INTRODUCTION

Child all around development refers to the biological, emotional and psychological changes that occur in human being from conception to the end of adolescence. As an individual it progresses from dependency to increasing autonomy because these developmental changes among children may be influenced by genetic factors during prenatal period. Developmental change may occur as a result of genetically-controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two. It may also occur as a result of human nature and our ability to learn from our environment. Human beings have a keen sense to adapt to their surroundings and this is what child development encompasses. Every child would struggle to find their culture and identity in child development. There are various definitions of periods in a child's development, since each period is a continuum with individual differences regarding start and ending. Some age-related development periods and examples of defined intervals are: newborn (ages 04 weeks); infant (ages 4 weeks 1 year); toddler (ages 13 years); preschooler (ages 46years); school-aged child (ages 613 years); adolescent (ages 1320). However, organizations like Zero to Three and the World Association for Infant Mental Health use the term infant as a broad category, including children from birth to age 3. There are many theories from different proponents which are related to the allaround development of a child. These are the following: Jean Piaget (Theory of cognitive development). A Swiss theorist who posited that children learn actively through the play process. He suggested that the adult's role in helping the child learn was to provide appropriate materials for the child to interact and construct. He would use Socratic questioning to get the children to reflect on what they were doing. He would try to get them to see contradictions in their explanations. He also developed stages of development. His approach can be seen in how the curriculum is sequenced in schools, and in the pedagogy of preschool centers across the United States. Piagets Theory of Cognitive Development is the following: Sensorimotor Stage (birth to about age 2); Preoperational Stage (begins about the time the child starts to talk to about age 7); Concrete Stage (about first grade to early adolescence); Formal operations (This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgments.).

Lev Semyonovich Vygotsky (Socio-Cultural Theory of Development). Vygotsky was a theorist who worked during the first decades of the former Soviet Union. He posited that children learn through hands-on experience, as Piaget suggested. However, unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on the edge of learning a new task (called the zone of proximal development) could help children learn new tasks. This technique is called "scaffolding," because it builds upon knowledge children already have with new knowledge that adults can help the child learn. An example of this might be when a parent "helps" an infant clap or roll her hands to the pat-a-cake rhyme, until she can clap and roll her hands herself. Vygotsky was strongly focused on the role of culture in determining the child's pattern of development. He argued that "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." Erik Erikson (Psychological Theory of Development). Erikson, a follower of Freud's, synthesized both Freud's and his own theories to create what is known as the "psychosocial" stages of human development, which span from birth to death, and focuses on "tasks" at each stage that must be accomplished to successfully navigate life's challenges. Erikson's eight stages consist of the following: Trust vs. mistrust; Autonomy vs. shame; Initiative vs. guilt; Industry vs. inferiority; Identity vs. role confusion; Intimacy vs. isolation; Generativity vs. stagnation; and Ego integrity vs. despair.

In the Philippines, nowadays, childrens all-around development is somehow slow compared to children in other countries around the world because based on researches; the Filipino children do not get a proper nutrition that is why the allaround development is being deprived. The implication of this is that we should make sure that they receive the proper care and to avoid unnecessary and often costly monitoring and treatment. She said recent research on Filipino child health suggests they have a higher risk than other East Asians not just of being labeled small for gestational age, but also of being born prematurely or stillborn. Filipino children have the highest rates of being underweight and of small stature compared with other East Asians and Pacific Island group.