This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
Behaviour- Speech, language and communication skills support children’s learning development as children find it hard to control their behaviour but once language is present they seem to have more control and it is thought that may be children think their behaviour through also they focus on the consequences of their actions. Social- Speech, language and communication skills support children’s social development as children will be able to recognise emotions and be able to control their own emotions. Also the children will be able to talk through activities with their friends or carers. 3. If a child has speech, language and communication difficulties, it would have an impact on their development currently because they may not follow the expected pattern of development for their communication.
Active learning help children concentrate and keep in trying if they encounter difficulties and enjoy achievements. Creating and thinking critically children have and develop their own ideas, making links between ideas and develop strategies for doing things. Together with the prime and specific areas these comprise the knowledge, skills and experiences that are developmentally appropriate for children from birth to
9 | Physical | Intellectual | Emotional | Social | | Infancy 0-3 years | | | | | Infants (birth to age 1) and toddlers (ages 1-2) grow quickly: bodily changes are rapid and profound, physical development refers to biological changes that children undergo as they age. Important aspects that determine the progress of physical development in infancy and toddlerhood include physical and brain changes, development of reflexes, motor skills, sensations, receptions and learning skills. Babies learn how to control their muscles and movements. Motor control develops from their head, moves down through the arms and the trunk and then to the legs and feet. Babies’ movements are reflective in nature, turning their heads to the side when you
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. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
“Kiddy Thinks” In “Kiddy Thinks”, Alison Gopnik discusses the stages of thinking abilities of babies and young children. Using examples from her personal experiences as a parent and her experiments as a developmental psychologist, she defines these stages and explains the learning processes that take place during them. Through process analysis, Gopnik develops her thesis that babies and young children use the same learning strategies as scientists. Gopnik explains the stages of cognitive development for children from birth to the age of 4 years old. At birth, babies already know they are similar to other people.
P1: describe physical, intellectual, emotional and social development for each of the life stages of an individual. Conception: Physical: every human begins life as a single cell, we are all formed when a sperm fertilizes a mother’s egg. Pregnancy, birth and infancy (0-3 years): Physical: between birth and the age of 3, babies grown the strengths to learn how to roll, crawl, stand, walk and run. They also learn to talk, joke, rhyme and sign. There muscle development starts from head to toe, a child will first develop the control over there neck muscles.
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.
Self esteem and motivation – We can reprogram past negative behavior which increases confidence and self acceptance. Learning – We can improve study habits Sports – We can refine athletic performance by allowing strong focus on areas that need improvement. Creativity – We are able to motivate production and promote the use of the trance state as an aid to insight. Sleep – We are able to break bed night time habits and restructure pre bedtime mental activity Anxiety and Panic – We can teach clients to relax during a panic attack Depression –We are able to change negative thoughts into positive ones which would lead the way to a more positive outlook. Every culture has used hypnosis in one form or another.
It is no different when examining learning we find as individuals learn they show a change in behavior. There are also two distinct types of learning that can occur in the mental processes. This paper will address those two types of learning and give further explanation of each type. Cognitive processes include such things