Unit title: Work with babies and young children to promote their development and learning Unit number: CYPOP 1 Unit reference: A/601/0121 Unit level: 3 Unit credit value: 6 Unit aim: The unit is designed to assess competence to work with babies and young children to support their learning and development. This would normally cover children from birth to their 3rd birthday. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date Learning outcomes 2, 4 and 5 must be assessed in real work environments by a qualified occupationally competent Assessor. Simulation is not permitted.
Developing a General Outcome Measure of Growth in Movement for Infants and toddlers is an important outcome in early childhood, is necessary for physical, cognitive, and social-emotional development. The development of an experimental measure for assessing growth in movement in children ages birth to 3 years is described. Based on general outcome measurement (GOM) procedures , the measure was intended for the identification of children having difficulty acquiring movement skills and the evaluation of the effectiveness of interventions for these children. Results from its use with a sample of 29 infants and toddlers demonstrated the feasibility of the measure. The 6-minute GOM was found to be reliable in terms of inter-observer agreement and odd-even and alternate forms indices.
His theory relates to the points at which a child's thinking accelerates (18 months, 7 years and 11/12 years). Four stages are Sensori-motor (0-2years) Differentiates self from objects Recognises self Begins to act intentionally e.g. pull, push, throw, pull a string to make a toy sound Pre-operational (2-7 years) Learns to use language and recognise objects by image and words Thinking is egocentric, has difficulty in others point of view Classifies objects by a single feature e.g. groups all red blocks together regardless of shape Concrete operational (7-11 years) Can think logically about objects and events Achieves understanding of number at 6 years, mass at 7 years and weight at 9 years. Can order objects according to several features Formal operational (11 years and over) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with hypothetical, the future and ideological ideas Today’s education curriculum uses the category stages but it is thought and evidence accumulated that this theory is too rigid as many children manage concrete operations earlier than Piaget thought and some never need use formal operations.
Jean Piaget was a Swiss psychologist who dedicated 50 years of his life to exploring the thought processes and cognitive development of children. Throughout his research he developed a step-wise sequence of mental development of children with the first stage beginning at birth and the final stage beginning between 11 and 12 years of age. His theory revolutionised thinking toward cognitive development, however over the years some new evidence has emerged that argues against some of Piaget’s theory (Passer & Smith, 2013). This essay will provide an overview of the principles that are fundamental to Piaget’s theory which he defined as schemas, assimilation and accommodation. It will then briefly describe Piaget’s theory by providing an overview of the four stages of cognitive development which include sensorimotor, preoperational, concrete operational and formal operational, before presenting two of the most common criticisms of his theory.
In stages three and four, development switches from primary circular reactions , involving the baby’s own body (stages one and two), to secondary circular reactions, involving the baby and a toy or another person. During stage three (age 4 to 8 months), infants interact diligently with people and things to produce exciting experiences, making interesting events last. Stage four (8 months to a year) is called new adaptation and anticipation, or “the means to the end,” because babies now think about a goal and begin to understand how to reach it. Thinking is more innovative in stage four than it was in stage three because adaptation is more complex. Piaget thought that the concept of object permanence emerges at about 8 months, this refers to the awareness that objects or people continue to exist when
1. According to behaviourists, how is language learned? Value 1 mark Just another behaviour involving chains of responses or imitations. 2. Knowing that you are taking a life-span development psychology class, your neighbour asks you “should I tell my child that she was adopted?” How would most psychologists respond?
No one has had a bigger impact on developmental psychology than Jean Piaget. Piaget’s theory represents a constructivist view of development and is the best theory so far that integrates both a structural and functional explanation of cognitive development (Beilin, 1992). This essay will attempt to explain Piaget’s stage theory of cognitive development, while critically evaluating it’s relevance and the contributions that it made to give us our modern view of human development. Piaget (1952, as Cited in Sutherland, 1992) proposed that children progress through a series of stages of thinking that are qualitatively different from each other and correspond to broad changes in the structure of their intelligence. The main stages were known as; the sensorimotor, pre-operational, concrete operational and formal operational stage.
It was found that participants had difficulty in following them at the same time but managed to select one or the other with no problem. In addition the carried out thins study on infants and came to the conclusion that you are born with grouping rather than it being learned. Although some grouping cues may not be innate but be learned and partial to influences by awareness of the visual surroundings. Vecera and Farah (1977) showed spectators to track an ‘x’ in upright and inverted block letters. It was found that response times were quicker in the upright letters and therefore gives evidence to grouping being influenced by familiarity.
I also don’t agree with him saying cochlear implants wont work well for young children and there better off for “healthy adults.” I believe that is would probably be easier for children to learn how to use this cochlear implant as a tool because at those young ages they soak up all information they can receive, rather then adults who are sometimes stuck in their ways. I don’t know this for a fact but this is what I believe can also be a circumstance. I do agree with him saying there are a lot of risks for children but those risks can also be just as big as a risk for adults. Like in Kathryn’s article she says you need to look at the big picture and what great potential the cochlear implant can have for children or adults. I also don’t agree with what they both say about the deaf
Babies and toddlers struggle with this, but as language develops they find it easier because they can express their needs. Tantrums and other outbursts linked to frustration, jealousy or anger tend tot diminish as children find ways of talking through how they are feeling. This is one reason why it is thought good practice to ‘name’ emotions when working with young children, so that they begin to understand what they are feeling and have ways of expressing it other than through physical reactions alone. Being able to manage your own behaviour is about self-control. Young children are very impulsive and find it hard to control their behavioural but, once language is mastered, children’s behaviour changes.