It also allows the practitioner to establish what a child’s skills are and where they are currently working at. “When children play, they show their skills and competencies.” (Pound. L, 2009, pg.13). Through using Tina Bruce’s theory of children being independent learners; practitioners can observe children while they are playing, thus using this information to plan adaptable activities that reflect the level that each child is currently working at. For example, if a child has been playing with the puzzles and the
Michelle Church Unit 26: Promote Creativity and Creative Learning in Young Children. 1: Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development. 1:1. Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result. Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas.
Katarzyna Bubacz EYMP2 Task1 Explain each of the areas of development and how these are independent. There are three areas of learning. These areas are critical in developing children’s skills in all others areas of learning and development and is supporting future skills of life, i.e learning how to play safely, interact with others, sharing resources and adult time, manage the own feelings so that they can understand and accept boundaries, express them self and their likes and dislikes. The prime areas are: Personal. Social and Emotional Development Physical development Communication and Language Personal Social and Emotional Development (PSED) Children must be provided with experiences and support which will help them to develop a positive self of themselves and others, to have respect for others social skills and a positive disposition to learning, practitioners must ensure support for children’s emotional well being enabling them to know themselves and what they can do.
1.1 Introduction From the moment a child is born, the process of learning, growing and developing begins immediately. The child continues to develop until they reach adulthood. There are five different aspects that contribute to a child and young person’s development; they are Social Development, Physical Development, Intellectual Development, Communication and Language Development and Emotional Development. These can easily be remembered by the mnemonic S.P.I.C.E Social Development Social development is the process of developing social skills as part of the socialisation process. This includes; Forming positive relationships, learning about what is right or wrong, gaining independence, learning about self-control and discipline and gaining awareness of self in relation to others.
The children can learn the meaning of these words and then use them in their own play with other children. Furthermore, this then helps the children to learn important social skills like turn-taking and understanding that everyone has different abilities to do things. Another aspect of movement is motor skills, the control and use of the muscles in your body. ‘Gross’ motor skills use the larger muscles in your body like your arms and legs. Movements that require these muscles are running, walking, climbing, jumping; travelling techniques that were explained above and can have an impact on a child’s emotional development.
Behaviour therefore whether positive or negative becomes a means of expressing either displeasure or approval from the one displaying it as a means of communicating. Examples of behaviours may include; • Hitting/Lashing out • Aggression • Polite and warm nature • Withdrawn or self-seclusion • Frustration 1.2 Children go through various stages of development and the ability to express themselves and understand others give young people the foundation to control their emotions hence behaviour as they develop self-control. Speech, Language and Communicational Needs can therefore affect a young Person in various ways namely; 1. Inability to talk; speech impairment: - children will miss out on vital play time and interact with peer. In ability to ask for things from parents, resulting in snatching, clinging to things even when there are supposed to give them back 2.
Children and especially babies are at the beginning of this process, have not yet had the chance to master it and a child’s behaviour can look erratic and illogical if you do not take the time to focus back in on this. Children can transition from showing displays of joy to being visibly upset with no obvious or apparent cause, if you do not try to read the situation. It’s important to aid the emotional development of children by encouraging them to understand and express their feelings. This includes their full spectrum of emotions, both positive and negative, as bottling up or repressing negative emotions can lead to anger, aggression and tension within the child. It’s important to try to empathise with children, respond to their displays of emotion and to show them that their feelings are valued.
Unit 3 Question 2 E5: Describe TWO (2) strategies which the setting may use to empower children to develop independence and self-reliance The importance of children’s communication skills In terms of empowering children, communications skills are critical. Being able to communicate helps children express their needs and feelings and make friendships with other children. Some children who experience difficulties in managing their behaviour are likely to have difficulties communicating. This means that helping children gain communication skills should be a major focus of your work with them. Communication skills used by children helps children to express their feelings, manage their anger, helps to negotiate with others, helps to understand the feelings of others, and also helps children respond appropriately to others.
Observation is considered a key skill in supporting learning. It builds a wider picture of the child, informs future practice, and helps to reveal what a child can do, cannot do, or could do with support. This is known as the
If it's a child you will need to simplify your language, get down to their level so that eye contact can be easily made. Be aware of your own posture and body language, while assessing theirs so that you can gauge their emotions, and be able to respond appropriately. It is also important to show that you are listening to the child and looking interested in what they are saying. Sometimes it takes a while for a child to get their sentences out, so if you look bored and uninterested, he/she will be less inclined to carry on with the conversation and it may affect their confidence for when communicating in the future. When we communicate with adults it is slightly different, the language we use will be more complex and the sentences will flow a bit faster.