1.1 Explain what is meant by reflective practice Reflection is a process that one replays an experience over in their mind and they actively and carefully evaluate it. It is suggested that reflection involves three aspects; returning to the experience in your mind, connecting to feelings (helpful ones to be used, unhelpful to be removed or contained) and evaluating and re-examining through the eyes of knowledge and desired goals. Edgar Schon who studied and wrote much on reflection described two main ways of reflecting, one whilst in action and one whilst after the event has occurred. Reflection in action allows the practitioner to evaluate and change what he/she is doing whilst they are doing it, highly effective but many do not possess the skill to do this. Reflection on action is as described above where one contemplates in retrospect.
Instead, he suggested, we should look only at the external, observable causes of human behavior. Skinner used the term operant to refer to any "active behavior that operates upon the environment to generate consequences". In other words, Skinner's theory explained how we acquire the range of learned behaviors we exhibit each and every day. Bandura – Social Learning Theory The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning.
Humans naturally form social groups and identities. These groups may have common conscious or unconscious values or morals. With this individuals are exposed and may become vulnerable to influencing factors encouraging them to conform or adopt the group values and beliefs. In the helping profession, in order for the counsellor to support the client effectively the counsellor must show and feel acceptance regardless of the issue; even if it contradicts or disagrees with their morals and values. On occasion there are self-awareness unexplored problem areas that the counsellor encounters with a client.
These big ideas can be categorized under social thinking, social influence, or social relations. The idea that we construct our social reality falls under social thinking, it describes the natural human urge to explain behavior, by attempting to attribute it to a cause, in order to make it seem orderly, predictable, and controllable (Myers, 2010). According to social psychology our social intuitions are powerful and sometimes perilous, suggesting that the human ability to understand something immediately, molds or influences behavior because it also shapes fears, attitudes, impressions, and relationships (Myers, 2010). It is also believed that social influences shape behavior as does behavior shape social influences. Myers (2010) provides an example as to how behavior is shaped by social influences making humans social creatures, “We speak and think in words we learned from others (Social psychology, p. 7).
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. Practical ideas The role of the adult in child-initiated learning is to: Organise the physical environment so children have access to a wide range of interesting open-ended resources to explore and investigate imaginatively Develop an emotional
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. Cognitive perspective is a significant part of early development. For example playing, playing helps children to learn the skills necessary to effectively take part in their world. It also offers children with natural opportunities to connect in real and meaningful
meaning and processing of information as a way of understanding development. Bruner also argued that suggests children acquire
A Personalised Induction Will Always Be More Effective Discuss with constructive argument. “…the unconscious mental forces of the patient appear as the real active agent…” Sandor Fereczi 1916 1 Like every other aspect in life, our conscious interpretation of our world and what we require from it, can be at odds with our subconscious demands of experience and people. We will with any given social setting adapt our speech and body language to best suit the recipient. We instinctually know how best to personalise our communication and adapt to the differences consciously and sub-consciously resulting in dialogue that we want to hear, and perhaps what we think we want to hear. Understanding the relationship between these two very different
So, for example, when a child can pull themselves up to stand they can suddenly reach things they couldn’t get to before, or when they learn new words they begin to label objects such as a ball or a drink, or ask questions ‘what’s that? The EYFS uses the term learning and development to describe seven areas of learning. These are all related to each other however they are divided into prime and specific areas. The EYFS refers to the different ways that children learn as characteristics of learning, playing and exploring; children investigate and experience things and have a go. Active learning help children concentrate and keep in trying if they encounter difficulties and enjoy achievements.
Through play children, among other things, develop language that then is the basis for literacy skills that are taught at schools. Play develops a number of skills: Fine and gross motor skills Sensory knowledge (sight, hearing, taste, touch, exploration of space) Exploration of different roles Development of social skills – best indicator of success at school Development of cognitive skills Development of problem solving skills and thinking skills Development of language skills Play enables children to show their mental representations of the world and enables children to interpret their world. There is structured and unstructured play. Adults often direct structured play and there are rules etc. In unstructured play children choose the activity and make their own rules.