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Child Development Walking: There are new problems of behavior con trol. The socialization process has already bed arted with regard to feeding, but the do's and m't's pertaining to other behaviors increase geo-etrically once the child development walking is walking and is more >cal. Likewise, perceptual and intellectual de-Jopment take on new dimensions as the child development walking's•ility to interact with his environment increases
•erwhelmingly. Learning to talk and listen, a ystone in the process of intellectual and cog-tive development, provides a particularly obvi-is example of behavior that is influenced by the vironment. Language is acquired only in a cial context, and the meanings of words are jarly related to what the child development walking experiences.
The level of the child development walking's neurological and physiological development determines the kinds of learning that can take place. Accordingly, the age at which a particular task should be taught to a child development walking depends on the complexity of the skill, the degree of co-ordination and mental ability involved, and the rate of that particular child development walking's development. A little practice at the appropriate stage of maturation is more effective than a lot when the child development walking is too young.
All these activities are carried on in an awkward, intent way. The child development walking manages to get where he wants to go by whatever mode of locomotion seems most effective. Walking, even in his jerky, trotting way, gives the child development walking a new perspective on the world. It broadens his horizons. When the active explorer begins to get into everything, he is not being naughty but normal. This is his way of learning. |
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