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.
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.
Children in the sensorimotor stage absorb the word with their actions and their five senses: touch, taste, smell, hear and see. They begin to see that their movements have an effect on their environment.1b. Object permanence is the mindfulness that objects remain to exist even when the object is out of sight. The absence of object permanence in infants younger than 8 months is explained by their still developing brains, and their incapability to remember events. Object permanence emerges because their brains are more capable to hold memories for longer periods of time, and their memories are less fragile.
The value of the cognitive approach is to enable children to understand the environment around them it’s also helpful in a situation whereby the development of a service user is an issue. Cognitive perspective helps service users such as children to explore with their hands and feet during early developments. However, cognitive perspective also assists children boost their knowledge and the understanding of self, others, and the physical world around them. In other words they develop the very spirit of play and encourage imagination and improves social skills. Through play a child learns about himself and the others around him which in turn teaches him how to deal with others in the wider world.
Piaget’s theory of learning is sometimes referred to as a constructivist approach because he suggested that children constructed or built their thoughts according to their experiences of the world around them. Piaget used the term ‘schema’ to refer to a child’s conclusions or thoughts. He felt that learning was an ongoing process, with children needing to adapt. Piaget’s belief that children develop schemas based on their direct experiences can help us to understand why young children’s thinking is sometimes different from ours. Piaget also suggested that, as children develop so does their thinking.
Expected pattern of development for children and young people from birth to 19 years: Physical: changes in the body, growth, movement, how they see their environment. Communication Intellectual/cognitive: mental processes (language/memory/problem solving) used to acquire and use knowledge Social, emotional and behavioural (handling relationships with others and understanding themselves) Moral ( the process through which children develop proper attitudes and behaviour towards other people in society based on social and cultural norms, rules and laws) In reality these areas of development overlap as development in one area is enhanced and reinforced by growth in others. 0-1yr: In their first month infants spend most of their time asleep. They will try lifting their heads whilst lying on their fronts. Crying is the main form of communication and they will cry when hungry, in pain, need changing or simply need comforting.
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.
Young children make substantial strides in executive and sustained attention. Significant improvement in short term memory occurs during early childhood. Theory of mind is the awareness of one’s own mental processes of others. Children begin to understand mental states involving perceptions, emotions, and desires at 2 to 3 years of age and at 4 to 5 years of age realize that people can have false
Their growth motor skills improve in ways of skating, running, jumping and catching. The loss of baby teeth and in girls early signs of puberty by age 10-11 but later in boys. | At this stage most children are fluent speakers of a language and refining their skills in reading and writing, so their language skills enable them to think and discuss their ideas more abstractly.
Not only will the children speak efficiently and freely, they begin to use correct grammar such as plurals, pronouns, and tenses. Five to six year olds thinking process is still a bit naïve, they still confuse make believe and reality at times, and do not use logical thinking aside from that slight delay, they are well on their way to middle childhood years and will grasp these concepts in no time at all. Social and emotional development at this late stage in the early childhood years can be easily persuaded. Children at these ages love to mimic adults and older children. Even though he children are now able to distinguish right from wrong and honesty from dishonesty, they do not perceive or recognize the intent of all actions.