| Early childhood is a stage in human development. |
Vroeë kinderjare is 'n stadium in menslike ontwikkeling. |
| It generally includes toddlerhood and some time afterwards. |
Dit sluit gewoonlik kleuterjare en 'n geruime tyd daarna in. |
| Play age is an unspecific designation approximately within the scope of early childhood. |
Speelouderdom is 'n onspesifieke benaming ongeveer binne die bestek van vroeë kinderjare. |
| Some age-related development periods and examples of defined intervals are: newborn (ages 0–5 weeks); infant (ages 5 weeks – 1 year); toddler (ages 1–3 years); preschooler (ages 3–5 years); school-aged child (ages 5–12 years); adolescent (ages 13–19). |
Sommige ouderdomsverwante ontwikkelingsperiodes en voorbeelde van gedefinieerde intervalle is: pasgeborene (ouderdomme 0–5 weke); baba (ouderdomme 5 weke – 1 jaar); kleuter (ouderdomme 1–3 jaar); voorskoolse kind (ouderdomme 3–5 jaar); skoolgaande kind (ouderdomme 5–12 jaar); adolessent (ouderdomme 13–19). |
| Infants and toddlers experience life more holistically than any other age group. |
Babas en kleuters ervaar die lewe meer holisties as enige ander ouderdomsgroep. |
| Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. |
Sosiale, emosionele, kognitiewe, taal- en fisiese lesse word nie afsonderlik deur baie jong kinders geleer nie. |
| Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. |
Volwassenes wat die beste vir jong kinders is, het interaksie op maniere wat verstaan dat die kind uit die hele ervaring leer, nie net daardie deel van die ervaring waaraan die volwassene aandag gee nie. |
| The most information learned occurs between birth and the age of three, during this time humans develop more quickly and rapidly than they would at any other point in their life. |
Die meeste inligting wat geleer word, vind plaas tussen geboorte en die ouderdom van drie, gedurende hierdie tyd ontwikkel mense vinniger en vinniger as wat hulle op enige ander punt in hul lewe sou. |
| Love, affection, encouragement and mental stimulation from the parents or guardians of these young children aid in development. |
Liefde, toegeneentheid, aanmoediging en geestelike stimulasie van die ouers of voogde van hierdie jong kinders help met ontwikkeling. |
| At this time in life, the brain is growing rapidly and it is easier for information to be absorbed; parts of the brain can nearly double in a year. |
Op hierdie tydstip in die lewe groei die brein vinnig en dit is makliker vir inligting om geabsorbeer te word; dele van die brein kan byna verdubbel in 'n jaar. |
| During this stage, children need vital nutrients and personal interaction for their brain to grow properly. |
Gedurende hierdie stadium het kinders noodsaaklike voedingstowwe en persoonlike interaksie nodig vir hul brein om behoorlik te groei. |
| Children's brains will expand and become more developed in these early years. |
Kinders se breine sal in hierdie vroeë jare uitbrei en meer ontwikkel word. |
| Although adults play a huge part in early childhood development, the most important way children develop is interaction with other children. |
Alhoewel volwassenes 'n groot rol speel in vroeë kinderontwikkeling, is die belangrikste manier waarop kinders ontwikkel interaksie met ander kinders. |
| Children develop close relationships with the children they spend a large period of time with. |
Kinders ontwikkel noue verhoudings met die kinders met wie hulle 'n groot tydperk deurbring. |
| Close relationships with peers develop strong social connections that can be transferred later in life, even children at an early age have a preference of whom they want to interact with or form friendships with. |
Noue verhoudings met maats ontwikkel sterk sosiale verbintenisse wat later in die lewe oorgedra kan word, selfs kinders op 'n vroeë ouderdom het 'n voorkeur van wie hulle wil omgaan met of vriendskappe wil vorm. |
| Howes (1983) research suggested that there are distinctive characteristics of friendships, for infants, toddler and pre-school aged children. |
Howes (1983) se navorsing het voorgestel dat daar kenmerkende kenmerke van vriendskappe is, vir babas, kleuters en voorskoolse kinders. |
