Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2

Assignment Number & Name: Assignment 2-Child Development Folio

ETP120-Teaching and Learning 2

Assignment 2-Child Development

Folio

Student: Georgia Stewart

Student Number: 226337
Due Date: 7/10/2011

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio

Child Development Folio

Task 1 How are these issues influencing policy development and provision of services
to children?
The two newspaper articles which have been chosen, both articles are focused upon
the achievements of the High School students. Both articles show the different High
Schools view on the activities of the students. Each of the High Schools points the
reader towards the achievements and the positive outcomes of the students activities.
The first article is about the Year 12 students end of year celebrations. For the past 10
years, Mudgee High School Year 12 students host a Rainbow Day on their last day at
school. The sole purpose of this day is for the students to raise money from the
community and give the raised funds to a community charity. The school came up
with the concept of the day in getting the Year 12 students to move away from the
muck up theme day and to look at how the students could give back to the
community. The fact that this program has been running for the last 10 years, shows
that not only is the students behind the program but so to be the school.
When looking at the concept of the Rainbow Day program, it is clear to the reader
based upon the reading of Laura Berks book Child Development (Berk, 2009) that
this kind of activity is a collectivist society (Berk, 2009, p. 34). Even though each
Year 12 student is an individual, the whole year as a group are working together for a
common goal. The students are making good use of their ability to speak as a group
about issues which are important for them as a whole.
The second newspaper article is about sixteen Gulgong High School students who are
passionate about music. The article lets the reader know that the students have just
spent 2 days recording, editing and producing their third album. All of the students
wrote their own original work and the album will be available for sale from the
beginning of the final term of school. The school has been behind the students as they
worked towards reaching this milestone in their musical careers. The students have
drawn inspiration from the history of the township of Gulgong, which was founded
upon the discovery of Gold within the region.

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio
Just as the Mudgee High School students, the students of Gulgong High School are
students who are working towards the common goal. Both groups of students are
working towards making a positive difference within their world. And the High
School teachers are behind the students and in some cases encourage the students to
push themselves towards reaching the final result.
By having the students start to look outside of their own world, the schools are
preparing the students for becoming individuals which can make a contribution to the
community. This is an example of the ecological systems theory, where the valves,
laws and customs within the macrosystem influence the individuals exosystem and
Microsystems (Berk, 2009, p. 26-29). The issues of making a mark in the world in a
positive way has influenced the two High Schools with the introduction of these two
programs into the High Schools policies.

Task 3 Define Foetal Alcohol Syndrome and discuss how you would address the needs
of a student in your class who has been diagnosed with this disorder. What special
modifications might you need to consider.
The condition called Foetal Alcohol Syndrome is when the foetus is exposed to
alcohol before the foetus is born. The foetus is the name given to the baby during the
final stage of development before the foetus is born. Foetal Alcohol Syndrome is the
cause for the foetus to be born with noticeable birth defects and intellectual disability.
The main characteristics of this condition include the foetus growth being limited
while in the womb, and the nerve development of the foetus also is affected. The
foetus can also be born with cardiac defects as well as facial abnormal features
(Harris, Nagy & Vardaxis, 2006, p. 675).
Some of the facial abnormal features include the foetus being born with short eyelid
openings, a thin upper lip, and a smooth vertical groove in the centre of the upper lip
(Berk, 2009, p. 98). If the child after birth is given all the nutrients needed within their
diet, the child will still fall behind in their physical growth, compared to other
children of the same age. The intellectual disability also does not change as the child
develops and grows (Berk, 2009, p. 99).

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio
Some of the modifications that would need to be considered include introducing
stimulating play time for the student. By introducing stimulating play time for the
student, the play time will assist the student to emerge from within themselves and
begin to interact with the other students. Stimulating play time will also encourage the
student to develop a desire to learn and explore being creative with the use of the play
time (Berk, 2009, p. 169).
Another aspect of the specific modifications which would be needed for a student
with Foetal Alcohol Syndrome is to develop the students attention span. Students,
who have been diagnosed as having Foetal Alcohol Syndrome, are prone to having a
short attention span as well as having a sense of poor judgement regarding situations
(Berk, 2009, p. 98-99). The student is not able to control the external and internal
stimuli and become very easily distracted (Berk, 2009, p. 286).
One way of trying to re engage the student would be to develop the lesson, so that it
grabs the students attention. The lesson can be taught in smaller lengths of time, so
that the student can learn without having lost the main point of the lesson.
Establishing an environment in which the student with this condition can feel relaxed
and not pressured by their peers. This will assist in the developing of the students
cognitive development (Berk, 2009, p. 123).
By assisting the student especially when they start to go off the track, the student is
encouraged rather than being put down in front of their peers. This can help to build
up the students self esteem. All students want to be accepted and this student would
want to not only be accepted by their peers but by the teacher as well. Making sure
that the student is encouraged to learn by whatever way they can and that the student
feels free within the classroom. This can make all the difference to the student as they
learn within the classroom.

