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Early Childhood (Ages 3 to 7)
Early childhood (3-7)
Development of prefrontal cortex
By early childhood, areas such as sensory areas of the brain are already myelianated and after that the motor areas begin myelination. During childhood, myelination of the prefrontal cortex takes place and the pattern of development goes on until adolescence. The prefrontal cortex is at the front of the brain that is involved in complex and cognitive regulatory behaviors. This rate of development and myelination differs from one child to another hence the differences in their skills and abilities. This part of the brain is evidently one that has the most prolonged development period as its development occurs throughout childhood and into adolescence.
This section of the brain plays a role in different types of functions; goal setting and the planning of a sequence of actions, inhibiting inappropriate reposes and working memory meaning that it keeps information available and accessible for short periods while being used. Therefore, the continued development of the prefrontal cortex area of the...
This is especially because of its function as working memory (Tsujimoto1, 2009). This is because when a child enters the structured environments of kindergarten and primary grades they learn a lot of new things. Therefore they need to be able to keep all this new information as they learn it.
Children develop at their own unique ways and therefore there are some challenges that a child might face when they begin formal schooling like kindergarten. Some of these challenges include the inability to store a lot of the new information learnt, inability to plan anything they want to do, not being able to control inappropriate responses and so on. These challenges occur due to the fact that children develop at different rates and so does the prefrontal cortex of their brains.
Motor development
There are various motor skills that a child develops as they grow up; these are fine and gross motor skills. They include walking on tiptoes, holding crayons with thumbs, running…
References
Tsujimoto1, S.(2009).The Prefrontal Cortex: Functional Neural Development During Early Childhood. Retrieved February 15, 2014 from http://nro.sagepub.com/content/14/4/345.abstract
Bergen, D.(2002). The Role of Pretend Play in Children's Cognitive Development. Retrieved February 15,2014 from http://ecrp.uiuc.edu/v4n1/bergen.html
Early Childhood Activities My Creative Activities Portfolio My Name CE230 Creative Activities for Young Children Final Project Activity # Creating a Leaf Character Ehlert, L. (2003). Leaf man. New York: Harcourt Children's Books. Age(s): wks-1 yr ages 2-4 ages 5 -- 7 ages 8 -- 10 ages 10-12 Time Required: minutes After completing this activity, students will be able to sort leaves by attributes (shape, color, size) and assemble them to create an original art project which they can then use as a story
Another important strategy is that of exploring spatial relations. In such activities, children gain a better visual and practical sense of the spatial relations within mathematics. Scholastic's article portrays two girls discussing the appropriate spatial placement of a couch in a dollhouse. Such thinking methods can be influenced utilizing activities asking the children to map their house, their school, or their neighborhood in proportions. This will help open the
Early Childhood Education One of the key roles of childhood care providers is to prepare children for school through curricula that assist children nurture their individual cognitive, physical, emotional, and social skills, and at the same time helps instructors respond to the needs, interests, and abilities of each child under their care. Cognitive development is of particular importance in this case, equipping children with knowledge on, among other things, measurement and
Gap: Early Childhood Intervention and the Development of the Disabled Child Children with special needs include those who have disabilities, developmental delays, are gifted/talented, and are at risk of future developmental problems. Early intervention consists of the provision of services for such children and their families for the purpose of lessening the effects of their condition. Early intervention may focus on the child alone or on the child and the
Orientation will be held in a similar way, with parents exposed to Hahn's philosophy and rationale of the school curriculum, introduced to each of the teachers and invited to participate in joining in the various activities. Monthly reports will summarize the monthly events. Yearly reports will summarize the institution's annual achievement. Description of assessment process used to document children's progress. The Work Sampling System will be used which is a comprehensive
".. other living species,... also with the total environment in which we live." They explain the human ecosystem to include three fundamental organizing conceptions: the human environed unit (HEU); the natural environment (NE); the human constructed environment (HCE). The following diagram portrays "The Human Ecosystem": Bubolz, Eicher, and Sontag (1979, p. 29) The human environed unit (HEU) displayed in the center is located in a specific space in time and can be a