Answer 1

The children are born with separate temperaments. The temperament is the tactic a child interrelates with the world. As discussed in the case scenario Toby is a shy child and not very interactive but he is very good climbing and enjoys the physical activities at home. Sometimes labeling a child as Shy can make him or she feels something is wrong with him. This should be avoided and it should be told to him or her that nothing is wrong in being shy (Lister, 2007). He should be encouraged to do activities that he likes to do. The children often feel shy when there is nobody familiar around them. Therefore the parent or another known person can be involved in the activities to make him comfortable (Borland, Hill, Laybourn, & Stafford, 2001).  For example, if he is invited to a friend’s house, he might feel good and comfortable if the known person goes with them at first (Borland, Hill, Laybourn, & Stafford, 2001).  

Answer 2

Practice demonstration and express or class presentations with the Toby at home. This may help him feel more relaxed and comfortable when he has to present himself in front of the class. Toby should be encouraged to perform some extracurricular activities. Something of someone that can encourage his social behavior should be found, for example, sport, Scouts, or Girl Guides. The child can be trained through social interactions with a new individual in the parents’ presence. In any familiar situation, toby can be reminded to perform things such as making eye contact, face individuals with his entire body, and response the questions in a sound that person can listen to. For example, we can say to him that, ‘remember to stare at father’s eyes when he’s speaking to you’. The negative comparisons with more confident relatives or friends should be avoided (Rudasill, & Rimm-Kaufman, 2009). As an alternative, we can help him to build his self-esteem by concentrating on even minor steps headed for being less nervous or shy. Over-comforting the child should also be avoided as it may send the negative message that we think he is in a scary situation, this might increase the shy behavior. If anyone says the kid is ‘shy’, they should be gently corrected in front of the child (Rubin, Bukowski, Parker, & Bowker, 2008)

Question 3

The play is an important factor in the development of language skills and the slop language development process can also affect the play (Tamis?LeMonda, Shannon, Cabrera, & Lamb, 2004). As Toby’s Mother stated that he is a great climber and likes to do activities at home, this indicates that he is not very open in doing those tasks in front of unknown people. If he does not talk to the people outside the home he may not be engaged in any activity that he likes to do or play. This may further develop the negative thoughts that he is not good and he should not continue with the activities or hobbies and he may lose those skills as he will grow (Tamis?LeMonda, Shannon, Cabrera, & Lamb, 2004).

Answer 1

Sometimes it happens that the activities used in school to improve children’s cognitive development may no more seem interested in the children and they might feel bored. This should be focused by the school staff.  To develop the cognitive behavior the new and interesting activities should be implementing in the system (Dockett, & Perry, 2005). The staff can be informed about the situation and the training can be provided to them about how to use daily routines to encompass additional learning. The cons of the present methods should be discussed with the staff members they should be told that the current tactics are not working as they should be, therefore the daily routine should be used to increase and improve the interest of the children in order to enhance their cognitive development and get their attention in that area (Dockett, & Perry, 2005). The staff member is the also the part of the system, therefore their contribution is also necessary to achieve the goal already set for the children. They can be told that the new strategy is going to be used and this can only be successful with their health, therefore the entire staff member should learn the skills associated with daily routine activities and apply them in the learning process of children (Dockett, & Perry, 2005).

Answer 2

An enormous amount of learning can take place when children are involved in daily routines such as bathing, feeding, diaper changing and riding in a car – things that parents do with their children every day. These daily events are so important because they provide opportunities for repetitive learning in a natural, enjoyable yet structured way (Burger, 2010). Think of all the things that parents do with their children on any given day. They dress and feed them, bathe them and help them brush their teeth. It is within the context of such daily routines that a young child begins to make sense of his or her world. Each routine consists of a series of small steps, such as opening the car door, climbing into or being put into the seat, sitting on the seat and then being buckled. Some routines have a special language that goes along with them – e.g., “Time to get dressed” or “Let’s go for a ride.” the children like their home environment more than their school environment, therefore the mall changes can be done to provide them with a friendly environment (Burger, 2010). The usual activities can be changed with the daily activities such as sing a song with the children, identifying noises they hear through the day, practicing the alphabets with children in the form of songs (Ginsburg, 2007). Other important activities that can be a substitute for usual activities are practicing counting with the children, offer them choices about the doing the activities, visit interesting places such as local children museum, playing with them in everyday items such as variously sized lids, and offering the children with a variety of games. These changes might help the children be more interested in the cognitive elemental activates (Burger, 2010).

Answer 1

As discussed in the scenario Sam is a 1-year-old child who is insecure in his new environment, some of the strategies can be used to make him comfortable such as being sensitive to the babies needs by identifying the reading the baby’s signal and responding instantly, the mother can be taught to be in sync with the child such as keep an eye on Sam’s changing needs, and stimulating baby by ABC. A for effect in which the mother should produce positive effects by using sniggers inducing activities such as making unusual sounds, B meant for behavior which should be stimulated by using physical activities, and C is for cognition in which the baby should only encourage the activities they like and do not force them to do the task they feel uncomfortable (Dalby, 2009).

Answer 2 (7)

According to a report published in healthfamiliesbc (2018), the child up to six months can sit which the back. This was also seen in the case of Sam as he can also sit unsupported. However the child up to 12 months old can walks with or without the support and says minimum one word, this was not happening in case of Sam, therefore this can be said that Sam’s physical development was not accurately on the track (Healthy family BC, 2018).

Answer 3 (8)

Walking is one of the milestones of baby’s development, and in the case of Sam, it was not that good. To improve his physical development various activities can be applied such as using four wheeler riding toys which can help the children to walk. Playing music and dancing with the child may also help in the physical development of the child. The child can also be provided with the toys with moving parts that stay linked (Allender, Cowburn, & Foster, 2006).

