Child Development and Emotion

The Development of Motor Skills in Children

noreply@blogger.com (Anonymous) — Wed, 25 Jan 2012 10:30:00 -0800

The growth process of a child's motor skills are called motor development. In general, motor development can be divided into two parts, namely gross motor and fine motor skills.

These motor skills are developed basically in line with the maturity of nerve and muscle. So that it can be said, any movement of a child, anything as simple as it is actually a result of a complex pattern interakasi of various parts and systems of the body controlled by the brain, because of the maturity of each child are not always the same, then the development of a child with others may be different. There are children who can walk when he was 10 months, for example, while the other children in the age of 13 months.

The first five-year period is a golden period for motor development of children. This is because at this age the child is still very flexible and easily routed. Coupled with such pleasure to explore and mengnel no fear, then all movement will be taught to children perceived as a fun game.Various benefits can be obtained son when he was more skilled control motor movements. In addition to getting a healthy body condition as well as children move around, he also became more independent and self percara. Child more confident in doing everything as conscious of his physical abilities.

Children who have good motor development, usually also have a positive social skills. They would love to play with friends because it can offset the movement of peers, such as jump-jump and romp.One of the motor skills that most clearly marks the advent of independence a child is walking. Now, kids can go anywhere they like without any help or guidance you need. Generally, at the age of 10-12 months, the baby had begun to walk, though there are some new babies can walk at the age of 16 months.

This does not mean that the baby can quickly run more clever than the relatively slower infant barjalan. Every child has a basically different developmental rate. So the child could have a slow walk, faster in the development of speech.Before the walk, in fact the baby had passed a long training process. Began when he studied looked up in the prone position to train the nerves and muscles of the neck and abdomen. Then fitted with a leg muscle exercises when he learned to crawl.

Over infant activity typically begins by climbing, holding on to furniture. When the self-confidence began to appear to move freely, he tried to control his balance by making a step or two short. At first, of course, the baby will have ups and downs it has not mastered the balance. Until finally he could step and walk straight.Some parents stimulate their babies walk with the help of assistive devices, such as wheel chairs.

This tool basically train the baby's feet to tread, in addition to regulate the balance of the body. With the tool, usually a baby feel more secure, so that would indirectly increase her confidence to learn to walk.However, there is another opinion which says that the tools will reduce and even stop crawling which is important for the development of motor creativity.Separated from the second opinion above, with or without assistive devices, to keep in mind the parents are not forcing the child to walk before he has a ready both physically and psychologically. Coercion only make the child depressed and lazy practice. Actually, of space and your trust is a highly coveted child support.

Develop a Positive Image and Communication in Children and Adolescents

noreply@blogger.com (Anonymous) — Tue, 3 Jan 2012 04:04:00 -0800

A. How to Help Children & Teens Develop a Positive Self-image

Self-esteem is a major key to success in life. The development of a positive self-concept or healthy self-esteem is extremely important to the happiness and success of children and teenagers. This page will share the basics for helping kids and teens to improve their self-esteem. It will also point you to other CDI pages and CDI products that can help you to improve your child’s or teenager’s self-esteem.

Self-esteem is how we feel about ourselves, and our behavior clearly reflects those feelings. For example, a child or teen with high self-esteem will be able to:

act independently
assume responsibility
take pride in his accomplishments
tolerate frustration
attempt new tasks and challenges
handle positive and negative emotions
offer assistance to others

On the other hand, a child with low self-esteem will:

avoid trying new things
feel unloved and unwanted
blame others for his own shortcomings
feel, or pretend to feel, emotionally indifferent
be unable to tolerate a normal level of frustration
put down his own talents and abilities
be easily influenced

Parents, more than anyone else can promote their child’s self-esteem. It isn’t a particularly difficult thing to do. If fact, most parents do it without even realizing that their words and actions have great impact on how their child or teenager feels about himself. Here are some suggestions to keep in mind.

When you feel good about your child, mention it to him or her. Parents are often quick to express negative feelings to children but somehow don’t get around to describing positive feelings. A child doesn’t know when you are feeling good about him or her and he or she needs to hear you tell him or her that you like having him or her in the family. Children remember positive statements we say to them. They store them up and “replay” these statements to themselves. Be generous with praise. Use what is called descriptive praise to let your child know when they are doing something well. You must of course become in the habit of looking for situations in which your child is doing a good job or displaying a talent. When your child completes a task or chore you could say, “I really like the way you straightened your room. You found a place for every thing and put each thing in its place.” When you observe them showing a talent you might say, “That last piece you played was great. You really have a lot of musical talent.” Don’t be afraid to give praise often even in front of family or friends. Also, use praise to point out positive character traits. For instance, “You are a very kind person.” Or, “I like the way you stick with things you do even when it seems hard to do.” You can even praise a child for something he did not do such as “I really liked how you accepted my answer of ‘no’ and didn’t lose your temper.”

