://search.proquest.com.library.capella.edu/docview/212298965

Environmental factors . (2015). Retrieved from http;//www.u.s.nationalparkservice.gov

Family Influences on the Development of Child’s Behavior. (2000). Retrieved from

http://www.kon.org

Fierro, L. D. (2015). Cultural Myths and Their Impact on Child’s Development in the

At-Risk Family. Retrieved from http://www.aia.berkeley.edu

Gibbs, L. (2012). Early Childhood Education: History, Theory, and Practice (2nd ed.).

Trade Journals, 88(2), 135. Retrieved from

http://search.proquest.com.library.capella.edu/docview/14928802717

Johnson, c. D. (2003). The role of Child Development and Social Interaction in

The selection of children’s literature to promote literacy. Acquisition Multilingual

Journal, 5(2), 25-34. Retrieved from http://www.ecrp.uicc.edu

Kail, R. V. (2004). Cognitive Development Includes Global and Domain-Specific

Processes, 50(4), 445-455. Retrieved from

http://search.proquest.com.library.capella.edu/docview/230104895

Kean, D. (2015). The effect of socio-economic characteristics on parenting

And child. Retrieved from http://www.rcgd.isr.umich.edu

Keller, H. (2011). Culture and Cognition: Developmental Perspective. Journal of

Cognitive Education and Psychology, 10(1), 3-8. Retrieved from

http://search.proquest.com.library.capella.edu/docview/880390079

Krych, M. P. (2015). Place of the Teacher’s Desk. Retrieved from

http://www.teachingonpurpose.org

Mandigo, J. L., & Holt, N. L. (2000). Putting theory into practice: How cognitive

Education theory can help us motivate children in physical activity environments.

Journal of Physical Education, Recreation & Dance, 7(1), 44-49. Retrieved from

http://search.proquest.com.library.capella.edu/docview/215768030

Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori,

Erickson, Piaget, and Vygotsky (2nd ed.). St. Paul, MMN:

Red leaf Professional Library

Oswalt, A. (2008). Early Childhood Cognitive Development. Information Processing.

Retrieved from http://www.metahelp.net

Physical Factors that Influence Child Development. (2015). Retrieved from

http://www.everydaylifeglobalpost.com

Roles of teachers child development in school settings. (2015). Retrieved from

http://www.childsupportin.org

Salisch, M. (2001). Children Emotional Development: Challenges in their relationships

To parents, peers, and friends. International Journal of Behavioral Development,

25(4), 310-319. Retrieved from http://www.tantandr.co.uk

Schreiber, K. (2009). Cultural Influence on Child development. Retrieved from

http;//www.ctf4kids.org

Socioeconomic Status. (2015). Retrieved from http://www.ncrel.org

Stark, D. R., & Moodie, S. (2009). Family Engagement, Diverse Families, and Early

Childhood Education Programs: An Integrated Review of the Literature

16(1), 17-22. Retrieved from http://www.naeyc.org

Stone, S. J. (2003). Play and Meaning in Early Childhood Education. Trade Journal,

79(3), 183. Retrieved from

http://search.proquest.com.library.capella.edu/docview/2103895507

Terry, A., & Bohnenberger, J. E. (2004). Blueprint for Incorporating Service Learning:

A Basic, Developmental, K-12 Service Learning Technology.

The Journal of Experiential Education, 27(1), 15-31. Retrieved from

http://search.proquest.com.library.capella.edu/docview/274926685

Twelve Principles of Child Development and Learning. Retrieved from

http://www.naceyc.org

Vercillo, K. (2012). Why it is Important for Teachers to Understand Child

Development Stages. Retrieved from http://wwwhubpages.com

Wilson, L. O. (2013). Brain Based Education. Retrieved from

http://www.thesesecondprinciples.com