| Childrens development can be seen as a holistic | | | | child. |
| process. It should not be boxed off into separate | | | | The stages of child development can be broken |
| areas such as nutrition, health, emotions, schooling, | | | | up as follows: |
| religious beliefs and so on. Children are like | | | | Pre natal and birth – this is the time where |
| sponges ready to absorb information, behaviour | | | | the attention is focused on the mother through |
| patterns and need stimuli to encourage their best | | | | maternal and child health care. |
| development from the earliest moment possible. | | | | Infancy to 18 months – during this time much |
| | | | attention needs to be put on the nutrition and |
| Like a grown up each child has their own | | | | health, to include breast feeding where possible. |
| character, preferred ways of learning, favourite | | | | The infant should be attached to the primary |
| colours, people and so on. A child's development | | | | caregiver, ideally the mother, as much as |
| can be designed around the individual child's | | | | possible. Sensory learning is also a focus and the |
| needs. It is a wonderful thing if adults who | | | | infant should be learning visual and auditory skills |
| spend time with children can release themselves | | | | as well as some control of physical actions. |
| from their grown up personality and try to enjoy | | | | 18 months to 36 months (toddler to post toddler) |
| moments with their child from a child's fun and | | | | - now nutrition is of critical importance. The child |
| innocent perspective. This way a child can learn | | | | will be learning social skills quickly, co-ordination, the |
| to develop in a healthy way and be less restricted | | | | ability to think and language skills. |
| by grown up conditioning and thought processes. | | | | 3 to 5 (maybe 6 yrs) (pre-school)- socialisation is |
| When a child is conceived development starts | | | | now especially important and the child is preparing |
| which affects their body, brain and overall | | | | for school. From 4 yrs onwards the child is |
| chemistry of the child. When born the first 8 | | | | more than likely in pre-schools and younger |
| years of a child's life lays the foundations. | | | | children could be in creches. Nutrition continues |
| It has been demonstrated by developmental | | | | also to be central. |
| psychologists that it is at this stage that a child | | | | 5/6 to 8 yrs (early primary school) – the child |
| develops all of their basic brain and physiological | | | | is now going through a transition period to the |
| structures. All of their later learning and growth | | | | bigger world and school. Depending on the child |
| are dependent on these. | | | | this can be a difficult period or quite easy. In |
| Nurturing holistically across all levels and being | | | | both there is the need for ongoing holistic |
| pro-active and having fun in your own child's | | | | attention. |
| development can make a big difference to your | | | | |