Understanding Children's Development

Product Information

Skinner, B. F. (1953/2005). Science and human behavior. Macmillan. Later published by the B. F. Foundation in Cambridge, Massachusetts.

Social learning theory combines cognitive theory with learning theory. Proposed by Bandura, social learning theory recognises that learning can occur through direct observation and modelling (imitation) of behaviour. Observational or social learning is dependent on four inter-related processes: observation (this is largely environmental), retention (cognitive – the ability to store information is important for the learning process), reproduction (cognitive – performing or practising the observed behaviour), and motivation (which is both environmental and cognitive – motivational processes are key to understanding why people employ the behaviour they have observed). Social learning theory is important in analysing how family processes influence child development and how individuals learn and adapt. ‘Behavioural interventions and cognitive behavioural work have been developed from social learning theory’ ( The Developing World of the Child: Seeing the child – Open University et al, 2007). How children learn to move and use their muscles. This can be separated into large motor skills (such as using muscles to sit, stand, walk, run, keep balance, and change positions) and small motor skills (such as using hand muscles to eat, draw, dress, and write). Healthy development can be upended by abuse and neglect, which may disrupt cognitive and language development and socialization and particularly hamper a child's ability to develop trust or self-esteem, or to form healthy relationships with others. The effects of abuse or neglect often linger for years, but they alone do not determine a child's future. Many children raised in difficult environments develop resilience and grow to thrive as adults.

Developmental Milestones

Cleaver H, Unwell I and Aldgate J (2011) Children’s Needs – Parenting capacity. Child abuse: Parental mental illness, learning disability, substance misuse, and domestic violence. (2 nd edition.) London: The Stationery Office Mannering A, Harold G , Leve L, Shelton K, Shaw D, Conger R, Neiderhiser J, Scaramella L and Reiss D (2011) ‘Longitudinal Associations between Marital Instability and Child Sleep Problems across Infancy and Toddlerhood in Adoptive Families ’ Child Development 82 (4) 1252-1266 King, P. H. (1983). The life and work of Melanie Klein in the British Psycho-Analytical Society. The International Journal of Psycho-Analysis, 64(Pt 3), 251–260. PMID: 6352537. Piaget, J. (1967/1971). Biology and knowledge: An essay on the relations between organic regulations and cognitive processes. Trans. B. Walsh. University of Chicago Press.

If your child attends school, nursery or a registered childminder, talk to them about your worries – they will be able to work with you to build your child’s skills and advise on any next steps needed. The early years of a child’s life are very important for their health and development. Healthy development means that children of all abilities, including those with special health care needs, are able to grow up where their social, emotional and educational needs are met. Having a safe and loving home and spending time with family―playing, singing, reading, and talking―are very important. Proper nutrition, exercise, and sleep also can make a big difference. Effective Parenting Practices Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Studies, 5(3), 1–1. Concerns the appropriateness of response demonstrated in feelings and actions by a child, initially to parents and caregivers and, as the child grows older, to others beyond the family.

Being a parent

Stassen Berger K and Thompson R (1995) The Developing Person: Through childhood and adolescence. (4th edition.) New York, NY: Worth Publishers

Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth. Educators contribute significantly to the child’s development by providing the support or assistance that allows the child to succeed at a task that is just beyond their current level of skill or understanding. This includes emotional support as well as strategies such as pointing out salient details or providing other cues that can help children make connections to previous knowledge and experiences. 60 As children make this stretch to a new level in a supportive context, they can go on to use the skill independently and in a variety of contexts, laying the foundation for the next challenge. Provision of such support, or scaffolding, is a key feature of effective teaching. Pairing children can be an effective way to support peer learning in which children with different abilities can scaffold each other. 61 Increased coverage in many areas, including ethics; children's rights; participatory research methods; three models of human plasticity; breastfeeding and cognitive development; fostering; non-resident or absent fathers; parenting styles in China; effects of domestic violence on children; physical punishment, and child maltreatment; the development and fostering of emotional intelligence; homophobic bullying and cyberbullying; and developing intercultural competence through education. A pervasive characteristic of development is that children’s functioning, including their play, becomes increasingly complex—in language, cognition, social interaction, physical movement, problem solving, and virtually every other aspect. Increased organization and memory capacity of the developing brain make it possible for children to combine simple routines into more complex strategies with age. 39 Despite these predictable changes in all domains, the ways that these changes are demonstrated and the meanings attached to them will vary in different cultural and linguistic contexts. For example, in some cultures, children may be encouraged to satisfy their growing curiosity by moving independently to explore the environment; in other cultures, children may be socialized to seek answers to queries within structured activities created for them by adults. 40 In addition, all children learn language through their social interactions, but there are important distinctions in the process for monolingual, bilingual, and multilingual children. 41 Rather than assuming that the process typical of monolingual children is the norm against which others ought to be judged, it is important for educators to recognize the differences as variations in strengths (rather than deficits) and to support them appropriately. 42 If a child has a developmental delay, it is important to get help as soon as possible. When a developmental delay is not found early, children must wait to get the help they need to do well in social and educational settings.

Wikipedia citation

Munro E (2011) The Munro Review of Child Protection. Interim Report: The child’s journey. London: Department for Education