Child's brain and cognitive development from three years old?

[lucytompkins1995]

Task B Presentation and information booklet

Bi Scenario

You are working in a children’s centre where there are children and family services, including services for pregnant women. As you work with babies in the centre your manager has asked you to put together a presentation for parents, which highlights critical aspects of their child’s brain development.

Your presentation must explain how babies’ and children’s brains develop, both pre-natal and postnatal, from conception to 7 years. (Ref 2.1, 2.2)

Your presentation can be in any written format and may include images, set of slides, hand-outs posters, charts and diagrams where appropriate. You are not required to deliver your presentation.


Bii Information booklet

To support your presentation, produce an information booklet to describe to parents the possible adverse factors which could affect neurological and brain development in relation to the following:
• communication
• attachment
• memory formation
• sensory pathways
• physical. (ref 2.3)

You may use diagrams where appropriate to support your written presentation.

[ItsMeg96]

I've just started this one and am struggling to find anything on brain development past the age of 3 :(

[Ruthierhyme]

Hi, this level 3 handbook has detailed information for children's brain development.

Quote from page 23

Neurological and brain development from birth to seven years : the stages of cognitive development

From 3 years
The child develops symbolic behaviour. This means that:

• The child talks
• The child pretend plays - often talking to him or herself while playing
• The child takes part in non-competitive games
• The child represents events in drawings, models etc
• Personal images dominate, rather than conventions used in culture eg. writing is 'pretend' writing
• The child becomes fascinated by cause and effect, the child is continually trying to explain what goes on in the world
• The child can identify common colours, such as red, yellow, blue and green - although they may sometimes confuse blue with green

From 4 years

• At about age four, the child usually knows how to count - up to 20
• The child also understands ideas such as 'more' and 'fewer' and 'big' and 'small'
• The child will recognise his or her own name when it is written down and can usually write it
• The child can think backward and forward much more easily than before
• The child can also think about things from somebody else's point of view, but only fleetingly
• The child often enjoys music and playing sturdy instruments, and joins in groups singing and dancing.

From 5 - 7 years

• Communication through body language, facial gestures and language is well established, and opens the way into literacy (talking, listening, writing and reading)
• The child includes more detail in their drawings - eg. a house may have not only windows and a roof, but also curtains and a chimney
• The child will recognise their own name when it is written down and can usually write it for him or herself
• thinking becomes increasingly coordinated as the child is able to hold in mind more than one point of view at a time. Concepts - of matter, length, measurement, distance, area, time, volume, capacity and weight - develop steadily
  
• The child enjoys chanting and counting (beginning to understand number).
  
• The child can use his or her own voice in different ways to play different characters in pretend play.
• The child develops play narratives (stories), which he or she returns to over time. The child helps younger children into the play
• The child is beginning to establish differences between what is real and unreal/fantasy. This is not yet always stable, so the child can be easily frightened by supernatural characters.

Hth

[ItsMeg96]

Thank you!!!

[Ruthierhyme]

You're welcome, if you have that handbook - this one include the page number, book title, year it was published and the author's names in your credits/bibliography.

If you haven't got that specific book use the development matters guidance to link what's been quoted above with your own words.

Best wishes

[SaSSmOm]

Hi guys, I'm stuck on this unit too but I can't find anything about brain development past conception to birth.
reworded my searches on google a million times, 2 nights later still cant find any specific info on actual brain development, more just development stages in general. Starting to feel the stress and pressure as its due in on the 10th.

Hope someone replies seeing as this thread was from two years ago lmao.

thanks guys.

[Ruthierhyme]

Hi, a warm welcome to the site. The book on the previous reply is still relevant to the Early Years Educator level 3 course although if you check with your tutor they might recommend you use another.

Page 1 looks at the overall development of the embryo and foetus

Quote

At four to five weeks the embryo is the size of sa pea (5mm), and yet the rudimmentary heart has begun to beat, and the arms and legs appear as buds growing out of the sides of the body.

Neural tube develops which will form the baby's brain and spine https://www.nhs.uk/conditions/pregna...eeks-pregnant/

At six to seven weeks the embryo is 8mm long and the limb buds are beginning to look like real arms and legs: the heart can be seen beating on an ultrasoud scan.

The brain begins to form https://www.nhs.uk/conditions/pregna...eeks-pregnant/

The brain is growing rapidly and this results in the head growing faster than the rest of the body. https://www.nhs.uk/conditions/pregna...eeks-pregnant/

At eight to nine weeks the unborn baby is called a foetus and measures about 2cm. Toes and fingers are stsarting to form and the major internal organs (brain, lungs, kidneys, mliver, intestines) are all developing rapidly.

At 10 to 14 weeks the foetus measures about 7cm and all organs are complete. By 12 weeks the baby is fully formed and just needs to grow and develop. mThe top of the mother's uterus (the fundus) can usually be felt above the pelvic bones.

At 15 - 22 weeks the foetus is large enough for the mother to feel its movements. A mother who has had a child before may feel fluttering sensations earlier as she is able to idnetify them.

At 22 weeks the greasy, white protective film called bernix caseosa has begun to form and the foetus is covered with a fine downky har called lanugo.

At 23-30 weeks the foetus is covered in vernix and the lanugo has usually disappeared. From 28 weeks the foetus is said the be viable - that is, if born now, he has a good chance of surviving, althoujgh babies have survived from as early as 23 weeks . The mother may be aware of the baby's response to sudden or loud noises, and will also be used to the pitch and rhythm of the mother's voice. At 30 weeks the foetus measures 42cm.

At 31-40 weeks the foetus begins to fill out and become plumper.; the vernix and lanugo disappear and the foetus settles into the head-down position ready to be born. If his head moves down into the pelvis it is said to be engaged, but this may not happen until the onset of labour.


Hope this helps a little, best wishes for submission date xx

[Shabzzy]

Hi I'm really stuck on the booklet.. can someone please help me. Thanks

[Ruthierhyme]

Hi, welcome to the site. What has your tutor asked you to include in the booklet and have they offered any guidance on how to create one?


Page 23+ of this level 3 handbook - children's brain development

[Shabzzy]

To support your presentation, produce an information booklet to describe to parents the possible adverse factors which could affect neurological and brain development in relation to the following:
• communication
• attachment
• memory formation
• sensory pathways
• physical. (ref 2.3)

I know how to produce a booklet. I'm just stuck on where to start on these points. Tutors on holiday for 2 weeks and has not given me guidance with this question