Baby loves babbling and showing off the sounds they can make. Encourage chatter and respond with enthusiasm and continue to talk back to baby, as they can understand more than they can let on, even at this stage. Listening, you may experience chains of sounds such as "ba-ba-ba" and you may even pick up the odd "mama" or "dada" too. At around 10-12 months, babies express their needs in very intentional ways. For example, they may lift their arms up in order to be picked up or point to a toy or teddy they need or hand something to their parent.
Unit 44 Task 3 prouduced by Adaugo Nwanemuogh P3 & P4 In this assignment I will be writing my reflective entries related to my own contributions to work in my placement. I will also present a portfolio of evidence in placement. I did my placement in an early year’s nursery, where I was assigned to work with the babies and sometimes the two year olds. It is such a heart- warming experience working with the babies because it gave me the opportunity to learn the ways they develop, giving it a good and careful observation. I made sure I record every new development which I have observed, using the Early Years Foundation Stage (EYFS) it helps me set standards for the learning, development and care of children from birth.
Perkins believes that by putting text into rhythm children are immediately becoming familiar with language (2008) and I believe that this makes it more fun for the children as they are able to join in and will remember how to count to twenty by remembering a simple rhyme. However, I feel that the first number book is more beneficial to a child’s development as they are made to recognise numbers and match them to a picture rather than remember a simple pattern. Words means
Observing and Listening to Children Observing and listening to children are crucial to the role of early years practitioners. As discussed in Study Topic 5, part 4, observations inform the process by which practitioners; assess children’s developmental stages, relate children’s abilities to the National Curriculum, reflect on effectiveness of provision and plan how to support and challenge a child in their development across all areas of learning. Through analysis of my observations of Sally, a 4 ½ year old girl and with reference to the Curriculum Guidance for the Foundation Stage Curriculum (QCA/DfEE, 2000), I will describe how to plan Sally’s curriculum in order to support her through her next steps of learning. Section 1 - Pen Portrait Sally is 4 ½ years old and this is her 6th term in the nursery. She is an only child whose parent’s are separated.
The sounds of rattles and other objects delighted little Kayla, and her parents bought her some percussive toys to play with too. Kayla learned how to mimic sounds early in her development and was speaking words and small sentences by the time she was two. She progressed well through the object permanence phase of development and also through Piaget’s preoperational thinking stage as well, during which Kayla talked about “me” a lot, developed a rich creative storyline related to her dolls, and creatively manipulated ideas to suit her unique vision of the world. Kayla also progressed smoothly through Erikson’s first three psychosocial stages of development, from infancy through early childhood to preschool. A deep sense of trust of her parents was engendered during infancy, as both her parents were there to feed and take care of her.
Even though the books were the same type of books that are known today, they were written specifically for children and teaching. These are the some of the first type of children’s books. The books could be extreme in theme, for example James Janeway's A Token for Children: Being an Exact Account of the Conversion, Holy and Exemplary Lives and Joyful Deaths of Several Young Children (1672) The book consisted of multiple deathbed scenes of children who were weak but spiritually strong. Books did not remain overly religious and started appealing to parents who were attracted to economic advancement. With the rise of literacy Children’s books were marketed and geared towards children specifically, thus bringing stories about fairy and folk tales.
Its aim was to improve the quality of care and education for children from birth to the end of their first year in school. It is a statutory curriculum which means that all providers working with babies and children up to the age of 5 years have to follow it. The purpose of making it statutory was to ensure that all children were given the same opportunities for a high-quality education.” (Children & young people’s workforce. Early learning & childcare - Penny Tassomi) There are six areas of learning and development that must shape educational programmes in early years setting. All areas of learning and development are important and inter-connected and are particularly crucial for igniting children’s curiosity and enthusiasm for learning and building their capacity to learn, form relationships and thrive.
“Intell-A-Box” Toy Paper Toy Description The “Intell-A-Box” is a toy made by “Me First” Inc, which encourages sensory, visual and motor development in infants. Additionally, the “Intell-A-Box” will promote learning skills for a young infant during their stages of growing up. Infants can use this box-shaped toy while they are sitting, laying down, standing or crawling. “Intell-A-Box” features: touch and feel objects including encouraging fabrics and textures with various sounds, a coil type handle with shapes that can be moved throughout the coil ring, and a mirror to promote individual visual stimulation (Appendix A). The “Intell-A-Box” is designed for infants aged 18 months to 24 months.
I think for the younger children I will need to implement more colorful objects and thing for them to feel, touch and smell for recognition of the letters we are learning. The classroom setting was wonderful, having all the toys and books and games in the room made it easy for the children to participate in the activity. We planned this out a week in advanced and put together all the things that we were going to need for the activity. Some of the children were distracted easily so I helped them find the objects they were looking for. I think that next time we work on this I will use a helper to keep the children focused on the task at hand.
In daycares many of the staff provides nursery rhymes that would label their parts of the body, for instance 'heads and shoulders, knees and toes' this nursery rhyme enables the child to understand where parts are on their bodies and caregivers also tend to expand on what the function is. Children also acknowledge comprehension skills as to reading, writing etc. Third of all, daycare helps the child to prepare for elementary school. One way that it does this is that the child becomes accustomed to having a different adult around them and helping them to accomplish many of the tasks per day. They also understand how to follow many rules and how they should behave in a different environment other than their own homes.