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.
Empathy – Children learn how to recognise others feelings, knowing how their own views/opinions could affect others. Pupils can also learn to accept that everyone has different views and also understand how to respect and support others opinions and ideas. Social Skills – Children learn how to work with others, in groups or as a whole class. Pupils can learn to feel valued within their school community. They may also learn how to them they can
These interactions allow individuals to make sense of the world, shaping ideas and beliefs and providing the opportunity to use language to express thoughts. Figure 4.S depicts a typical experience where the practitioner supports children to express their ideas. Bruner suggested that meaning making included not only how children make sense of the world but also how they understand themselves. He referred to both constructing Interactionist theory. meaning and processing of information as a way of understanding development.
EYMP 5 1.2 Explain how speech,language and communication skills support each of the following areas in childrens development:learning,emotional,behaviour,social Learning – Language is needed to understand concepts, participate in problem solving, and to develop ideas and opinions. Language enables a child to express their thoughts and feelings, and to think about abstract notions helping them to make sense of their world. •Emotional – Children need to be able to express themselves, if they have difficulty doing this it can have a damaging impact on their self esteem and identity. This can lead to a lack of confidence. Expressing their emotions and talking about them can help children to understand acceptable social behaviour.
FMSC 332: Children in Families Section 0301 s: h to adolescence. You will learn about the basic principles of child development and explore how the social world in which children and adolescents interact (e.g., parents, family, school, community, government, media, and cultural) influence learning, growth, and development. You will learn to apply these course concepts to practical and contemporary issues affecting children and families today. Course Learning Objectives: Upon completing this course, the student will be able to: 1. Identify context and theoretical frameworks to understand the developing child.
Explain how to monitor children and young people’s development using different methods Observation: Observations can be taken during lessons or in the playground. They record what the child is doing in a subjective way. It's most appropriate to use this method when child's development is causing concern. Assessment framework: It is the way in which child is assessed to decide whether they have any particular needs and what these needs may be. It is useful in deciding whether the child is reaching expected milestones of development in different areas.
Task 2 Communication and Professional relationships with children, young people and adults in an educational environment is an important part of a professional relationship. * Describe how communication with children and young people differs across different age ranges and stages of development Children’s cognitive, emotional, physical and social skills develop as they go through life. As they grow and mature, their needs, abilities, interests and challenges change. Younger children may be able to comprehend through very simple language and concrete images, older children are able to process more complicated linguistic and visual expressions. Various psychological theories on human development are based on the concept of “stage”.
There are many aspects in how we acquire language and also many different theories and beliefs about how language is acquired. Language is a crucial part of our everyday lives, and it also enables us to speak to one another and also understand one another in the day to day life. Jean Piaget and Lev Vygotsky are well known for their theories of language acquisition and development in children. This essay will talk about the similarities and differences between these two theorists stated above and their perspectives on language acquisition and development in children. Lev Vygotsky’s theory of cognitive development emphasises that a child’s culture and social interactions with others is a significant factor in a child’s overall development.
These meanings are then constructed and interpreted through language and could be shared with other people. This qualitative study has focused on interaction between people and it’s importance in human development. Many experts in this field has examined assumption, that our experiences from childhood shape our development and are then reflected in our behaviour in later relationships. However, their views about this topic differ to some extent. Judith Rich Harris (1999, as cited in Wood, Littleton and Oates, 2007) in her work The Nurture Assumption emphasizes the influence of peer groups on children’s development.
Identify the needs of a child or adult with learning difficulties/disabilities with whom you work and recommend possible ways forward with this person. If possible, work with at least one other person as you carry out this assessment. In your assignment you will need to: • explain and justify your methods • briefly evaluate the way you worked with your ‘partner’ • support your arguments with relevant literature. “ Inclusion is not about placing children in mainstream schools. It is about changing schools to make them more responsive to the needs of all children.” (Mittler, 2000 cited Carpenter,Ashdown & Bovair 2001) It is widely known, that assessments of the level of a student’s performance greatly influence the teacher’s planning and strategies.