Sedentary Behavior and Cognitive Development †MyAssignmenthelp

Question: Discuss about the Sedentary Behavior and Cognitive Development. Answer: Introduction: Child development is a process, which includes various sequences. However, physical, emotional, language, and thought changes occur during the development of the child (Moore 2017). Child development refers to the development of the children from their birth to adulthood. During this developmental phase, children become independent and reduce their dependency on their parents. Genetic factors and events of parental life influence child development. On the other hand, learning capacity of the children and environmental factors also influence the child development process. Different practices such as therapeutic intervention and home-based practices accelerate the child development. During this developmental period, the children start to learn and social interaction takes place. Child development also includes language development. Children learn how to use language and communicating with individuals. Development of physical skill and sensory awareness are the other aspects of child de velopment. Early literacy skill is significant for children as it helps them to learn how to read. Early literacy skill enhances the vocabulary of children as a result; the children develop a good understanding regarding different words (Xu et al. 2017). Letter knowledge can be developed through early literacy skill. In kindergarten school, early literacy skill is developed. Development of sound awareness and phonological skill are other significances of early literacy skill in child development. Development of narrative skill is another positive outcome of early literacy skill. This skill allows the children to describe the stories and event of life, which enhances their learning capacity. Early literacy skill builds the conversation capacity of the children. Therefore, children can develop their reading and writing skill through their early literacy skill. Identification of the children's need for early literacy skill Children have developmental needs that lead them to acquire early literacy skill. Development of social skill is one of the basic needs of children. In order to become a functioning member of the society, children need to adopt social skill. Hence, development of social skill is one major aspect of early literacy skill. By acquiring social skill children are able to make an interaction with the people (Lonigan et al. 2017). Children can communicate their ideas by developing their early literacy skill. Establishment of career ability is another need of children. To become a functional adult's children need to learn various things that are present in their school and outside of the schools. By discovering their talents children are able to develop early literacy skill. Development of internal skill is another need for children which can be done acquiring early literacy skill. Internal skill helps the children to deal with the difficulties. In order to identify the developmental needs of children, it is important for the parents to have an in-depth understanding the present learning stage of children. Therefore, by using strong observation parents can identify the learning needs of the children (Purpura et al. 2017). On the other hand, proper monitoring process is helpful to detect the developmental needs of the children. Apart from this partnership working with the educators and parents will be helpful to identify the early literacy skill development needs of children. Role of a teacher in major task analysis and solution development Task analysis refers to a fundamental tool that focuses on teaching the skill. For a teacher, it is important to provide sufficient support to the children to enhance their learning ability by doing the task (Vandenbroucke et al. 2017). The teachers need to apply their language skill while analyzing the task. The task needs to split into small segments as it will be easier for the children to understand. For the teacher, it is crucial to define the task by using their skill then collect authentic data based on this task. Proper investigation is required during the task analysis. Therefore, the teachers need to consider their all skills while analyzing a major task. Review and monitoring are necessary for the analysis of the task. Teachers have to monitor the performance of children in order to measure their learning capacity. During the analysis of major task, the teacher or educator needs to identify which child has strong learning capacity and which has not. In order to develop a s olution the teacher first need to identify the problem. After identification of the problem solution will be developed based on the nature of a problem. To develop a problem-based solution development of a preliminary framework is important. Therefore, the teachers can implement an action plan based on child development problem. Language is the central area of academic career. Without having good language skill students are not able to make sense of their reading. Therefore, the students can communicate their understanding of any subject by using their language skill. Language skill helps the students to develop a clear understanding of their study material. Therefore, to enhance the vocabulary language skill is crucial for the students. In order to gain success in academic career, the students need to communicate properly and to generate a clear idea regarding their subjects (Ribot et al. 2017). Hence, language skill enables the students to communicate their learning needs to their professor. Writing is an essential part of an academic career. Thus, to write a good academic paper student need to acquire good language skill. Language skill helps the students to write a good paper in their own language without doing any plagiarism (Haley et al. 2017). Good language skill enables the students to work more prod uctively with others by establishing an effective communication with others. Hence, it can be said that language skill is helpful for the students to enhance their reading and writing capacity. Establishment of good language skill allows the students to explore their knowledge in an academic career. On the other hand, acquiring academic language students get success in their content area. Academic language is considered as the most important factor to achieve success in academic career. Thus, for every student gaining knowledge of the academic language will be an effective approach to get a good grade in their academic career. Frequency of the language problem in the early years Talking is important for every child as it strengthens their communication ability and speaking capacity. However, in early childhood language problem often takes place if the children fail to adopt early literacy skill (Carson et al. 2015). Often the children are not able to find the right words and to form a clear sentence at their early stage. Study shows that pre-school children often face language problem at their early stage of life. On the other hand, often the children are not able to understand the speech of other persons due to difficulties in their language. Lack of proper guidance is a major reason that leads the children to face language difficulties. Children at age group of 3 to 4 have very basic vocabulary. Therefore, the children use short, incomplete and ungrammatical sentences through which they are not able to express their feelings (Yew and OKearney 2015). At early childhood, children are not able to follow the conversation, which