Discussion – Child development
Part 1
Transitional Objects
Transitional objects are items that offer security while the actual source of this feeling is absent. These items facilitate the children’s’ transition from being dependent to independent. Such items may be soft blankets, toys, a mannerism, word, or even a tune. During the transitional phenomena, children, or infants may develop an attachment to a certain item or behavior. These transitional items become important for the baby as they go to sleep and is used to reduce anxiety (healthychildren.org, 2009). When parents and caregivers understand the object’s special significance to the child, they should always make it available and duplicate it early enough for the maintenance of hygiene. For instance, a blanket can be split into two while a new yet similar toy can be purchased. This duplication allows the caregivers to clean the item occasionally without taking the child through emotional stress when the object is missing (Garber, 2019). Our assignment writing help is at affordable prices to students of all academic levels and academic disciplines.
Possession of transitional objects can begin at the age of 4 months and continue into childhood. It is not mandatory that all children have a transitional object. Others only rely on the primary caregiver, such as a mother, to provide comfort when anxiety sets in. The transitional objects are ideal due to the good feeling associated with them. The familiarity of the objects makes them effective. When children are tired, these objects sort of lull them to sleep. When separation anxiety sets in, the child feels reassured when frightened, upset, or uncomfortable, the object promotes feelings of security and comfort (Winnicott, 1989). The use of such objects can be viewed as stress coping mechanism.
A parent or caregiver can identify a transitional object by observing for various characteristics. Firstly, the infant or child tends to assume ownership rights of the object. Secondly, the child gets excited about the object, cuddles it, and holds it lovingly. Thirdly, the child is consistent with the object and does not change it. Adults are advised to avoid changing it as well. Fourthly, the object gives the child much-needed comfort and warmth (healthychildren.org, 2009).
One of the most common examples of a transitional object is a doll or teddy bear. These are usually fluffy in most cases and can always be found in the child’s hand or vicinity. At times, children sleep with their dolls or teddy bears for the much-needed comfort and security during the night. Another common example is a piece of clothing that belongs to the mother. For instance, a scarf can serve as a transitional object. This item is not only a mother’ belonging. Instead, it also contains a familiar scent, which the child associates with security, familiarity, and warmth. A pet can also be a transitional ‘object’. Dogs are common pets among children. The presence of pets reduces the cortisol levels in children. This reduction is more effective than an adult’s presence or a toy that resembles a dog. Pets tend to play a key role in the facilitation of security in relations, especially when a child experiences or is in the middle of a parental separation, divorce, or absence. Besides serving as transitional ‘objects’, the pets could also serve as secondary figures of attachment (Garber, 2019). Finally, toys and other household items such as blankets can be used as transition objects. The choice of a transition object depends on the child.
Part 2
The role of the early childhood professional in enhancing physical and motor development
The motor and physical development of a child are important to their growth. Physical development is the motor skills refinement. Gross motor skills develop during toddlerhood and infancy. When toddlers are physically developed, they can explore better and develops socially, cognitively, and emotionally. Involving a childhood professional is important because parents can receive assistance in identifying underdevelopment that should have occurred by a certain age. For instance, two-year-old children should be able to hold a pencil and scribble on paper. A child who is unable to do this requires additional attention from a professional who identifies the reason for the missed or delayed milestone. Once the reasons are identified, certain activities that can promote the achievement of the milestone are identified and executed. The professional is responsible for monitoring the child’s progress by assessing the effectiveness of the identified activities (Battaglia, Alesi, & Tabacchi, 2019). In cases of ineffectiveness, the child receives additional interventions, especially if the professional believes that there is a need to consult a pediatrician.
The professionals offer guidance to parents and promote their peace of mind. Sometimes, parents may fail to notice that their child is experiencing delays in the achievement of milestones. This failure to notice may be due to busy life schedules, stress, or lack of awareness. The professionals are ideal because they point out these aspects, which may signal underlying issues. For instance, children who suffer from Down Syndrome, Dyspraxia, muscular dystrophy, or cerebral palsy usually exhibit slow growth and development. The development of children is interconnected. This means that slow or delayed fine motor skills development is affected by or affects cognitive, social, and emotional growth. Therefore, parents of such children can identify such issues early enough and provide the necessary support for the child’s growth. This involvement saves parents from the extreme stress that they would experience in the future when they notice such slow development.
Once parents have identified the late development in their child, they are connected to a specialized professional such as a special educational needs specialist. The advanced referral is determined by the child’s needs. The specialist provides the parents with guidance on caring for their child and ensuring that they make advancements as other children. For instance, autistic toddlers can receive special attention from the onset to ensure they can fit into a regular class in the future. One may argue that such children should receive special attention throughout their lives. However, it is important to consider that these toddlers who experience slow development will be in the same professions and careers as the other normally developing children. Therefore, this future situation or context demands that special needs children be brought up to be as competitive as other children who lack developmental challenges (National Research Council, 2001). For this reason, it is important for parents to embrace the opportunity to involve professionals in their toddler’s physical growth assessment.
This prepares them for the future by enabling them to adjust their current environment to the child’s needs. Parents also receive training and information on strategies that they can use to support the growth of their children physically. They may be required to take part or support their children through physical activities. Thus, specialists and other professionals cast a light on the individual’s parenting styles leading to better outcomes.
References
Battaglia, G., Alesi, M., & Tabacchi, G. (2019). The Development of Motor and Pre-literacy Skills by a Physical Education Program in Preschool Children: A Non-randomized Pilot Trial. Front. Psychol. doi:https://doi.org/10.3389/fpsyg.2018.02694
Garber, B. D. (2019). For the Love of Fluffy: Respecting, Protecting, and Empowering Transitional Objects in the Context of High-Conflict Divorce. Journal of Divorce & Remarriage, 60(7), 552-565. https://doi.org/10.1080/10502556.2019.1586370
healthychildren.org. (2009). Transitional Objects. Retrieved from Ages & Stages: https://www.healthychildren.org/English/ages-stages/baby/Pages/Transitional-Objects.aspx
National Research Council. (2001). Educating Children with Autism (2001) . National Academy Press.
Winnicott, D. W. (1989). Playing and Reality. Routledge.
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Question 
Discussion – Child development
E02V class number. Part 1 What are transitional objects? Discuss at least four (4) examples of transitional objects that you or others whom you know had. Provide at least three (3) details of the role transitional objects play in the emotional development of the toddler. You will want to refer back to lesson 5.
Part 2. Provide five strong examples to describe the role of the early childhood professional in enhancing physical and motor development. You will want to refer back to lesson 8.
Book Seventh edition: The Young Child
Development from Prebirth Through Age Eight. Authors: Wittmer, Petersen, Puckett