Ainsworth created the strange situation in order to test the nature of attachment. The aim of the study was to observe how children between 18 months and 9 years old would react in social situations regarding the mother and a stranger. This tested for stranger anxiety and separation anxiety. The room in which the research was conducted was a lab set up as a child's play room; the experiment had 8 conditions acted out by both the primary care giver (often the mother) and the stranger. Firstly the parent and the child would play together before the parent would sit down and let the child play on its own this would be in order to asses if and how the infant uses the parent as a secure base.
Unit title: Work with babies and young children to promote their development and learning Unit number: CYPOP 1 Unit reference: A/601/0121 Unit level: 3 Unit credit value: 6 Unit aim: The unit is designed to assess competence to work with babies and young children to support their learning and development. This would normally cover children from birth to their 3rd birthday. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date Learning outcomes 2, 4 and 5 must be assessed in real work environments by a qualified occupationally competent Assessor. Simulation is not permitted.
Child Development CD; Week 9 Attachment Patterns Essay Strange-Situation Method In the video, Mary Ainsworth devised what she called the strange situation experiment. This experiment is to test the different types of attachments, children age 14 months form to their caregivers or mothers. Her concern was to find the reaction and level of attachment and quality of attachment children have toward their caregivers. She is showing the behavior of a child, when a stranger is present with the mother present and when there mother leaves the room. Will the child warm up to the stranger when mom is gone?
“Rough Draft- Family Centered Early Care Preschool” Sonya Seidel ECE313: Collaboration with Parents & Community Instructor: Crystal Daniels April 16, 2012 There are five main focuses that are used in Family Centered early care preschools. These main focuses help children build and hone their newly acquired skills. Through out this paper I will be able to explain, in more detail, how these five skills can help both parents and their children. 1. Attachment A.
Early year provision means to work with very young children, support and teach young children by playing with them instead of force them formally because young children cannot understand to teach them by formal education. They need to learn by having fun. If you don’t have any experience with young children you have to get training for that if you are working as a teacher assistant at school you can ask for the head teacher to work in nurseries or receptions for the experience. Early year curriculum in England is set by the age of 3 to 5 years and used in receptions and nurseries. In 2012 educational authorities set one standard curriculum framework for learning, developing, safety and care for all children from birth to end of reception.
The process begins with the equilibrium which is thrown off by a new experience. The brain then tries assimilation, putting into mind by force, or accommodation, trying new ways to absorb knowledge. This leads to the new equilibrium/schema. (instructor, ch.2 notes) Children construct their own schemas through hands on experimentations and exploration. (instructor, ch.6 lecture
Brown eye as a dominant and blue eye recessive will yield a brown eye child is one of the example. 8. You are teaching a class on prenatal development and a student asks you to explain why organogenesis is important. How would you respond? Value 3 marks Organogenesis : organ formation that takes place during the first 2 months of prenatal development.
3.1. Explain how to monitor children and young people’s development using different methods. Method | Description | How do you use this to monitor development | Observation | This describes the process of watching the children, listening to them and taking notes of what you see and hear. Information from observation on a children's progress is passed onto the teacher who will then report it to the parents. | By observation teacher can find out what is child weakness strengths, knowledge, interests, and skills.
During the observation I presented the child with questions and tasks, and observed independent play. The mother and day care provider were both asked questions prior to the observation. The purpose of the observation was to observe the physiological, cognitive, and emotional development of a well child. Zoey is a 2 ½ year old female from a two parent household, and has two older siblings aged 6 and 9.
The major areas of development include biological, cognitive and social and emotional development. Both of these psychologists were concerned with the study of understanding the area of cognitive development specifically in children and were considered to be constructivists. Constructivism is the theory in which “learners actively construct their own knowledge based upon the things they know now and have known in the past” (TFL resources, 2006). This essay will seek to compare and contrast the theories of psychologists Piaget and Vygotsky and will critically look at their theories to judge which aspects are appropriate for the long term. Jean Piaget focused his research on studying children and observing their thought processes.