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.
The purpose of this paper is to use the habituation technique in young infants to evaluate one hypothesis derived from Piaget’s theory of cognitive development. I will compare 5-months olds in a task that involves possible and impossible outcomes. Piaget’s theory specifies the cognitive competencies of children of this age. 1a. In their sensorimotor stage, from birth to age 2, children experience the world through their senses and actions (Myers, 2013).
1. “The purpose of this paper is to use the habituation technique in young infants to evaluate one hypothesis derived from Piaget’s theory of cognitive development. I will compare 5-month olds in a task that involves possible and impossible outcomes. Piaget’s theory specifies the cognitive competencies of children of this age.” 1a. During the sensorimotor stage children experience the world through their senses and actions.
Unit 635 Level: Credit value: UAN: Support individuals with autistic spectrum conditions 3 4 M/504/2196 Unit aim The purpose of this unit is to develop learners knowledge, understanding and skills of supporting an individual with autistic spectrum conditions Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand legislative frameworks that relate to individuals with autistic spectrum conditions 2. Understand the main characteristics of autistic spectrum conditions 3. Be able to support individuals with autistic spectrum conditions 4.
Task 1 – Describe the expected pattern of children and young people’s development from birth to 19 years, to include: A Physical development B Communication and intellectual development C Social, emotional and behavioural development The expected pattern of development in children and young people from birth to 19 years is categorised into five main areas, as a way of dividing up a child’s development, to ensure that overall their progress is balanced and all aspects are provided for. The five areas of development are: Social, Physical, Intellectual, Communication and Emotional. Social Development is skills developed to enable the child to make relationships. It is about making friends, playing together and resolving conflict. As we live in a society and in families some consider the social development skills to be the most important a child can learn.
There are a few ways of monitoring and observing a child to gather necessary information. In every case, it is essential to include parents and any staff that have contact with the particular child. In observation it is important to focus on the positive as well as any negative aspects of care. Different methods of monitoring and observing are as follows: The E.Y.F.S. This is the assessment framework used for children up to 5 years of age and it links with their areas of development.
Understand child development and young person development. Unit 4227-022 Outcome 1/1.1 Children’s development is broken into five different aspects:- Physical. Social. Emotional and behavioural. Communication and language.
5. How might studying child development affect your views on childhood? Because it shows you how kids really think and why they do what
CACHE Level 3 Diploma for the Children and Young People’s Workforce ___________________________________________________________________ Assessment task – EYMP 5 Support children’s speech, language and communication The task set for “Support children’s speech, language and communication” is an extension for the task set for “Context and principles for early years provision” and therefore can be delivered and written together.. Task links to learning outcomes 1 and 2, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2 and 2.3. Scenario: As the early years practitioner with responsibility for supporting children’s speech language and communication, you are asked to provide the following evidence: • an explanation of each of the following terms: Speech The speech sounds children use to build up words, saying sounds accurately and in the right places
Unit 11 – Safeguarding the Welfare of Children and Young People – CYPW level 2 11-1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety 1. Children’s Act 1989 (11-1.1) 2. Children’s Act 2004 (11-1.1) 3. Every child matters (11-1.1) 4. Child protection (11-1.1) 5.