Category: Health

Child development: Vygotsky

Psychologist Lev Vygotsky (1896-1934) wrote many papers and books about child development. His work focused on three main areas – language and its influence on thought, the zone of proximal development and the social context in which learning takes place. Vygotsky was a constructivist; he believed that a learner builds their knowledge and understanding directly from what they experience.

Vygotsky encouraged people to talk to children and to label what was happening to help them understand abstract concepts. He felt that language was developed through social interaction and saw the effect that adults talking about everyday experiences had not only on a child’s language (their grammar and vocabulary) but also on the formation of ways of thinking and interpreting experiences. He noted that children observed conversations between others and that they use what is said, what is done (both body language and actions) and what is felt to interpret the social situations they observe. Finally Vygotsky observed how children talk to themselves when carrying out tasks to unify action and language, and that this disappears around the age of 7, however it can reappear for difficult tasks. Even adults talk to themselves when faced with something difficult!

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Child development: Friedrich Froebel

Froebel (1782-1852) was one of the very early theorists concerned with play. He believed that it was vital to child development, and that children enjoyed it. He was also the first person to set out a comprehensive theory of how children learn and how others could apply his work. His work is still popular because it allows children to be children, and not progress onto the next stage of development too quickly. He was very interested in the mother-child attachment and pioneered women teachers as well as free play, sensory experiences and plenty of time outdoors.

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Child development: BF Skinner

Burrhus Skinner (1904-1990) was a behavioural theorist whose work was mostly based on experiments carried out on rodents. He believed that animals and people were essentially the same, but that people were simply capable of more sophisticated learning. His argument was that all behaviour is linked to nurture and that behaviour is intrinsically linked to punishment and reward. By punishing negative behaviour and rewarding desirable behaviour an animal or person will learn to behave in the expected way. Skinner, however, prioritised reward over punishment, and advocated breaking things down into achievable steps with plenty of positive reinforcement and reward for each step. His work also influenced education by encouraging the repetition of the same type of sum or word.

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Child development: Gesell

Arnold Gesell (1880-1961) studied children to observe and record their growth and development. He divided normative development into 10 areas, named gradients of growth. He was a maturationist, so ignored outside influences although he understood the conflict between nature and nurture, and identified the developmental milestones which are widely used today.

He categorised development into 10 areas.

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Child development: Bowlby

John Bowlby (1907-1990) was a psychoanalyst best known for his work on attachment. He thought that many mental health and behavioural problems stemmed from the first years of life, and that babies are born with an inbuilt need to form an attachment to one figure – usually the mother. This primary bond was the most important attachment and formed the pattern for all other relationships in a person’s life. Children should be cared for by this person up until the age of 2, ideally the age of 5, and any disruption avoided. Short term separation, he thought, led to distress which was separated into 3 stages.

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Child development: Erik Erikson

Erik Erikson (1902-1994) was a psychoanalyst who was particularly interested in the way that a child’s personality develops. He divided development into 8 ‘ages’ or stages that children need to progress through to become self-fulfilled adults. Like many other theorists Erikson defined each stage by a conflict that need to be resolved. Erikson’s theory focuses on conflict between a positive and a negative emotion and lasted from birth right through to the end of life. His theory also put society and a person’s relationships with others at the centre of their development.

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Child development: Piaget

Jean Piaget (1896-1902) focused on a child’s cognitive development and was the first psychologist to study cognitive development closely. He used the term Schema to explain how a child learns to understand the world around them. What a child does influences how they think about the world, and the new information they gain from redoing the activity changes how they think, modifying or extending the schema. Development is a process of reorganising these schemas and allowing a child to progress to the next stage of development.

When a child is in a state of equilibrium their schemata can explain the world around them. Children have to have assimilate, or gather, information about the world to explain what is happening around them according to their existing schemata. As they experience new things they cannot explain using their existing schemata Piaget felt they were in disequilibrium and needed to modify their schemata to create equilibrium, a leap in development. The process of modifying schemata and finding equilibrium is called accommodation.

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Child development: Freud

One of the first child development theorists was Sigmund Freud (1856-1939). Freud believed that all children had innate, basic aggressive and sexual desires, and the way that parents and other adults dealt with these desires would determine a child’s personality when they were grown up.

According to Freud babies are born with a selfish ‘ID’ which only cares about gratification of selfish urges. Later a child develops an ‘EGO’ as they learn that not all of their wants and desires can be fulfilled. The Ego is more realistic than the Id but still self-centred. Last to develop is the ‘SUPER-EGO’ which works with the Ego to control the Id and represents moral values. The Super-Ego is capable of acting altruistically and suppressing the desires of the Id and Ego which are self-serving.

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Travel first aid kit

Whilst being outside and exploring is a fun way for children to spend their time, sometimes these activities can lead to accidents. Common injuries that can occur include cuts and grazes, bumps to the head, sprains and foreign objects in the eye.

It’s always a good idea for parents and carers to be prepared by carrying a travel first aid kit. This means you can usually deal with any small incidents immediately, rather than having to find a first aider on site. Make up your own first aid kit or buy a small one to keep with you at all times.

Essential items include:

Small and medium bandages

Triangular bandage

Plasters

Antiseptic wipes

Nitrile gloves

Eye wash

It is also good to have a cold compress to treat bruising.

If a child has a more serious injury or you do not feel confident dealing with the injury, call the emergency services immediately to ensure they are treated correctly. Always have your mobile phone charged so they can be called should the need arise.

This blog was written by Train Aid, who provide paediatric First Aid courses suitable for registration on the OFSTED voluntary register. You can find upcoming first aid courses on the message board calendar.

Vitmain supplements

Government health guidance in the UK says that children aged 6 months to 5 years should be given vitamin supplements in the form of drops to boost their levels of vitamins A, C and D. We look at why.

 

Vitamin D

This is a difficult vitamin to get from food alone and in the winter the UK doesn’t usually get enough sunlight to cover our needs. Using sun cream and covering up in the summer also prevents us from storing vitamin D which means many people are deficient. Vitamin D deficiency affects bone development, causing problems such as rickets.

 

Vitamin A

Vitamin A is important for a strong immune system, healthy skin and vision. It’s found in dairy products, carrots (so they really do help you see in the dark), sweet potato, swede, mango and dark green vegetables like broccoli and spinach. If you have or care for a fussy eater, or notice that your child is often poorly, then a vitamin supplement might help.

 

Vitamin C

A bit of a wonder-vitamin, getting enough vitamin C is important for general good health, boosting your immune system and helping the body absorb iron. It’s mostly found in fresh fruit and veg, which is why sailors used to get a vitamin C deficiency disease called scurvy. Most people know that oranges are a great source of vitamin C but there are also high levels in kiwi, tomatoes and peppers.

 

A vitamin supplement should never replace a healthy, balanced diet which contains lots of fruit and veg, but it can give children the extra boost they need if they aren’t meeting their daily requirements from diet alone. Supplements come in many forms, as syrups and as chewy sweets. Your Health Visitor or pharmacist will be able to advise which supplements are best for your child.