Piaget's Theory According to Piaget, children in the earliest stages of life, from birth to 2 years, exist in a sensory-motor stage, where they learn to move and operate their bodies as well as begin to understand simple symbols. In this early stage, children are curious about their environment and begin to learn how to interpret it in sensible ways. The next stage is called preoperational thought and lasts from the ages of 2 until 7. In this stage, children develop stable concepts, mental reasoning and imagination. What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits.
My favorite discussion was Week 2 Discussion 1. In this discussion we explained the specific impacts of parenting styles related to child development. This discussion opened up numerous issues concerning parenting styles and the outcomes into adulthood. This discussion helped me see more clearer that sometimes it is not the parenting styles that make a big difference in a child. Sometimes a child can have the best up-bringing and still be influenced by bad peers.
Maternal sensitivity is strongly linked to the effects of day care on children’s social development and is the most crucial predictor of children’s development, even when children spend long hours in day care. Time spent in non-maternal child care (day care) is strongly linked to children’s social–behavioral development. Entry into child care before the age of one and continued and extensive child care throughout early childhood years are associated with less social competence and cooperation, more problem behaviors, negative moods, aggression, and conflict. In teachers’ reports of kindergarteners’ social behavior, the effect of hours spent in day care is greater than the effect of the quality of parenting and comparable to the impact of poverty. Moreover, the negative effects of hours spent in non-maternal care remain throughout childhood and adolescence.
Level 5 Diploma in Leadership for the Children and Young Peoples Workforce-Early Years (Management/Advanced Practice) Unit 136 136.2,7 Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the EYFS. During adult-led activities we are in control of the teaching we are providing. However, what we cannot have any control over is what young children are learning from these activities. This is why it is important to balance adult-led activities with time and opportunity for children to explore their own ideas, play with resources and use their imagination and creativity. Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations.
They use their imagination and are able to see an object as something else; like using blocks for play food, or hands for telephones. It is in this discovery that children learn the world, they learn who they are; they learn who others are. I believe that every child and every person, for that matter, is unique. I encourage one on one individual time with each child. This helps us as care providers to learn about that particular child and their rate of development and their ability to do things.
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
Toys should challenge the child. A developmentally appropriate toy will teach emotionally, physically, and/or intellectually. Three toys that would be developmentally appropriate for children from 3-5 years of age would be unit blocks, playdough and balls. All of these toys provide preschoolers with opportunities for experimentation and exploration. Let’s take a closer look at each of the
So, for example, when a child can pull themselves up to stand they can suddenly reach things they couldn’t get to before, or when they learn new words they begin to label objects such as a ball or a drink, or ask questions ‘what’s that? The EYFS uses the term learning and development to describe seven areas of learning. These are all related to each other however they are divided into prime and specific areas. The EYFS refers to the different ways that children learn as characteristics of learning, playing and exploring; children investigate and experience things and have a go. Active learning help children concentrate and keep in trying if they encounter difficulties and enjoy achievements.
An anecdote is a story. When used for observing, it is a story about a child’s behaviour. Similar to how we might recount a story to family and friends, it is told in the past tense. It has its beginning when a child starts to participate in an activity and its conclusion when the child leaves/completes/exits the experience. Anecdotes are the most commonly used tool in gathering information about children.
Early childhood is a time of tremendous opportunity for active exploration and for interpreting this experience (NCCA, 2004, p. 32). In order to make sense of the world, baby, toddler and young child learn best when they are actively involved in their own interests and goals through first hand experiences. For preschoolers, learning is not just about adhering strictly to pre-set curricula outcomes;