Introduction A toy/game that is interactive helps the child develop in many different parts of his body and mind. We will learn about the types of play for an early childhood aged kid. I will tell you about the game and how it is used. In addition, how the game helps with the child’s development. Type of Play Play is very important in the child’s growth and development (Myers 2012).
This development in children includes both emotional and social development. From infants to adults, children are constantly adapting and learning about the environment and the world surrounding them (Maggi & Irwin, 2008). As a result, they begin to understand how to co-exist with others and the world. It is very early on when the child develops a certain personality depending on the type of upbringing and environment provided. Children do develop differently depending on their genetic makeup and environment, parents and guardians can play a huge role to ensure that the child grows up to be an emotionally mature individual.
Unit 136 Support Children’s learning and development in the early years 1.1 Understand the impact of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
Identify procedures in the early years setting that support children to settle and enjoy play and learning The first few weeks when a child is settling into an early years setting is a time of crucial importance to their later happiness in the setting. All children are individuals and while some children will adjust easily, others will take longer to feel comfortable and secure. Children who have a positive start to their new environment are more likely to feel comfortable, relaxed and valued, feel good about themselves as learners and have a sense of belonging to the pre-school community. All early years settings will have a 'Settling In Policy' describing procedures for supporting children through the settling in stage. Policies should be written with the child's emotional well-being at the centre.
These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS. The aim is that each child can meet the goals by the end of their reception year. However, some children would have exceeded the goals whilst others may still be working towards the goals by the end of the EYFS. The seven arears of learning and development mentioned above are: Communication and language- This is about the child listening and attention, understanding, and speaking. Physical development- How children gain control of their bodies, use equipment’s successfully and how they learn to use equipment.
CCLD MU 5.3; Lead Practice that Support Positive Outcomes for Child and Young Person Development 1.1Explain different theories and frameworks of child and young person development Piaget Piaget’s theories allow us to take the idea of ‘schema’ into practice and use it to effectively plan for the development of a child. Using these ‘schema’ and Piaget’s stages (sensorimeter, preoperational, concrete operational, formal operational) we can assess where and how a child is currently learning, and plan activities and observations to help them develop into the next stages. High Scope The High Scope theory approach supports children’s learning through play. It helps children to develop their self-esteem, confidence and language. It encourages children to learn at their own level that they feel comfortable and confident with, therefore enhancing the opportunity for developing many social and intellectual skills.
The preschool years, age three to five years, are the next step after toddlerhood. A child should continue to make vast progress in their language, motor skills development, and their overall view of the world (McGoldrick, Carter, & Garcia-Preto, The Expanded Family Life Cycle: Individual, Family, and Social Perspectives, 2011). According to Erikson these preschool years are referred to as the stage of “initiative versus guilt” (Cloninger, 2004). The goal of this stage is for the child to develop more purpose. This stage builds upon the autonomy the child has developed.
According to Canney and Byrne (2006), circle time involves activities aimed at developing participants’ awareness of themselves and of others; raising self-esteem; and promoting mutual trust. It also enhances listening skills and positive interpersonal behaviours. In addition, circle time provides children with numerous learning opportunities, which can facilitate their transition to elementary school (Dodge and Colker as cited in Zaghlawan and Ostrosky, 2010). Hence, circle time is seen as an integral part of the delivery of the Early Childhood
Play activities are essential to healthy development for children and adolescents. Research shows that 75% of brain development occurs after birth. The activities engaged in by children both stimulate and influence the pattern of the connections made between the nerve cells. This process influences the development of fine and gross motor skills, language, socialization, personal awareness, emotional well-being, creativity, problem solving and learning ability. The most important role that play can have is to help children to be active, make choices and practice actions to mastery.
1965. From the first days of life, children begin using their bodies to learn about the world around them. Piaget (1950) suggests that sensory and motor experiences are the basis for all intellectual functioning for approximately the first two years of life. As children continue to mature, their reliance on physical interactions with people and objects remains strong. Motor skills are an essential component of development for all children.