Child Development for Social and Developmental-myassignmenthelp

Question: Discuss about theChild Development for Social and Developmental. Answer: Child development is a process that entails psychological, emotional and social changes. These changes happen right from the birth through adolescence. Essentially, the changes are fundamental as one transit from dependency stage to autonomy stage (Zarra?Nezhad et al. 2014). Moreover, the changes may be influenced by past events as well as the genetics determination. Child development is unique for every child although the sequence is highly predictable. In other words, child development takes place at different rates in different children. Every stage is influenced by the previous developmental experiences. Child development occurs in stages. While all stages of child development are critical, early childhood is a more crucial development stage. Chiefly, the experiences of early childhood influence the child's outcomes in the rest of their lives and also determine who the child becomes (Gentzler, Ramsey Black, 2015). While focusing on the theory of child development and that of int elligence, this paper seeks to reflect on how the two have been applicable in my personal life. Parenting style and attachment between a child and a caregiver are important and influence the development of a child (Jones, Cassidy Shaver, 2015). My childhood is one that had several twists. I am a victim of separated parents whereby my parents separated when I was only thirteen years. I was left under the custody of my mother. After separation, it was evident that mother was going to be the sole provider of the family. For this reason, my mother who is a security guard works for longer hours probably due to the nature of work and the burden of proving for the family. Consequently, although I am emotionally attached to my mother, the distance, longer hours of work, and minimal family time is a stabling block to physical attachment. However, these factors do not affect our relationship whatsoever. Additionally, the role of mother as my caregiver grows exponentially to meet my needs. She has consistently expressed immense support and psychological attachment towards me. The kind of attachment I have with my mother has led to positive consequences on my development especially in improving intelligence. Additionally, I have been able to avoid aggression, delinquency, and depression. Conversely, both attachment and parenting style have adversely affected my present relationships. It is evident that the effects of spouses divorce or separation have adverse effects on the development of children and may affect them through their entire lives (Jones et al. 2014). Although my parents separated when I was thirteen years old, my father has not been so concerned about me even before the separation. Therefore, I have known mother as the only caretaker of the family. Being brought up by a single mother and who spends a lot of time working has had detrimental effects on my relationships. The absence of one parent and the assumption of all roles by mother rendered her so controlling. It is the outcome of what is stressed by Uji and the colleagues (2013). Although she is nurturing and supportive, she makes the major decision at home. Consequently, it affects my relationship with others in that I do not want instances where I feel controlled. I disconnect from friends and pee rs who are controlling and who are always up to seek attention. John Bowlby's attachment theory and the later advancement by Mary Ainsworth contend that emotionally and psychologically attached children tend to have trust, feel secure and loved (Bowlby Ainsworth, 2013). I live a lonely life when I am away from school and when my mother goes for job and this has affected my relationships in that I cannot establish trust with friends or people close to me. Additionally, as earlier mentioned, my mother works for long hours, so we have limited time together. Thus, it is replicated in the relationships I form such that I do not have lasting ties with those that I relate with. The consequence is that I become socially withdrawn and pursue personal things on my own. I am not also talkative and avoid trouble at all the times. Although I have a challenge in maintaining a large number of relationships, I do not express negativity towards others. I listen carefully to others and respond positively if need be, and I am also happy while sharing with others. I also express enthusiasm, but I act like myself and never allowing negative influence from others. However, the major problem is building trust with the majority of peers. My mother has been my life-long primary teacher. Other than providing material necessities, she also ensures that there is an environment where I can learn skills necessary for social participation. She also compels me to embrace personal responsibility in whatever thing I engage in. another form of parenting style she expresses is the creative use of techniques, knowledge and experience. In this case, therefore, she guides me on what is wrong or right and leaves me to act responsibly. Howard Gardner discredits the determination of intelligence by evaluation of a person's IQ. He maintains that knowledge is a totality of a person's talents and skills (Gardner,1987). He also contends that people possess different talents and skills hence have varying levels of intelligence. He, therefore, proposed a multiple intelligences theory and listed eight types of intelligences (Gardner, 1987). This section of the paper explains the benefits of the theory of multiple intelligences in a school setting. Gardner (2004) contends that the theory of multiple intelligences is critical to both learners and teachers at all levels. However, in the recent decades, schools have had their main attention on only logical-mathematical and linguistic intelligence. Consequently, Nadi, Maktabi, and Hashemi (2014) compel both teachers and learners to adopt the philosophy of the multiple intelligences. Nadi, Maktabi, and Hashemi (2014) also maintain that there lie various skills and talents in designers, entrepreneurs, musicians, dancers, artists, therapists, naturalists, and architects. Noddings (2015) thus emphasize that teachers and learners should be trained on how to employ art activities, music, inner reflection, multimedia, cooperative learning, role play, and field strips in learning or teaching. Multiple intelligences are important in supporting learners both academically and behaviorally (Morgan, 2014). The centrality of the teaching philosophy is to meet all the student's academic needs. However, these needs may not be adequately satisfied when a teacher employs a single teaching strategy say like the logical-mathematical intelligence. Students' needs vary considerably since they do not possess similar or equal abilities. Therefore, Sternberg (2015) asserts that the adoption of one form of intelligence may not be beneficial to all the students hence the need to involve a broad range of intelligences in the teaching-learning milieu. Although a teacher cannot prepare a lesson for every student, Linsley, Digan, and Nugent (2016) argue that the multiple intelligences operate when a teacher allows students to work cooperatively. Such an approach gives students an opportunity to express their intelligences. Teachers also design lessons that integrate different strategies that allow all the students to participate fully in class activities. In other words, Linsey, Digan, and Nugent (2016) stress that students are gifted differently. While one form of intelligence can work effectively to one student, another may not. Thus, teachers ought to encourage students to work cooperatively and interdependently for better results. That way, every student will feel involved and have the feeling that their needs have been met. One of the intelligences that I possess is intrapersonal intelligence. Intrapersonal intelligence provides me with self-reflection opportunities. It is thus easier for me to adjust my tasks as well as select the most effective studying conditions. It is this kind of intelligence that enables me to read widely and think critically when it comes to problems solving. Besides, intrapersonal intelligence has helped me a great deal in discovering that which works for my success. Through the intelligence, I have discovered the many solutions that I can employ to improve my academic performance. For example, since I do not find it comfortable and effective to discuss a lot of things with my fellow students, I result to reading and researching widely. Similarly, I do not pay attention to what works for others since it may not work for me. I pay attention to the effective study materials since it easier for to gather information, understand it, internalize it and also apply the same. Consequen tly, I retain knowledge and perform excellently in academics. The approach has also enriched the manner in which I process information as well as how I process knowledge. Principally, gaining awareness about myself is important in that I allow more time for concentration and development better moods. In conclusion, schools focus on promoting students' self-confidence as well as helping them accomplish their dreams. Garden's multiple intelligences theory is such a framework that provides different talents and abilities for students. The theory recognizes that all the students may not possess linguistically or mathematical abilities hence may be gifted in different areas including spatial relations, interpersonal knowledge, music, and many others. The theory is an effective tool that allows a wide range of students to participate in classroom learning. The theory is beneficial to both teachers and students. Again, intrapersonal intelligence is critical in learning, information processing, and in the retention of knowledge. It involves discovering about the self. It allows individuals discover what works best for them. Essentially, intrapersonal intelligence does not only improves a person's moods but also provides them boost their concentration. References Bowlby, J., Ainsworth, M. (2013). The origins of attachment theory. Attachment Theory: Social, Developmental, and Clinical Perspectives, 45. 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