-ENABLING ENVIRONMENTS- Favorable environment for the children is the basic for the rapid establish themselves. When children feel safe and secure, they become more open to others. They are more active and involved in activity which give them support to develop their physical skills. -LEARNING AND DEVELOPMENT- All children are different, that is why they learn and develop differently. All practitioners task is support them and create a plan of action for those children that need our special attention, including disable children and children with special education needs.
This aspect of learning makes sure that workers know that children need a wide range of experiences, materials and resources for them to be able to express themselves by planning different types of activities for them to do. These could be painting, drawing, junk modelling, musical instruments and heuristic play. Exploring media and materials is being able to provide the children to explore from
A book she wrote that gives a clear description of how defenses work, with special attention put on adolescents defenses. The focus that Anna put of the ego lead to a movement in psychoanalytic circles called ego psychology. Sigmund Freud maintained that repression was the main defense mechanism, and one of the chief tools of the ego to defend itself from the environment and the impulses of the id. The main priority with analysis was to get the patient to realize the repressing feelings they had, until Anna articulated with such richness the other defense mechanisms. Rationalism is one of the best known defense mechanisms besides repression, this is where the person constantly justifies their actions to seem logic, the person may also be perceived as “being defensive.” Another example of a defense mechanism is regression which is where a person gives up current development and goes back to prior levels, in extreme case an adult can form a child-like ego
It is generally recognised as being an essential part in children’s growth and development. This understanding of play is the reason why play environments and activities are provided in the early years curricula and foundation stage. By providing this environment it encourages children to learn through play. Physical, cognitive, language, social and emotional development are all affected by play, which is why it is so important. We need to make sure that a range of play opportunities are provided to encourage this, and ensure that we provide materials that are stimulating and attractive, whilst encouraging children to make choices and to take responsibility for their play.
These stem cells are acquired from blastocysts, which are early developmental stages of human embryos. Once the stem cells are obtained, the embryos are inevitably destroyed and this is considered murder since the embryos have the potential to become a "fully fledged human being" (Q&A: Stem Cells). Deciding whether or not embryos have a right to live is like playing God. No one possesses the authority to determine which lives should be destroyed and which should not. All humans, even those in the embryonic stage, are created by God and deserve our protection and respect.
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
Outline and evaluate the psychodynamic approach to abnormality The psychodynamic approach assumes that experiences in our earliest years can affect our emotions, attitudes and behaviour in later years without us being aware that it is happening. Freud suggested the mind or psyche has three parts: the conscious, the preconscious, and the unconscious. Freud suggested that individuals can never be aware of the contents of the unconscious. Freud argued that childhood experiences play a crucial part in adult development, including the development of adult personality. Every child must pass through the so-called psycho-sexual stages; how a child experiences these stages plays a crucial role in the development of his/her personality.
Bowlby put forward the principle of monotropy, believing that the infant displays a strong innate tendency to form an attachment with one significant person, not necessarily, but usually the mother. (Gross, R. 2005). This was criticised by Rutter (1981), who claimed that the mother is not special in the way that the infant shows its attachment, as children will show a whole range of attachment behaviours towards a variety of people. Bowlby (1969), cited in Martin et al 2007 p. 546) claimed that the most important attachment behaviours are sucking, cuddling, looking, smiling and crying. According to Freud the newborn infant lives in a solipsistic world of ‘primary narcissism’ and experiences a build-up of tension with the need to suck the breast as an expression of his infantile sexuality.
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
According to Ericsson’s psychosocial theory, an infant/toddler’s first conflict is trust vs mistrust of its environment. This is decided depending on whether the baby’s needs are met. If so it will trust its environment. Physically the baby throws, kicks, waves its arms and rolls from side to side. These