Task 6 Why is a young childs capacity to process information more limited than that
of older children and adults?
The ability to process information is dependant upon the persons capacity to interrupt
the information and then storing that information within their brain. How a child or
4

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio
adult is able to recall the information is also another part of the information process.
All of these processes are required for a person to develop a way of understanding the
information in such as way that the information is clear to them. And that they can
then recall the information when it is required (Berk, 2009, p. 276).
The brain stores information within three different storage areas, which are the
sensory register, short-term memory and long-term memory. The sensory register is
where the brain attaches any sights or sounds, heard or seen at the time of storing of
the information. This assists the brain in recalling the information by associating a
particular sight or sound to the information will recall the stored information (Berk,
2009, p. 276-277).
The short-term memory is when the brain is able to hold onto a restricted portion of
the information and stores it within this area. By joining the parts of different
information, the brain is able to connect the different parts together, to make one piece
of information. A way of doing this is by taking notes; these notes can jog the shortterm memory into remembering the information (Berk, 2009, p. 277).
The long-term memory is the location in the brain where information is stored forever.
The amount of information that is stored is endless and recalling this information can
be difficult. The tactics of taking notes and reciting these notes are good examples of
recalling information (Berk, 2009, p. 277).
With this knowledge then looking at why a young childs capacity of processing
information, is easier to understand. The memory of a young child, the length of being
able to recall is shorter, compared to an older child or adult. This is called memory
span, this studies the amount of items, which can be recalled within a set time frame.
Studies have shown that young children recalled less compared to an older child or
adult (Berk, 2009, p. 278).
Berk writes that there have been researches into how a childs age can play a part in
their mental capacity. A study was conducted, where children and adults where shown
a digit and they had to signal when the digit appeared on the computer. This study
showed that the younger children were faster at signalling than the adults. This proved

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio
that the younger children were capable to use their motor and perceptual skills by
signalling. The younger children are able to develop the skill of processing
information; this can assist with the deepening of their memory skills (Berk, 2009, p.
278-279).
The reason as to why younger children are not as capable of processing information is
because their memory skills are still being developed. By being able to recall
information from their memory, the child still needs to develop ways to achieve this.
As Berk has shown by discussing different study research, the outcomes of the
research show that the developing of the childs motor and perceptual skills will assist
the child in developing the skills to process information (Berk, 2009, p. 279).

Task 9 What is the link between early attachment and academic achievement? Focus
on the age level you plan to work with in schools.
Before looking at the link between early attachment and the childs academic
achievements, the word attachment needs to be defined first. Attachment is the
emotional bond shared between two parties. When there has been an attachment
formed between people, the experience for both are considered to be enriching for all
involved (Berk, 2009, p. 425).
When a child has an attachment between themselves and their parents, this attachment
can affect the childs ability to relate to others and participate within groups. By
having a secure attachment the child is able to complete particular tasks even when
they are separated from their parent. The child is capable of being adaptable to the
situation, when the child is left with a stranger or another carer. When their parent
returns the child is able to return to the parent without any ill feelings towards the
parent (Berk, 2009, p. 427).
Another stage of attachment is when the child is avoidant towards their parent. When
the child is separated from their parent, the child shows no signs of stress and
responds to their carer much in the same way. Once the parent returns, the child is not
as quick to return to their parent and is less likely to bond with others as easily as a
child who is secure (Berk, 2009, p. 428).
6

