Life Span Development The Childhood Years (ROUGH DRAFT) Erica The childhood years encompass the years of birth to preadolescence, zero to twelve years, respectively. There are major milestones that a child is experiencing during these early stages of life, thus making these the most important and formative years of a person’s life; from forming secure and healthy attachment during the infant years, which extends into the adult years, to developing their autonomy and independence in their toddler years. What children learn in these childhood years will determine the type of adult they will grow to be. This discussion will focus on the period between three to twelve years old. The preschool years, age three to five years, are the next step after toddlerhood.
Each parent will be interviewed before agreeing for their child to receive the test, discussion of the purpose of the test, and the length of the test. The method of scaling, a test using the Early Literacy test, includes five extended samples of social/emotional, cognitive, language development, and the characteristic that make each child unique. The test is computerized and each time a child answers a question it is correct/ incorrect response, tallied, and compared to the answers of the other children that previously tested. The test type is compared to Star Early Literacy which uses scored using the Rasch 1-parameter logistic response model. Based on the scoring system of Rasch 1 this test is a criterion-referenced test, there is not a percentile
TDA 3.2 Schools and Organisations Criteria 1.1 Summarise entitlement and provision for early years education. There are different types of childcare options available for 0-5 year olds, these include:Sure Start - Giving every child the best possible start in life is an initiative called Sure Start which is government led. They offer a broad range of services focusing on Family Health, Early Years Care and Education and Improved Well Being Programmes to children aged 4 and under. Sure Start makes contact with parents as soon as possible in the child's life and can offer support to families who have developmental concerns or other worries about their child. They can also give them support in making referrals for other services.
* Nursery schools: Provide early learning and childcare for children between three and five years old. They are often based at Sure Start Children’s Centres or linked to a primary school. * Childminders. Look after children under 12 in their own homes. They can look after up to six children under eight years old, although no more than three of them can be under the age of five.
Unit 7 Task 1 Explain the legal status and principles of the relevant early year framework/s and how national and local guidance materials are used in settings Early Years Foundation Stage(EYFS) Framework is mandatory for all early years Ofsted registered settings in Great Britain that are attended by young children, from birth to the end of academic year in which a child has his/her fifth birthday. In September 2008 England has introduced a National curriculum for children from 0-5 who attend, are cared and educated outside their homes. As England is form from four nations, which have different approaches in planning and providing early ears education, and are in different stages of working their frameworks, they worked their own frameworks.
1. Know the different types of schools in the education sector 1.2. Describe the characteristic of different types of schools in relation to educational stage(s)and school governance. Nursery Schools Nursery schools provide education for pre-school children between the ages of 0 – 5 years. Between the ages of 0 – 3 years children can attended either privately owned or government owned day nurseries separate from all schools, but still monitored by OFSTED (The Office for Standards in Education, Children’s Services and Skills).
Jean Piaget best described the stages from birth to two years in what he called the sensorimotor stage. It is a stage based on infants and toddlers cognitive development. An infant uses his or her senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensorimotor skills (Boeree, G.C. (2009). During the first four months of life, according to Piaget, infants interact with the world through primary circular reactions.
At birth, babies already know they are similar to other people. By nine months, babies can differentiate between expressions of happiness, sadness, and anger. By the age of one year, babies develop an understanding of appropriate responses to their environment by observing the people around them. At a year and a half, babies learn that people have different desires and attitudes. By two years old, children begin testing and exploring this idea.
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years – Article Critique Rebecca Bull is interested in areas of cognitive psychology, in particular the role of short-term memory, working memory and executive processes in the development of pre-school children’s mathematical and reading skills which prompted her to pursue this avenue for her PhD. Published in Developmental Neuropsychology in 2008, the cited article above explores whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age. Article Summary Psychologists have been trying to understand the factors that establish success and failure in children in different educational fields for many years. Some main psychological functions that have been found to play important roles in educational achievement are short-term memory, working memory, and executive functioning. This article provides the reader with an up-to-date review of the research that identifies how short-term memory, working memory, and executive functioning relate to academic attainment in reading and mathematics.
Despite these challenges, researchers have uncovered convincing links between parenting styles and the effects these styles have on children. During the early 1960s, psychologist Diana Baumrind conducted a study on more than 100 preschool-age children (Baumrind, 1967). Using naturalistic observation, parental interviews and other research methods, she identified four important dimensions of parenting: Disciplinary strategies, Warmth and nurturance, Communication styles and Expectations of maturity and control. Based on these dimensions, Baumrind suggested that the majority of parents display one of three different parenting styles (Maccoby & Martin, 1983) which I myself tried to analyze by observing parent-child relationship at a park. I was at The Prospect Park last week and was observing some parents and their children’s behavior and was really surprised to see a situation, of a 5-6 years old boy and his mother, which I am going to explain in details in this paper.