Answer 4 (9)

As discussed in the case the student is feeling insecure in the new environment not have started to walk, this may be caused due to the emotional dis-attachment with the parents. Emotional needs are really important for physical development. The baby needs to feel that they are in a safe and secure environment for their natural physical development. They also need to have a sense of love and belonging, and attachment or bond with the careers, this enables them to respond the carers and doing physical activities (Ginsburg, 2007).  

Answer 5

Some of the cognitive skills related to learning to walk are imitating the speech sounds, correctly using the words like mama/dada, understanding the simple commands such as give it to me and beginning the sense of humor. These cognitive skills are for children with 9 to 12 month of age (Adolph, Vereijken, & Shrout, 2003). Other cognitive skills that also related to learning walk includes three to five words vocabulary, using the gestures to communicate, and responding to the parent or carers words and command. Some of the other skills related to walking includes noticing the size of object, understand how the subject can be used, knowing whether the object or thing is far or near, and reaching for the things with their finger, thumb and with both hands for larger objects (Adolph, Vereijken, & Shrout, 2003).

Answer 1

Change in the environment and language might slow down children’s’ language learning ability. To help them cop up with the new environment and new language the easy words should be used that can be easily understood by the child such as hello, good morning, good evening and good night (August, Carlo, Dressler, & Snow, 2005). Samara should introduce with the word that is easy to speak for example mother, father, toy, etc. Infants initiate learning their natural language by determining features of its sound structure; this can be used in samara to help her learn a new language by Music or sounds (August, Carlo, Dressler, & Snow, 2005).

Answer 2

Engaging samara in activities that she loves to do and make language learning enjoyable. Children absorb better once they are having fun. While teaching the child an external language, resources can be the best friend. The online help takes are taken such as such as foreign linguistic books, application, online linguistic programs, activities, and games (Harper, & De Jong, 2004). Another key step should be taken is making a comfortable environment for her so that she can feel familiar in her language learning environment. It should be ensuring that her learning center should not be tensed, and should be positive and peaceful.

Answer 3

Child Growth Centers offer on post entire day, half day, hourly child upkeep, and lengthy duty day upkeep to comprise the robust openings Pre-Kindergarten package. Care is delivered by skilled staff and processes are subject to deliver them a decent cognitive growth. Health services, language growth services, parenting programs are also there in the center. The available staff at the center includes teachers, baby careers, and health staff. The Allied Health package builds the capability of center staff and mothers in classifying kids from birth to three years who are in danger of developmental postponement (Burger, 2010). The package backs staff and mother and father in promoting children’s best development. The Allied Health available staffs at the center are:

• A speech pathologist, who helps with all features of communication counting speaking, language, literacy, gestures, symbols, and signs.
• Occupational therapists, which help in children’s contribution in and presentation of daily actions (Burger, 2010).

Answer 4

• Health elevation materials and actions on health, healthy consumption and physical action and health, child growth and parenting related data is available in the centers that can be accessed.
• Child and Family Health Service (CaFHS) deliver kid and family health facilities and guidance and youngster health checks (Bennett, & Tayler, 2006).

The parents and other carers can directly go into the centers for the registration and they can also register online to access the services provided by the child development centers (Bennett, & Tayler, 2006).

Funding available

There are lots of funding opportunities are there for children care in Australia such as community grants by federal and state government, Australia heritage grants,  child fund Australia. These programs and services providing financial help to the child development centers and health care centers (Irwin, Siddiqi, & Hertzman, 2007). The Direct Aid Program (DAP) is the flexible minor grants program subsidized by the Australian Government. The program goals to back projects with the strong growth focus which donate to sustainable child growth and education (Irwin, Siddiqi, & Hertzman, 2007).

Adolph, K. E., Vereijken, B., & Shrout, P. E. (2003). What changes in infant walking and why. Child development, 74(2), 475-497.

Allender, S., Cowburn, G., & Foster, C. (2006). Understanding participation in sport and physical activity among children and adults: a review of qualitative studies. Health education research, 21(6), 826-835.

August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50-57.

Bennett, J., & Tayler, C. P. (2006). Starting Strong II: Early childhood education and care. OECD.

Borland, M., Hill, M., Laybourn, A., & Stafford, A. (2001). Improving consultation with children and young people in relevant aspects of policy-making and legislation in Scotland. Edinburgh: Scottish Parliament, Education Culture and Sports Committee.

Burger, K. (2010). How do early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early childhood research quarterly, 25(2), 140-165.

Dalby, S. (2009). Security and environmental change. Polity.

Dockett, S., & Perry, B. (2005). ‘You need to know how to play safe’: Children’s experiences of starting school. Contemporary Issues in Early Childhood, 6(1), 4-18.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.

Harper, C., & De Jong, E. (2004). Misconceptions about teaching English?language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162.

Healthy family BC (2018). Baby’s physical development form 0 to 6 months. Retrieved from: https://www.healthyfamiliesbc.ca/home/articles/babies-physical-development-0-6-months

Irwin, L. G., Siddiqi, A., & Hertzman, G. (2007). Early child development: A powerful equalizer. Vancouver, BC: Human Early Learning Partnership (HELP).

Lister, R. (2007). Why citizenship: Where, when and how children?. Theoretical Inquiries in Law, 8(2), 693-718.

Rubin, K. H., Bukowski, W. M., Parker, J. G., & Bowker, J. C. (2008). Peer interactions, relationships, and groups. Child and adolescent development: An advanced course, 141-180.

Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24(2), 107-120.

Tamis?LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2?and 3?year?olds: Contributions to language and cognitive development. Child development, 75(6), 1806-1820.