Cu2935 Support Children’s Care, Learning and Development in Early years 1. Understand the import of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. 1.1 Outline early year’s curriculum models supporting children’s care, learning and development. Every child deserves the best possible start in life and the support enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age 5 have a major impact on their future life.
They found that it was the most popular form of attachment and is related to healthy development as the infants use the caregiver as a secure base form to explore and to function independently in the future. On the other hand infants with an insecure-avoidant attachment types tend to avoid social interaction and intimacy with others. They show little response to separation and do not seek the proximity of their caregiver on reunion. These types of infants are happy to explore with or without the presence of their caregiver. They show high level of anxiousness as well as avoidant behaviour and may become angry when their attachment needs are not met.
They are more then little babies who need to be feed with information to learn. They are eager to observe and interact with their environment. They like to make there own discoveries about their world by constructing their own theories, testing and adjusting to new information or results in their own way. They basically like to test their environment to see what happens as an effect of doing something. For example dropping toys to the floor, or playing with water, smashing food on the floor, squeezing a cat, etc.
Being able to communicate effectively with professionals help to work together in the interests of the children’s wellbeing. Children can pick up on poor relationships and will become unsettled and anxious if they sense tension and discord. Communication is also the crucial foundation for all children’s learning and social development. Early years practitioners have a vital role in supporting the communication development of all children, especially those with a communication disability. Projects such as the Effective Provision of Pre-School Education (EPPE) and Peers Early Education Partnership (PEEP) have been instrumental in highlighting the long term impact that high quality early years provisions can have on young children.
He believes that children observe adults and other children for the correct way to communicate and repeat the actions they have seen until they get it right. We support this at nursery by speaking clearly and simply and nodding or praising a child for getting a word, sentence or request correct. This is to encourage them to use the correct terms when they wish to communicate. The theorist whose theory is intellectual development is Lev Vygotsky. His theory is that children learn new skills by being guided by cares and parents.
1.3 analyse a strategic national or local policy that has a positive impact on outcomes and life chances and young people. Howdon Children's Centre aims to achieve better outcomes for children through, early education integrated with Childcare and creche, family support, outreach, and child & family health services and adult training and employment support. The Centre is scrutinised by an Advisory Board made up of local parents and partner agencies. The Early Life Support team with an emphasis on delivering prevention services, provide a wide range of services to children aged 0-5 and their families. Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops.
As he studied, he observed the way the children applied the rules and their reasoning to change the rules. In addition to this he also clinically interviewed children and asked hypothetical questions about lying and cheating. This gave him an insight about how children make decisions and what their beliefs consist of. He also learned how they determined knowing right from wrong. ‘To Piaget children are born with very basic mental structure’ (Simon Ungar 2004) An example of a story Piaget would give to a child would be; there are two children, one child has been told not to go into the cupboard to get a biscuit, the child does this and knocks over one cup in the process.
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.
When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand. Small children will remember songs, words and rhymes. Infants learn by looking, hearing and touching. They pay attention to voices, music and rattles. Patience is the most important skill.
Working in an Early Education and Childcare Setting DF4Y 34 – Tick as appropriate Working with Children 0-3 DF59 34 ( ) Working with Children 3-5 DF5A 34 (X) Working with Children 5-8 DF5A 34 ( ) Observation/Accounts of Learning Name: Dawn O’Neill Establishment: Chatelherault Nursery Class Date: 06 / 01 / 11 Time started: 9.30 am Time ended: 9.45am Planned Learning Experience/Opportunity I invited Child (I) to play a game which I had already set out on the table. As I was explaining the game, Child (N) asked if she could also play, so I check with Child (I) if this she would mind if she joined in, as she replied “Child (N) likes to play with me”. I asked each child to bring along a chair