What are the three major domains of development in young children?
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Kids mature in three domains of growth: cognitive, physical and socio-emotional.\n\nThe cognitive domain includes intellectual and academic skills, such as math, language and science; the physical domain involves factors such as dexterity and being comfortable with one's body as it changes and matures; and the socio-emotional domain is the realm of emotions, psychology and social skills.\n\nTraditional educational environments tend to focus almost exclusively on the cognitive domain, paying less attention to the other two, but it's important that your program take a "whole child" approach, incorporating age-appropriate learning in all three domains. For example, if you are doing a project on dance, don't just study it in books or watch a video—get the kids up and moving. For the socio-emotional domain, try having them talk about how they danced in a way that reinforces positive interaction. \n\nOne of the many reasons we are advocates for inquiry-based learning is that it is better at incorporating the whole child approach.\n\nDifferent age groups reach milestones in each domain at different times. Most physical competencies are achieved in the early ages, and most of the basic "hardwiring" of adult logic and thinking skills begin to appear around age 12. Match your skills components accordingly. One particular challenge for youth workers in underserved communities is that children may be lagging in one or more domains. Observe your children with an open mind and see where their specific needs and strengths lie. Also remember that other factors, such as gender, nutrition and home environment, influence the age at which kids master certain skills.\n\n Although it's important to get a complete picture of each child's strengths, challenges and competencies in each domain, avoid thinking in terms of buzz words and pop psychology. Labels can become self-fulfilling prophecies. Even if kids never hear you say words like "at risk" or "ADD," they'll respond to how you treat them and the expectations you show. \nhttp://www.youthlearn.org/learning/planning/ages.asp
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Observation, research, organization, development and accomplishment
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He is a lucky little boy to have someone who cares so much for his development from the very begining.\n\nI think this webiste is great, it lets you know how the child is changing at each stage and how you can assist their development. Just select the age range at the bottom of the page.\n\nhttp://www.babyworld.co.uk/information/baby/dev_chart/menu.htm
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Personality is a function which involves the building of one’s personal boundary (some would call it an ego boundary).  This seems to happen at the end of one’s life as an infant and seems to be greatly associated with the learning of language.  Geo-, Socio-factors and internal brain chemistry all seem to have a part.  Mental choices of children seem to be involved in developing the individual personality.  The quality of the nurturing of the child (from any source) seems to allows more and better choices.  One must realize that preacher’s children can become prostitutes and serial killers and uneducated idiots can raise geniuses.  Life is a mystery.
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1. how would i write - honestly and reflexively \n2. the childs development - with awareness that ever person is different and that there is no 'norm' \n3. developmental needs - has to be from the childs perspective (see point 2)
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"Developmental Delays" is a very broad subject and it's difficult to answer without specific information.  But generally...\nA developmental delay exists if the child cannot do something that is expected at that age.  In 3 year olds, you would be looking for the child to be able to speak in full sentences (not perfectly).  If they could not, they may be developmentally delayed.  For example, if a child just pointed, or only used 1 word at a time.  If they have social delays, they may not show any interest in playing with other children and may appear to "be in their own world."   This could also mean that they are an only child, though and have not had experience playing with other kids.  A 3 year old could be developmentally delayed in his/her motor skills as well.  They may not be able to hold a crayon and color.  They may not be able to cut.  Most 3 year olds do not have great fine motor control, so an "average" 3 year old wouldn't be able to do those tasks perfectly, but they'd be able to make some marks on the paper and make some effort at cutting.  A child who has delays in gross motor control, may not be able to run, or jump.
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That depends on the height of the child. All children are not made the same way. Definitely discuss this with your own pediatrician - he or she can tell you what the child should be reaching according to their medical history (premies usually catch up by 3 years of age, but not always, certain conditions will affect growth.) And don't change diet without his or her supervision.
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Physical, emotional, psychological, social, spiritual, and mental
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early childhood education or elementary education
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3 and a half years old.
