Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
Include the following: • Explain how families affect the development of infants and young children. • Evaluate different parenting styles and their influence on development during infancy and early childhood. Include which parenting style you feel is most effective and why. • Discuss early childhood education and its influence on cognitive development. • Include at least two references.
In her essay “Kiddy Thinks,” Alison Gopnik discusses the importance of the cognitive development of children in the first few years of their life. She also attempts to break the traditional view that children, in their early stages, think quite differently than adults. Gopnik uses a logical standard of evaluation to provide information on the different stages children go through when developing important cognitive skills. She supports her information with a variety of experiments as a researcher, and personal experiences as a parent. Unfortunately, she concludes her essay with political and social issues, which weakens her argument as it drifts away from her purpose.
5. Identify and define child development principles, theories, and stages. 6. Apply a systems framework to examine the dynamics of the biophysical, affective, social, psychological, cultural, and cognitive domains of child development. Program Competencies Addressed in this Course: The following competencies are addressed in this course: * It is expected that this course will contribute to student competence to analyze and critique the range of social structures and systems such as health, legal, and economic that affect family
The cognitive reason why we become like our parents can be explained by Piaget’s Four Stages of Cognitive Development. He states that children build schemas, and a teenager may have a schema that their parents are wrong or not what the teenager wants to be. Piaget then states that teenagers can assimilate, or change their existing schemas, by interpreting new experiences. By assimilating their existing schemas they may determine that their parents are what they want to be. The stage Piaget would have put this type of teenager in is the Concrete Operational Stage.
As a child develops, so does their thinking. Piaget believed that children go through 4 stages of developing independent thinking. This is as follows: Sensorimotor (0-2 years) Development of object performance Begins to use symbols 2) Preoperational (2-7 years) Uses symbols in play and thought Egocentrism Centration Animism Inability to conserve 3) Concrete operational (7-11 years) Ability to conserve Begin to solve mental problems using practical supports 4) Formal operational (11-15 years) Can think about situations that they have not yet experienced Can juggle ideas in their minds Sigmund Freud (1856 – 1939) – Psychoanalytic Sigmund Freud's theory was that personality is made up of 3 parts, the 'id', the 'ego' and the 'super ego'. Not all of these parts are present at birth but develop along with the child. He discovered a link between unconscious thoughts and actions.
Jean Piaget focused his research on studying children and observing their thought processes. With the use of observations, dialogues and small-scale experiments, Piaget argued that to achieve reason and logic children experienced stages of ‘intellectual development’ (Smith, Cowie & Blades, 2003, p.514). According to Passer, M., Smith, R., Holt, N., Bremner, A., Sutherland, E., & Vliek, M. (2009) the four stages of cognitive growth that Piaget founded were the sensorimotor stage (from birth to two years of age), the pre-operational stage (ages 2 to 7), the concrete operational stage (ages 7 to 12) and finally the formal operational stage (ages 12 onwards). In the first stage infants “understand the world through sensory and motor experiences” and learn of object permanence. Object permanence is
One commonly used assessment tool from the Achenbach System of Empirically Based Assessment is the Child Behavior Checklist (CBCL). “The Child Behavior Checklist (CBCL/6-18) is one of the most commonly used parent-report questionnaires for assessing emotional and behavioral functioning in youth,” (Jastrowski et al., 2009, p. 606). This checklist is generally used on children and adolescents from ages six to eighteen, and the parent or guardian is the person who is responsible for completing the checklist. The checklist includes items such as the child is withdrawn, sleep problems, anxious/depressed, social problems, thought problems, attention problems, delinquent, aggressive, etc. With the CBCL, the clinician simply scans the results and examines which symptoms seem to be troubling, according to the parent.
PDD-NOS is diagnosed when the criteria are not met for a more specific disorder. B) What about the Rett and Childhood Disintergrative Disorder? Rett syndrome and childhood disintegrative disorder, both share several signs with autism but usually have unrelated causes. 4. ASD is a form of diability whereby there is need of intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills.
Emily Sulbarán Seminole Community College, Oviedo Campus General Psychology Authoritative Parenting 2012 Table of Contents Authoritative Parenting Outline………………………………………………………………….3 Introduction………………………………………………………………………………………4 Authoritative Parenting…………………………………………………………………………..5 References………………………………………………………………………………...……...9 Authoritative Parenting Outline 1. Relationship between parenting style and children outlook 2. Different styles of parenting a. Authoritarian b. Permissive Indifferent c. Permissive Indulgent d. Authoritative 3. Influence of parenting towards children and vice versa 4.