Child Development Support

Child Development Support

Theoritical Perspective

According to this view children have to be a certain age before they can begin to read, and they must be able to do certain things before they are ready to read. Despite this idea of children having to be a certain age before they are ready to read, there is no agreement as to which age children should begin formal instruction in reading. Teachers favouring this view believe that certain activities make children 'ready' to learn to read. So, before children read books, they are given pre-reading activities such as learning the sounds of letters, or learning the alphabet, or completing puzzles - all to help children acquire the skills that behaviourists think are necessary before formal teaching of reading and writing can begin. Many junior primary syllabuses for reading still advocate the use of pre-reading and pre-writing activities. Very often children who are identified as 'not ready' are children who have had no pre-schooling or do not come from a home where there is an established book culture. With this understanding of reading readiness, you must be made 'ready' for books before you can have a book. And tragically, this means that these children are kept from handling real books for far too long.

Theory

There are five systems that Bronfenbrenner indicates in his theory on child development. The first system in the Ecological Theory is microsystem, which is the child's closest layer. The microsystem is the immediate environment in which the child lives in. Any immediate interaction with the child is part of the microsystem, such as at school, day care and with family and peers. Such relationship can certainly influence a child's development psychologically, biologically, or etc. As a child develops, the child is very susceptible to his or her immediate surroundings ...