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio
Berk says that resistant attachment is when the child will not want to be separated
from their parent. The characteristics of this kind of attachment, the child is as a rule
mostly distressed at the time of separation. The child will continue to be distressed
until they are reunited with their parent. Even at this stage, the child will show signs
of distress such as crying, being resistive and kicking (Berk, 2009, p. 428).
The disorganised/disoriented attachment is when the child shows behaviour which
contradicts their emotions. This is mainly because the child is greatly insecure and
when they are reunited with their parent, the child will not look at their parent. This
shows that the child is not sure that they should reveal any kind of emotion (Berk,
2009, p. 428).
Berk writes that there have been research which has shown that when a child has a
secure attachment, the child have more self esteem, social abilities and have a rapport
with others who are in need of empathy. As the child grows up, the child will be able
to develop the social skills to develop friendships and relationships. This is because
the child is secure within themselves to be able to trust their choices (Berk, 2009, p.
435).
The link that exists between a childs attachment developments has a great influence
upon the childs academic achievements. When a secure child begins schooling, the
child is able to develop friendships much easier than others. This is because the child
has the self esteem to try new things. The child who has an unsecured attachment is
more likely to not achieve any great levels academically, because they are more likely
to display poor behaviours within the classroom (Berk, 2009, p. 435).
There is a firm link that exists between a childs attachment and how it affects their
academic achievements. This is because when a child is secure within themselves, the
child is able to excel with their academic work. But the child who has an unsecured
attachment, their self esteem plays a part within their academic achievements and
because they struggle, their behaviour changes (Berk, 2009, p. 435).

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio
Task 12 Discuss factors that influence adjustment following school transition in early
childhood or adolescence.
When a students transition from early childhood to adolescence schooling, there are a
number of factors which influence how the student adjusts to the change. For a
student who goes from Preschool to Primary School, factors include the forming of
friendships, acceptance and attachment with their teacher. For the transition from
Primary School to High School, the factors include the size of the class numbers,
focus has changed from individual student to the whole class and the opportunity to
contribute in classroom decisions (Berk, 2009, p. 639).
When a student transition from Preschool to Primary School, the student is faced with
having to form new friendships, this can be made that much harder to achieve, when
the classroom environment is negative. Within this environment, the child will
struggle with forming friendships and poor behaviour problems will develop. When a
student is studying within a positive environment, the student is more at ease to form
friendships with others (Berk, 2009, p. 639).
The need for acceptance and the type of attachment with the teacher are also factors
which influence a students ability of transition from Preschool to Primary School
from being a positive or a negative one. When a students classroom environment is
negative, the student will then not feel that they are accepted by their peers and this
will lead to the student to becoming less motivated to learn. The students attachment
with the teacher also affects the transition, as the connection between the student and
the teacher needs to be a positive one. When the connection is that of a negative one,
the student becomes more demanding of the teachers attention during the lesson
(Berk, 2009, p. 639).
When a students transition is from Primary School to High School, a factor which
affects the students ability to adjust is when the student goes from a small class size
to a larger one. The student goes from a classroom where the teacher is focused upon
the class as a whole rather than focusing on the individual. The students attention and
drive to complete their studies and their marks fall (Berk, 2009, p. 639).

Student Name & Number: Georgia Stewart-226337

Subject Code & Name: ETP120-Teaching and Learning 2
Assignment Number & Name: Assignment 2-Child Development Folio
The teachers focus upon the class as a whole rather than looking at the individual also
affects the transition process for the student. The students self esteem begins to
decline and the student lack interest within their academic achievements. The outside
factors from the students personal life also play a part of affecting their adjustment
(Berk, 2009, p. 639-640).
By not having an opportunity to be able to contribute to any decisions related to the
class also affect the students adjustment into High School. The students academic
performance starts to decline, as the students are no longer interested in contributing
to the lessons or to their own studies. This leads to poor self esteem within the student
and a lack of interest in trying to prove their academic achievements (Berk, 2009, p.
640).
For some students these factors can prove to be hard to conquer but for other students,
these factors are hurdles which need to be jumped over. By doing this the student is
learning the skill of being able to adapt to the changing environment. This skill will
assist the student to be able to adapt to any kind of change which enters their life.

References
Berk, L. (2009). Child development (8th ed.). Boston: Pearson.
Harris, P., Nagy, S., & Vardaxis, N. (2006). Mosbys dictionary of medicine, nursing & health
professions. Sydney: Elsevier Australia.