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Developmental Skill  Spatial Awareness: The ability to work within one's own space; the ability to organize people and objects in relation to one's own body. Affects distractibility from tasks. \n\n\n\nSpatial Awareness \n\nSpatial awareness is, very simply, an organized awareness of the objects in the space around us, and also an awareness of our body’s position in space. Without this awareness, we would not be able to pick food up from our plates and put it in our mouths. We would have trouble reading, because we could not see the letters in their correct relation to each other and to the page. Athletes would not have the precise awareness of the position of other players on the field and the movement of the ball, which is necessary to play effectively. \n\nSpatial awareness requires that we have a model of the three dimensional space around us, and it requires that we can integrate information from all of our senses. \n\nStudies have suggested a link between a well-developed sense of spatial awareness and artistic creativity, as well as success in math. It can also be important in the development of abstract thought. The ability to organize and classify abstract mental concepts is related to the ability to organize and classify objects in space. Visual thinkers, in particular, will tend to use their visual imagination to organize abstract thought. \n\nBecause spatial awareness is so important in all activities of human life, from the most basic to the most advanced, deficiencies in spatial awareness can hold people back from achieving their true potential. However, because spatial awareness requires integrating the information from the different senses into the three-dimensional model of the world provided by the vestibular system, activities which refine the vestubular system and develop sensory integration can refine all aspects of brain processing. \n\nBalametrics’ has developed products and therapies that can help people to develop and hone their spatial awareness, and sensory integration, helping them to succeed in life.
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In very young children, physical development creates the conditions allowing cognitive development to occur. For example, the baby who begins crawling is able to access more sensory information that leads to cognitive development.
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Jean Piaget had many theories. Many dealt with the psychological development of infants and young children. Check out this link for info on the specifics: http://en.wikipedia.org/wiki/Jean_Piaget
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The cause of the developmental delay, academically, is not an issue, except that a child who is a victim of neglect or abuse will usually either not tolerate even a hand on the shoulder and/or fast movement near him/her, or will be extra clingy and want lots of extra hugs and praise. It is more of a management issue, as well as having to take on additional nurturing interactions with the child (in teamwork with the counselor/psychologist).\n\nWhat subject and age level?\n\nI would suggest that, barring more details of subject, lesson objectives, and age level, you should look at incorporating multi-sensory activities as part of the whole-class activities that the DD child can participate in (hands-on, auditory-visual mix, etc.). Any seatwork (paper-pencil) for the overall group should be either shortened (just the first, lower-end Bloom's Taxonomy, easier questions on the page) or modified (cut-and-paste labels, reduced print, spiral curriculum work from a lower grade level addressing the same goal, etc.).  If the students will be expected to create wall displays or make class presentations, plan on creating an achievable product goal for the DD child in which he/she can produce (with reasonable effort) similar *quality* (rather than level/quantity) as the rest of the class.
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Being a foster child myself, I can honestly say that while the psychological transition plays a role- but is strongly outweighed by the need for discipline. Since no one method works for everyone, I would be out of boundaries to suggest any one way to handle this. Since the children are relatively young, the NEW preferred method has been time-outs, in a corner or facing a wall (1 min for each year of age, 3yrs.=3 min.)You would more than likely get a better response if you ask at babycenter.com(excellent place for parents to ask, answer, and vent)good luck! I hope I have been helpful\nIn my class we like to use a (childs name here)-(make sure child is looking at you,by kneeling down to their level)-it makes me feel(emotion here)when you(behavior disapproved of here)method.Also other formats of the same method are perfectly o.k. (disliked behavior here)can lead to (cosequence here) keep in mind,there are natural and preset cosequences for every action. e.g. child refuses to wear shoes while playing in yard, you choose a consequence....and the NATURAL consequence is - they step on a sticker. while the natural consequence is not always this dramatic and I am sure you wouldn't let a 3 or 4 year old out in the yard w/out shoes or flip-flops, its just an example.
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Development is the graphical process of producing a flat pattern from drawings of a curved surface. \n\nThere are three methods of development; parallel line development, radial line development, and triangulation. \n\nAll three are described here:\nhttp://www.gizmology.net/development.htm
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1. patience\n2. resourceful\n3. kind\n4.empathy for children\n5.see each child as an individual and not as part of a group