Developmental Articles: Primary Grades

Typical and Atypical Motor Development (Nov 4, 2010). Christianson, Cassy, OTR/L Retrieved on January 21, 2012, from http://www.AbilityPath.org/areas-of-development/physical-development/motor-skills/articles/typical-and-atypical-motor-development.html

This article looks at typical and atypical development, how it is tracked, and what parents and family members should do if they notice issues with the developmental process of their child. It explains what typical development should be like in most children and explains what atypical development could be. In typical development "developmental milestones include physical or behavioral signs of physical, social, and cognitive progress that lead to mastery over one's environment." (Christianson) Abilities of typical development include smiling, crawling, manipulating objects, walking, and self-care. Most children achieve these milestones without complications while others do. In atypical development "you might be concerned if your child is not yet crawling or walking when many peers are already displaying this skill." (Christianson) This article also looks at what could cause developmental delays in some children and not in others. "The causes of motor delays are many. They include these factors: Genetics – Intrauterine and other environmental factors and prematurity. In some cases, the cause is unknown." (Christianson)

This information could be helpful for parents because it helps them to understand the developmental process in their child. It explains what parents may think is atypical behavior and how typical behavior can be slow to develop in some children. It also makes parents aware that "there are variations in typical development. That's why developmental milestones are noted as ranges." (Christianson) This article also informs parents of the evaluations and tests that their pediatrician may recommend. It provides a link to the more serious diagnosis that parents may face so that they can research them.

Developmental Articles: PreK-Kindergarten

"The Power of Magical Thinking." Wang, Shirley (December 22, 2009). The Wall Street Journal Retrieved January 21, 2012 from http://www.online.wsj.com/article/SB10001424052748703344704574610002061841322.html

This article discusses why imagination is important to a child's cognitive development. "Is the Tooth Fairy real? How about the garbage man? Those questions may seem trivial, but how young children answer them in an important indicator of cognitive development." (Wang) The research compiled in this study looked at 91 children who were asked if certain people or characters are real. The responses and thoughts behind why children believe certain people or characters really exist were quite humorous, but the research gives insight into why children believe what they believe. Parents can influence what children believe is real or fairy tale. "The researchers found that while children as young as 3 understand the concept of what is real and what isn't, until they are about 7 kids can be easily misled by adults' persuasive words or by "evidence." (Wang) Imagination plays an important part in cognitive development for many reasons."The hope is that understanding how children's cognition typically develops will also help scientists better understand developmental delays and conditions such as autism." (Wang) This article also looks at how children understand what is impossible or improbable. "Early results suggest that 5-year olds don't yet have the ability to distinguish what is impossible from what is unlikely to happen but could technically happen." (Wang)

This article would be helpful to parents because it helps them understand the benefits of children experiencing fantasy play without requiring parents to encourage fantasy play. It helps parents deal with when to tell a child the truth about fairy tales or things that really don't exist. Introducing or engaging imaginative play to children can have many rewarding benefits. "Fantasy play is correlated with other positive attributes. In preschool children, for example, those who have imaginary friends are more creative, have greater social understanding and are better at taking the perspective of others." (Taylor)

    

Developmental Articles: Infant/Toddler

"Social-Emotional Development: Birth to 12 Months and 12 to 24 Months." Zero To Three National Center for Infants, Toddlers, and Families. Copyright 2010 Retrieved on January 21, 2012 from http://www.zerotothree.org/child-development/social-emotional-development/social-emotional-development.html

Social-Emotional Development in infants and toddlers is an important stage of development because "loving relationships give young children a sense of comfort, safety, confidence, and encouragement." (Zero To Three) Learning these skills early on can determine how well children will develop socially and adjust to changes. These articles discuss how parents and caregivers should nurture and support infants and toddlers to promote strong social-emotional development "starting from birth, babies are learning who they are by how they are treated."(Zero To Three) These articles discuss in details things that parents and caregivers should do from providing babies with responsive care, supporting babies developing skills, encouraging infants and toddlers' developmental milestones, and being affectionate and nurturing. These articles also provide tips to parents on ways to make infants and toddlers feel safe and secure.

"You help your baby feel safe and secure when you respond to her cries and other communications – for example, picking your baby up when she lifts her arms in the air as if to say, "Up!" Babies also feel secure when they get lots of affection from you when their days are predictable. It is the love and trust you share that helps your child learn that you will always be there for her. This trust gives her confidence." (Zero To Three)

As a parent and future teacher I feel that this article would be helpful to parents because it provides parents with ways to help their infants and toddlers adjust to the social-emotional development stage. As infants and toddlers continue to grow and develop they will interact with caregivers and other children. They will experience emotions such as joy, sadness, anger, and fear. How they are nurtured and supported will play a major role in how they self regulate in a challenging situation. Many parents and caregivers can benefit from reading these articles as it will help them understand the cues that their infants and toddlers will give them. Infants and toddlers often communicate through their actions and emotions and these articles provide good information on what parents should look for as their children use their social and emotional skills as a way to communicate.