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Child development refers to the changes that occur as a child grows and develops in relation to being physically healthy, mentally alert, emotionally sound, socially competent and ready to learn. Everyday we are developing no matter our age, but it is how we develop children that will tell a tremendous amount an individual. How a child developments is fundamentally important at a young age as it affects all aspect of their lives once the child matures. Children learn more quickly during their early years than at any other time in life. They need love and nurturing to develop a sense of trust and security that turns into confidence as they grow. Throughout the class, we looked at many theorists during the course of the semester as well as looked at many articles pertaining to the concepts of the development of children. The theorists and articles opened up our minds to a world that we have never seen before and concepts about child development we have never been taught but have seen in the practical work we do every week. Understanding the stages of child development helps parents know what to expect and how to best support the child as she or he grows and develops. In many settings, early childhood programmes support parents and their children from infancy through age 8, which includes the important transition from home to school. All children have the right to be raised in a family and to have access to quality health care, good nutrition, education, play and protection from harm, abuse and discrimination. Children have the right to grow up in an environment in which they are enabled to reach their full potential in life. Learning to read also requires several skills. It is common to differentiate between two main aspects of reading: word recognition and comprehension. Word recognition consists of knowing how a word is pronounced. Early in reading development, children need to recognize letters, be aware of and able to manipulate sounds within words, and use conventions about the relationship between letters and their pronunciation. In addition, the child needs to be able to interpret the meaning of the printed text. The skills involved in this aspect of reading are very similar to those used in listening comprehension. Although word recognition and comprehension are often considered separately, they can influence one another over development, in a bidirectional way. For example, vocabulary knowledge contributes directly to growth in word recognition and later in the school years, skill in word recognition predicts the rate of vocabulary growth. The existence of a strong relationship between spoken language skills and subsequent reading and behaviour development is generally supported in the literature. The basis of the relationship between early spoken language and later reading development is thought to be causal in nature, such that spoken language skills, especially phonological awareness and listening comprehension, are fundamental precursors to later successful reading. Children with limitations in phonological processing are at risk for early decoding problems, which can then lead to problems of reading comprehension. Children with problems of listening comprehension are at risk for reading comprehension problems even if they can decode words. These skills can also dynamically interact over development. It is the duty of parents, other caregivers and family members, communities, civil society and governments to ensure that these rights are respected, protected and fulfilled.