Teach your child to practice making positive self-statements. Self-talk is very important in everything we do. Psychologists have found that negative self-talk is behind depression and anxiety. What we think determines how we feel and how we feel determines how we behave. Therefore, it is important to teach children to be positive about how they “talk to themselves.” Some examples of useful self-talk are: “I can get this problem, if I just keep trying.” “It’s OK if our team lost today. We all tried our best and you can’t win them all.” “It makes me feel good to help others even if the person doesn’t notice or thank me.”

Avoid criticism that takes the form of ridicule or shame. Sometimes it is necessary to criticize a child’s actions, and it is appropriate that parents do so. When, however the criticism is directed to the child as a person it can easily deteriorate into ridicule or shame. It is important to learn to use “I statements” rather than “You statements” when giving criticism. For instance say, “I would like you to keep your clothes in the proper place in your closet or drawers not lying all over your room;” rather than saying “Why are you such a lazy slob? Can’t you take care of anything?” Please refer to our page, Guidelines for Good Communication With Children for more suggestions.

Teach your child about decision-making and to recognize when he/she has made a good decision. Children make decisions all the time but often are not aware that they are doing so. There are a number of ways parents can help children improve their ability to consciously make wise decisions. Children make decisions all the time but often are not aware that they are doing so. There are a number of ways parents can help children improve their ability to consciously make wise decisions.

Help the child clarify the problem that is creating the need for a decision. Ask him questions that pinpoint how he sees, hears, and feels about a situation and what may need to be changed.
Brainstorm the possible solutions. Usually there is more than one solution or choice to a given dilemma, and the parent can make an important contribution by pointing out this fact and by suggesting alternatives if the child has none.
Allow the child to choose one of the solutions only after fully considering the consequences. The best solution will be one that solves the problem and simultaneously makes the child feel good about himself or herself.
Later join the child in evaluating the results of that particular solution. Did it work out well? Or did it fail? if so, why? Reviewing the tactics will equip the child to make a better decision the next time around.

Develop a positive approach to providing structure for your child. All kids and teens need to accept responsibility for their behavior. They should learn self-discipline. To help children learn self-discipline, the parent needs to adopt the role of coach/teacher rather than that of disciplinarian and punisher.

Ten additional steps you can take to help your child develop a positive self-image:

Teach children to change their demands to preferences. Point out to children that there is no reason they must get everything they want and that they need not feel angry either. Encourage them to work against anger by setting a good example and by reinforcing them when they display appropriate irritation rather than anger.
Encourage your children to ask for what they want assertively, pointing out that there is no guarantee that they will get it. Reinforce them for asking and avoid anticipating their desires.
Let children know they create and are responsible for any feeling they experience. Likewise, they are not responsible for others’ feelings. Avoid blaming children for how you feel.
Encourage your children to develop hobbies and interests which give them pleasure and which they can pursue independently.
Let children settle their own disputes between siblings and friends alike.
Help your children develop “tease tolerance” by pointing out that some teasing can’t hurt. Help children learn to cope with teasing by ignoring it while using positive self-talk such as “names can never hurt me,” “teases have no power over me,” and “if I can resist this tease, then I’m building emotional muscle.”
Help children learn to focus on their strengths by pointing out to them all the things they can do.
Encourage your children to behave toward themselves the way they’d like their friends to behave toward them.
Help your children think in terms of alternative options and possibilities rather than depending upon one option for satisfaction. A child who has only one friend and loses that friend is friendless. However, a child who has many friends and loses one, still has many. This same principle holds true in many different areas. Whenever you think there is only one thing which can satisfy you, you limit your potential for being satisfied! The more you help your children realize that there are many options in every situation, the more you increase their potential for satisfaction.
Laugh with your children and encourage them to laugh at themselves. People who take themselves very seriously are undoubtedly decreasing their enjoyment in life. A good sense of humor and the ability to make light of life are important ingredients for increasing one’s overall enjoyment.

B. Communication Disorders in Children and Adolescents

Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the cause is unknown.

More than one million of the students served in the public schools’ special education programs in the 2000-2001 school year were categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions such as deafness. Language disorders may be related to other disabilities such as mental retardation, autism, or cerebral palsy. It is estimated that communication disorders (including speech, language, and hearing disorders) affect one of every 10 people in the United States.

