Posted: January 28th, 2022

Child Development

Child Development
Student’s Name
Institution

Child Development
Q1
At the earliest stages of development, play should be developed in various play-based interactions to account for foundational integration. There are two models that outline these ways. One is the Developmental, individual differences, and relationship-based (DIR) model (Gerber, 2017). This model provides a paradigm of typical child development stages. These stages serve as the basis for intervention and assessment of child development. Some of the areas addressed by this model include comparative thinking, reflective thinking, building bridges, symbolic thinking, mutual engagement, and regulation and shared attention.
The second model that influences play-based interactions is the intentionality model. This model focuses primarily on language acquisition’s developmental context (Gerber, 2017). The intentionality model basis the development of language use, context, and form on two major components. These components include engagement and effort.
Q2
Various measures can be put in place to ensure that clinicians working with children spend more time interpersonal, affective laden interactions with adults. Among them is an alternative approach based on developmental integration (Gerber, 2017). As an example, instead of an adult avoiding what a child is doing, the adult could get involved in the activity and enjoy it. The act of joining the child’s activity or idea is significant in developing both communication skills and language and a sense of identity within the child. Adults can also join in a child’s repetitive play supportively, delightedly, and later on move to other activities. However, at some times, adults find it difficult to get involved with children since they sometimes think that everything should be used for the same purpose. It is the duty of these adults to make the children, during play, that different objects are designed to perform different functions.
References
Gerber, S. (2017). Embracing the Potential of Play for Children on the Autism Spectrum [Ebook] (3rd ed., pp. 229-240). Wolters Kluwer Health, Inc.

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Name of the Institution where the Child Development student is enrolled

Q1 of the Child Development Scale
Through order to account for foundational integration, play should be created in a variety of play-based interactions during the early phases of developmental stages. There are two models that detail how to go about it. One paradigm is the Developmental, Individual Differences, and Relationship-Based (DIR) model, which stands for development, individual differences, and relationships (Gerber, 2017). This model serves as a representation of the usual stages of infant development. These phases serve as the foundation for intervention and evaluation of a child’s developmental progress. Comparative thinking, reflective thinking, creating bridges, symbolic thinking, mutual involvement, and regulation and shared attention are only a few of the topics covered by this paradigm.
The intentionality model is the second paradigm that has an impact on play-based interactions and it is discussed below. This approach is primarily concerned with the developmental environment of language learning (Gerber, 2017). The intentionality model is based on two fundamental components that influence the evolution of language usage, context, and form. Engagement and effort are examples of these components.
Q2
It is possible to put in place a variety of procedures to guarantee that doctors who work with children spend more time in interpersonal, affective relationships with adults. One of these is a developmental integration approach, which is an alternative to the traditional approach (Gerber, 2017). Consider the following scenario: instead of avoiding what a child is doing, an adult could become part in the action and enjoy it. The act of participating in a child’s activity or concept is important in the development of both communication and language abilities in the child as well as a feeling of self in the child. A youngster’s repeated play can also be supported and pleased by an adult, who can then go on to other activities as the child grows older. Adults, on the other hand, may find it difficult to engage with children at times because they may believe that everything should be used for the same reason. When children are playing, it is the responsibility of these adults to explain to them that different things are made to serve different functions.
References
S. Gerber’s et al (2017). Understanding and Embracing the Potential of Play for Children with Autism Spectrum Disorder [Ebook] (3rd ed., pp. 229-240). Wolters Kluwer Health, Inc. is a health information company.

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