A child’s involvement in building their skills, memory, attention, and thinking defines their cognitive competency. Cognitive skills enable the child to process crucial information through evaluation, comparison matrix, and analysis to understand its effects. Cognitive skills are genetically affiliated, while some are learned. Attention enables the child to concentrate on a task or conversation, thereby paying attention to their ability to make a judgment. Memory is a cognitive skill, that allows them to build a knowledge base (Darling-Hammond et al., 2019). Once a kid knows how to retain information, they can focus on their thinking capabilities. The ability to reason for tasks and find solutions helps the kid accomplish their overall cognitive ontology. For instance, thinking makes the child reason if there is a need to go over a comprehension again to get crucial points.
Physical development goes fast during the first three years of their life. During this period, they develop physical size and motor skills. Physical development affects their connection with other people or the environment that contains them. For instance, babies develop speaking skills after they can hear or see. Equally, a child will know the people around them based on their time together (Darling-Hammond et al., 2019). For instance, a kid will know their mother’s spell and physical outlook within days of birth. During infancy, kid develops motor skills that enable them to move their arms and legs. Muscle mass influences the precision in movement and the urge to control their action. The small kid learns to grasp things, and their strength in gasping improves as they grow older.
Emotional development in a child promotes dependency of a kid to complete autonomy. Emotional expressions encourage exploration that influences cognitive development. Emotions are expressed as smiles to signify happiness and cries to signify sadness. A child can communicate with adults through emotional development when their speech is not eloquent. Due to emotional development, a child can differentiate between family and outsiders (Darling-Hammond et al., 2019). The negative signals show that someone is not familiar or friendly to them. Self-concepts develop typical emotions as the child understands their feelings about responsive transgression. This is the stage where a kid develops self-esteem and responds to their peers based on tendencies such as aggression or happiness.
Social outlook is how a child learns to relate to their surrounding ambiance. The environment develops and perceives the child’s individuality within society. The environment that surrounds the child enables them to communicate and process actions. Social development makes the child gain friendships and learns modes of handling conflicts among their peers. The impact of social development influences the development of language skills. Children learn various experiences based on the positive cycle that they relate to (Darling-Hammond et al., 2019). For instance, a child will learn their language based on their people. They also strengthen learning skills, allowing them to adjust their daily operations with their classmates and friends. When the social skills are strong, the child can build self-esteem and establish positive attitudes.
Spirituality is a holistic dimension that kids take to show resilience or responsibility. Spiritual development creates interconnection between the spirit, body, and mind. The spiritual dimension plays a critical role in a child’s story because it makes them appreciate their surroundings and show empathy for their surroundings. It also improves balance in their mental and spiritual reasoning (Darling-Hammond et al., 2019). When a child shows diverse belief, they strengthen their relationship with people around them. Kids show spiritual devolvement when they show qualities such as responsibility, respect, and reverence for others.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. Web.