A child’s communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case.

Speech disorders refer to difficulties producing speech sounds or problems with voice quality. They might be characterized by an interruption in the flow or rhythm of speech, such as stuttering, which is called dysfluency. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay. They may say “see” when they mean “ski” or they may have trouble using other sounds like “l” or “r.” Listeners may have trouble understanding what someone with a speech disorder is trying to say. People with voice disorders may have trouble with the way their voices sound.

A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.

- National Dissemination Center for Children with Disabilities (NICHCY)

Improve Children's Confidence

noreply@blogger.com (Anonymous) — Thu, 1 Dec 2011 11:30:00 -0800

It takes confidence to be children. Do go to a new school or stepping up to bat for the first time, children face a lot of uncharted territory.
Naturally, parents want to instill can-do attitude in their children so that they would dare to face the new challenges and, from time to time, to believe in themselves. While every child is a little different, parents can follow some general guidelines for building self-confidence of children.
Self-confidence comes from a sense of competence. In other words, the children develop self-confidence not because parents tell them they're great, but because of their achievements, big and small. Sure, it's good to hear encouraging words from mom and dad. But words of praise mean more when they refer to the child's special efforts or new abilities.
When children achieve something, whether it be brushing their own teeth or riding a bike, they get a sense of themselves as able and capable, and which utilizes a high-octane fuel of confidence.
Build self-confidence can begin very early. When babies learn to turn the pages of a book or toddlers learn to walk, they get the idea "I can do it!" With every new and important skills, children can develop self-confidence increased.
Parents can help by giving children many opportunities to practice and master their skills, letting kids make mistakes and be there to boost their morale so that they keep trying. Responding to the interest and excitement when kids show off new skills, and reward them with praise when they achieve the goal or make a good effort.
With abundant opportunities, good instruction, and lots of patience from parents, children can master the basic skills - like tying their shoes and make beds. Later, when other important challenges present themselves, children can approach them knowing that they have been successful in other areas.

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Depression in Children

Depression is not just bad moods and occasional melancholy. It not only feel disappointed or sad, either. These feelings are normal in children, especially during adolescence. Even when major disappointments and setbacks make people feel sad and angry, negative feelings usually decrease with time.
But when a state of depression, or mood, stay alive for a long time - weeks, months, or even more - and to limit one's ability to function normally, it can be diagnosed as depression.
Types of depression include: major depression, dysthymia, adjustment disorder with depressed mood, seasonal affective disorder, and bipolar disorder or manic depression. All of these can affect children and adolescents.
Major depression is a serious condition characterized by sad mood constantly, feelings of worthlessness or guilt, and inability to feel pleasure or happiness. Major depression usually disrupt the day-to-day functioning like eating and sleeping.
A child with major depression feels depressed almost every day. In children, depression can appear as a "bad mood" or irritability that persist for a long time, even if the child is admitted to be sad.
Dysthymia may be diagnosed if sadness or irritability is not as severe but continues for a year or more. Children with dysthymia often feel "down in the dumps." They may have low self esteem, feel hopeless, and even have trouble sleeping and eating.
Unlike major depression, dysthymia does not greatly affect the day-to-day functioning but "down mood" is part of the world wide child. However, at least 10% of those with dysthymic disorder go on to develop major depression.
Bipolar disorder, another type of mood disorder, characterized by episodes of low-energy depression (sadness and hopelessness) and high-energy mania (irritability and emotional outbursts). Bipolar disorder may affect as many as 1% to 2% of the children. More than 2 million adults have bipolar disorder, which often develops in late adolescence and early adulthood.
Studies in children are not comprehensive, but experts believe that children and adolescents with bipolar disorder can experience a number of problems, including attention deficit disorder, oppositional behavior disorders, anxiety, and irritability in addition to changes in mood from depression to mania.

Development of the Emotions in Children

noreply@blogger.com (Anonymous) — Tue, 18 Oct 2011 00:05:00 -0700

Emotions play an important role in people's lives. Each form of emotions basically made life more enjoyable, because emosilah child will feel the vibrations of feelings in themselves and others. Since the baby is born, his emotions develop gradually through interaction with their parents, and also with others in their environment. The months and the first years of a child's life is important and vulnerable period in a child's emotional development. If the parents are less aware of the importance of relationships and attitudes kualtias loving during this time, the child may experience various problems and serious emotional disturbances in the future. Conversely, if the child's emotional needs are met in a balanced way in the beginning. Life, later on he will develop into a happy individual and is expected to realize its potential optimally.