focuses on their language difficulties. Hence, it can be said that the frequency of language problem in early year is high among the children. Children face different types of language issues at their early stage of life such as receptive language issue, mixed receptive-expressive language issue, and expressive language issue. Often children at age group of 5-6 face receptive language issue as they are not able to understand other's speech. Children at 3 to 4 years face expressive language issue as they are not able to express their ideas and thoughts. Apart from this many children have both receptive and expressive language issue, which can be reduced by undertaking proper language development practices. Early language and literacy development Early language and literacy development take place between 1 to 3 years age group of children. Such early language and literacy development is associated with the children's experience with the stories and books (August and Shanahan 2017). According to various research studies, children develop an experiential and interactive process of written language and learning spoken skill at their early stage of life. However, children can develop their reading and writing skill before they enter in a school. On the other hand, children can communicate with people by using social literacy inside and outside of their school. Therefore, children interact with older people and their friends, which also enhance their literacy skill. Interaction with other people by using literacy materials and books allows the children to develop their literacy skill and language skill. By developing positive interaction with people children can develop their literacy skill. On the other continuous attachment with the literacy materials helps the children to develop their language skill. Hence, it can be said that early literacy skill and language are developed among the children at early years before they go to their school. Age group Preferences in Book 0.1 year Small sized books board books along with photos of baby colored book, books having much picture books contains pictures that can be touched 1-2 year Sturdy board books books include familiar elements books with more picture and less words rhymes book goodnight books etc 2-3 year Books with specific pictures with specific name funny books silly books board pages book books include children and family information books include animal, food and other interesting objects Simple story books Books with shapes and alphabets Table 1: List of book preferences from infant to toddler age (Source: Roskos 2017) Young children have various preferences in books based on their different age group. As for example, between theb6 to 12 months children prefer small books with numerous pictures. However, during this time the children have no ability to read a book thus they give their focus on pictures that are present in a book (Roskos 2017). Board and brightly colored books are preferred by the children at this age. However, at this age group the brain of children are not developed properly thus, they are not able to read and right. They have no capacity to understand the meaning of words present in a book. Hence, books having more pictures are liked by this age group of children. Younger toddler age group of 12 to 24 months likes books, which include familiar things such as eating, playing sleeping etc. This age group prefers books having more pictures with less word. Children like simple rhymes book at this age. On the other hand, books include small meaningful word are liked by this age group. During this period children's brain is developed more and they are able to understand the meaning of small words that are mentioned in their books. Therefore, children at the age group of 24 to 36 months have more developed brain in comparison to previous age groups (Uccelli et al. 2018). Thus, they prefer books having more pictures with short information. In this age children are able to read and write. Therefore, they are able to understand the meaning of sentences in a book. This toddler group likes silly book, funny book, and books that include different information based on different objects. Early literacy behavior of infant and toddlers Early literacy skill helps the children to develop their literacy. Infant and toddlers start to learn the process of reading and writing by using their early literacy skill. At the very early years that are in infant age children start to show book handling and book mounting behavior (Jung 2018). Turning and chewing of the book pages are done by children during book handling. This behavior also called physical manipulation. During the infancy, such type of behavior can be observed among the children. During the toddler age, children show story comprehension behavior. At this time children are able to understand the pictures and express various actions by watching this picture. Looking and recognizing the information in a book is another early literacy behavior of toddler age. Through this behavior, children are able to recognize the picture in a book. Story reading behavior is observed in toddler age. This behavior shows the verbal interaction of children with their book and they are able to understand the meaning of language that is written in a book. References Moore, R.C., 2017. Childhood's domain: Play and place in child development (Vol. 6). Routledge. Xu, Y., Farver, J.A.M. and Krieg, A., 2017. The home environment and Asian immigrant childrens early literacy skills. Parenting, 17(2), pp.104-123. Lonigan, C.J., Allan, D.M. and Phillips, B.M., 2017. Examining the predictive relations between two aspects of self-regulation and growth in preschool childrens early literacy skills. Developmental psychology, 53(1), p.63. Purpura, D.J., Logan, J.A., Hassinger-Das, B. and Napoli, A.R., 2017. Why do early mathematics skills predict later reading? The role of mathematical language. Developmental psychology, 53(9), p.1633. Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C. and Baeyens, D., 2017. The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of TeacherStudent Interactions for Childrens Executive Functions. Review of Educational Research, p.0034654317743200. Ribot, K.M., Hoff, E. and Burridge, A., 2017. Language use contributes to expressive language growth: Evidence from bilingual children. Child development. Haley, A., Hulme, C., Bowyer?Crane, C., Snowling, M.J. and Fricke, S., 2017. Oral language skills intervention in pre?schoola cautionary tale. International journal of language communication disorders, 52(1), pp.71-79. Carson, V., Kuzik, N., Hunter, S., Wiebe, S.A., Spence, J.C., Friedman, A., Tremblay, M.S., Slater, L.G. and Hinkley, T., 2015. Systematic review of sedentary behavior and cognitive development in early childhood. Preventive medicine, 78, pp.115-122. Yew, S.G.K. and OKearney, R., 2015. The role of early language difficulties in the trajectories of conduct problems across childhood. Journal of abnormal child psychology, 43(8), pp.1515-1527. August, D. and Shanahan, T., 2017. Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Routledge. Roskos, K.A. ed., 2017. Play and literacy in early childhood: Research from multiple perspectives. Routledge. Uccelli, P., Demir?Lira, .E., Rowe, M.L., Levine, S. and Goldin?Meadow, S., 2018. Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child development. Jung, Y., 2018. Associations between in-the-moment behavior of children, family literacy program use, and Latina mother-child book reading. Early Child Development and Care, pp.1-14.