Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas. Creativity in this context links to the Creative Development area of learning in the Foundation Phase in Wales. Creative learning is about how children are actively involved in their own learning and ability to make choices and decisions. This can be achieved by providing a creative environment allowing exploration through play and praising creative efforts. Creative learning provides opportunities for exploring, discovery, sensory development and experimentation.
In the Reggio Emilia approach, children are seen as active and competent learners; and the use of pedagogical documentation reflects this view through exhibiting, analysing and reflecting on children’s learning (Patterson, 2005). Supporting Reggio Emilia’s image about the child, Patterson (2005) asserts that pedagogical documentation is a “powerful tool in advocating for children as complex, capable and resourceful learners” (p.307). So, what is ‘pedagogical documentation’? Many researchers define pedagogical documentation similarly to Alcock (2000), who describes it as “the essential lynchpin for recording and reflecting on past learning, from multiple perspectives, via multiple ‘languages’” (Alcock, 2000 p. 7). In other words, pedagogical documentation is about documenting the children’s learning processes as well as encouraging the thoughts, interpretations and reflections of children, teachers, families and the wider community (Moran, Desrochers & Cavicchi, 2007).
Explain the difference between the sequence of development and the rate of development and why the difference is important. The sequence of development is the order in which development takes place. Some parts of the sequence may be missed. For example: a baby first starts to roll, after 6-7 months they try to sit and soon after they start crawling using their legs and hands. At the age of one they will try to stand holding things, try to walk holding parents’ hands and finally they reach a stage of succession where they can walk independently.
CHILD AND YOUNG PERSON DEVELOPMENT: 1.1 Birth-1- PHYSICAL DEVELOPMENT: This is a fast development period for babies. Babies are quick to learn the sucking motion and they need it to feed at this early age which results in there physical development for weight and height. There reflexes are vital at this age as they need to survive. As they get a little older they become stronger and are able to begin lifting their heads, rolling over and in some cases crawling aswell. "Baby talk" may also come into affect.
Even before birth a child is developing within the womb. The parents are responsible in ensuring that they are giving their unborn child the nutrients to develop. This helps to prevent any small or large physical and learning difficulties during this time, as in many cases it is out of the child’s or parents control. If learning cognitive theories are accepted and the infant brain is insufficiently stimulated during the first 3 years of a child’s life, or they are exposed to toxins or malnutrition, then this can be a factor in later learning and disabilities. There have been many studies on diet and how it effects a child’s growth and physical development and ability to learn.
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.
They will start to roll over and may begin to start to crawl. They will be able to stand with support from either parents or with the help of furniture. From about 8 months they will be able to put objects into containers and take them out again. The need for play and exercise increases either in the bath or with soft toys and board books. 9-18 months.
Unit CYP36 – Working together for the benefit of children and young people 1.1 Explain the importance of multi agency working and integrated working. When children are growing up they may require the use of a range of services, depending on their needs and support requirements. It is important for the services involved in each individual young person to work together to achieve the best possible outcomes for children and young people. This is multi agency working and it is an effective way of supporting not only young people but also their families. The bringing together of practitioners and professional from different areas provides an integrated way of working and aims to provide support to children and young people earlier to ensure they meet the Every Child Matters outcomes.
Child development theories support planning for learning and play in child care settings. Tina Bruce’s child development theories “favour a holistic approach to teaching young children which focuses on creativity, play and first-hand experiences.” (Pound. L, 2009, pg.13) She believes that free-flow play is important for children as it promotes their independence and allows them to make choices and also make mistakes. This allows them to learn from these mistakes and enhance their learning. Bruce states that “The importance of opportunities to act as independent learner, making choices and mistakes with an emphasis on self-motivation.” (Pound.
2002). The Play Policy Implementation Plan states that, what is needed is to ‘respond positively by extending the range of environments and opportunities available for children’s play, while continuing to have due regard for their physical and psychological wellbeing‘ (Better Regulation Commission, 2006). In my view, it is very important that we teach children skills that will help them in managing dangers and risk for themselves. Giving children the opportunity to experience a certain level of risk will help them to develop confidence and competence to take their own balanced approach to risk taking. Children should be allowed to play and explore in a safe environment and make decisions about risk with the help of an adult.