Developing child

  • Typical and atypical development

    Early childhood is a time of great promise and rapid change. To understand a child’s development and learning, we must examine the processes that drive development and how the continuous interplay among the child’s genetics, nervous system, environment and social interaction shapes these processes.
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  • Environment and development

    Research evidence supports the importance of high-quality early learning experiences for young children in promoting their lifelong success. Families, neighbourhoods, Early Childhood Education Centres (ECEC), schools, governments and the media are examples of settings that constitute the contexts of children’s development.
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  • Developing child in African context

    A complex interplay of cultural, socio-economic, and environmental factors influences child development in Africa. Despite challenges, there are numerous opportunities and ongoing initiatives aimed at improving the future for African children. Through collective action and sustained support, the continent can empower its youngest population to thrive and realize their full potential.
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  • Physical and motor development

    In order to grow, a child needs sufficient healthy nutrition, sleep, care and prevention of diseases that harm growth. The motor development of the foetus and the small child follows a certain order. Supporting physical and motor development, especially in children with motor difficulties, is important in ECEC.
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  • Language development and difficulties

    Language development is a complex process through which children learn to understand and use language. It involves the acquisition of vocabulary, grammar and social communication skills and is influenced by biological factors, cognitive development and the social and emotional environment – especially interactions with parents.
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  • Cognitive development and difficulties

    Cognitive development is how humans acquire, organize and learn to use knowledge. The development of memory is an important aspect of cognitive development. Evidence-informed checklists can be used to judge cognitive development. Intellectual disability (ID) refers to neurodevelopmental conditions that affect functioning in cognitive functioning and adaptive functioning.
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  • Self-regulation and executive functions

    Self-regulation skills and executive functions provide support for development and learning. Executive functions refer to cognitive processes that direct, integrate and control other cognitive functions and behaviours. Although children are not born with executive function skills, every child is born with the potential to develop them. Children with attention deficit hyperactivity disorder (ADHD) have problems with these skills.
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  • Socio-emotional skills

    Socio-emotional development refers to the process through which individuals acquire the ability to understand, manage and express the social and emotional aspects of their lives. In early childhood, learning to understand and manage emotions, feel and show empathy for others and establish and sustain positive relationships with others through social skills are pivotal skills to be supported. Socio-emotional difficulties can be identified and supported early in childhood.
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  • Adaptive skills

    The foundations of adaptive skills (i.e. practical skills, social skills and conceptual skills) are laid down from the moment a child is born. Mastering these skills at different levels during child development determines the child’s future ability to control and master their environment and everyday executions.
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