One cause of emotion in children include affective, affective bias in layman also called compassion. Affection is a feeling of warmth, a sense of friendship and sympathy directed at another person. Usually the kids happy on those who also loved it. Affective bias is also addressed in animals or objects. This sometimes happens as a substitute for affection towards another individual.

Everyone has a need for a member and receive aefeksi. When most penging in the fulfillment of affection kebuhan adalan in childhood. When both parents died, probably affective needs are not met. Affective deficiency also occurs, if the parent refuses the child. Conversely, children who reject their parents, whether in shame or assume the parents are not able to meet kebutuhnannya, can also lead to lack of affection.

Therefore, the rejection of the child causing the child-parent relationships become strained and deter parents to give affections. Research shows a lack of affection in infancy and children can harm their development. Bias in the form of the disorder:

• Physical development is too late.

• Delays in motor development, such as sitting, standing and walking.

• Stuttering or speech impaired.

• Difficulty concentrating and easily distracted.

• It is difficult to learn how to build relationships with others.

• They often appear aggressive and mischievous.

• Lack of interest in others, withdrawn, self-centered and demanding.

• The level can result in severe mental disorders.

Lack of affection can indeed interfere with the adjustment and social development of children, but that does not mean that excessive affection would be better individuals have too much affection will be mengalalami difficulties in adjustment. Too much affection from parents also have another effect, that children tend to concentrate his affections on one or two people. This is dangerous because the child will feel insecure and anxious when the person does not exist.

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Anxious (Anxiety)

Anxiety is the fear of something unknown, which often lasts a long time. Usually this fear and anxiety accompanied by allegations of impending bad things like accidents, death and so on.In children, the anxiety usually occurred when she was about 3 years. The form can be worried about losing the love of parents, anxious to experience pain, anxiety because they feel different from others, or experienced something unpleasant. At the age of 2-6 years, thought about the dangers of real or in his imagination alone is often a source of anxiety. Symptoms can be seen from the anxiety of the child may be restless, parry, sleeplessness, nightmares, difficulty eating, indigestion, difficulty breathing and tics.Highly anxious children are often less popular, less creative and less able than other children his age berjaul. They are impressionable, timid and stiff. Kosep he was very bad and very dependent on adults. When he was angry his anger is usually not stated openly. As a result of anxiety, the child's ability and potential of children often do not function optimally.

Pain Causes Anxiety

The main cause of anxiety is the lack of a sense of security. Sources that cause insecurity in children, namely:

Parents or teachers who are not consistent. This makes the child feel dpat life as unpredictable and frightening.
Parents who are too demanding perfection on children's achievement.
The absence of clear limits or rules of the parents, which may and may not, which one is bad and good. Concerns arise because the child does not limit itself in determining dpat behave.
Excessive criticism from parents or other adults and peers.
Often the child is reminded of the duties and responsibilities when he grew up.

Besides the lack of a sense of security, the things that cause feelings of anxiety are:

Feeling guilty. This is usually because the child imagine that he will receive punishment.
Model of the parents. Parents are often anxious to have children who are anxious because children learn from their parents how the old man look at life in general.
Frustration continued. Too often experience frustration can lead to anger and anxiety. Perhaps this is because the target is too high so that the child is difficult to achieve the goal. Feelings of inadequacy is the cause of anxiety.

Prevention

Increase understanding and problem solving. Understand about ourselves. Others, and everything is good business to prevent anxiety. Knowing "what causes what" will also help. For that parents need to explain the child's language.
The degree and sense of security and confidence. Peek-ba game time baby will practice tolerance towards child lost a parent. Gradually the child will gradually learn to solve problems that menibumlkan anxiety.
Receiving a fair fantasy. Children are often afraid of their fantasies about death, giant, monster, or strange events. Many children are embarrassed to tell her fear apda parents. If the parents explained that the thoughts and fantasies are normal, the child will feel more calm and willing to tell his fears.

Handling

Appease. Anxious children need to be reassured by a calm adult. Therefore, parents should remain calm, when the kids restless, cranky, crying, pale or panic. Children will feel safe, cared for and not when anxiety blamed for behavior that looks stupid.
Trying to distract children from the things or images that caused concerns.
Urging kids not to give an explanation. Urging parents often make the child feel understood.
Invite your child to do the relaxation. Before the relaxation, the child should be introduced on the things that made him anxious. With a deep breath, exhale slowly, saying "Calm down", or "everything will be fine," the child has committed the easiest relaxation.
Doing things that are soothing, like listening to music, draw, or read when feeling anxious.
Allowing children to express their feelings through play or story.
Ask an expert when it dragged on a child's anxiety.