Relationship between developments in a child

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Reference no: EM13814960

RELATIONSHIP BETWEEN DEVELOPMENTS IN A CHILD

Fundamentally, cognitive development is the ability of a child to think, learn, and problem solve. Secondly, linguistic development refers to the child's capability of to understand and use language for effective communication. On the other hand, the motor ability is the collective development of movement skills that include rigorous activities, such as catching, running, walking, throwing, and kicking that involve hand muscles. With this in mind, the paper will discuss the three development milestones and how to use professionally the skills in classroom teaching for children aged four.

At age four, a child demonstrates several cognitive events in their daily activities. First, the child has adequate memory abilities where they can recall stories previously narrated to them. Secondly, they can draw objects, master number counting, and complete simple puzzles. Further, the child demonstrates a great milestone by the ability to play board games and recognize the difference between objects. Similarly, notable linguistic developments by the child include differentiating gender in stories. Moreover, they illuminate motor skills by hoping, standing on one foot, throwing and catching objects, completing simple puzzles, and copying capital letters.

Particular neuronal networks conduct language, cognitive and motor skills.Precisely, these neurons are located in the temporal and frontal lobes of the brain (Gultiano&King, 2006). Specifically, perception capabilities, involves interpretation and recognition by sensory stimuli such as hearing, and touching. Another brain function is attention, where the child develops the ability to sustain concentration on individual actions and conduct brain challenges. . Besides, the mind helps in performing motor skills by mobilizing muscles. Nevertheless, Language, Spatial, and visual processes are done in these parts

Cognitive, linguistic and motor abilities in a child are interrelated in the sense that all are brain-based capabilities. For example, requesting the child to give you a particular classroom object. First the child hears the request that involves perception ability, and the second decision is made whether to bring or not and then the motor development of lifting it and finally language skill is demonstrated by talking to you.

Finally, these developments can be professionally utilized in a classroom in various ways. The cognitive events can be used by regularly involving kids in storytelling, drawing objects, balancing games, and color recognition exercises. On the other hand, language development can be enhanced using singing and regular conversations. More significant motor development can be utilized by making kids copy shapes, capital letters, and do simple cutting activities using scissors under supervision.

Reference no: EM13814960

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