Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned. Cathy Nutbrown, 2006 Learning theories provide us with a basis for the interpretation of our observations and can help us to find a solution and to help
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded? The aim of the EYFS is to ensure that all children- notwithstanding their background, gain access to quality and consistent early year’s education. To make this possible, a series of documented outcomes is given for each of the seven areas of learning and development of the EYFS. These outcomes are called the Early Learning Goals. These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS.
Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4. Understand the importance of early intervention to support the speech, language and communication needs of children and young people table 5. Understand the potential effects of transitions on children and young people’s development
Teaching assistant Diploma level 3 Assignment Two Supporting the Pupil 1. Explain the five broad social and emotional aspects of learning The five broad social and emotional aspects of learning are:- Self-awareness – Children begin to understand themselves, understanding how they can learn effectively, knowing how to interact with others. They begin to consider others feelings and thoughts. Children can use these skills when planning their learning. Children can take responsibility for their actions, to feel good about their achievements and understand that their feelings and behaviour are linked.
What is happening in the child’s environment. It also includes whether the child has any additional needs or which children/people are around the child as the child may act differently around different groups of friends and different members of staff. To assess young children in a setting you follow the EYFS (Early Years Foundation Stage) the EYFS give guidelines as to what a child should achieve at what age or stage. To find out what stage a child is achieving members of staff, especially the key person, perform observations and record these. These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world.
Such experiences are essential, making it possible for people to handle and deal with everyday life experiences. Development starts in early childhood and continues through to adulthood. In this paper, the emotional development in childhood will be discussed in details. Emotional Development in Early Childhood Emotional development begins during early childhood, between the ages of 2 and 5. This development in children includes both emotional and social development.
Observation, assessment and planning all support children’s development and learning. Planning starts with observing children in order to understand and note their current interests, development and learning. Observation: This describes the process of watching the children in our care, listening to them and taking note of what we see and hear. Assessment: We assess children’s progress by analysing our observations and deciding what they tell us. We can identify the children’s requirements, interests, current development and learning.
Unit 4227-022 Understanding child and young person development 1.1 Children grow continually, develops and learns from birth to adulthood. A child’s development can be measured through social, emotional, intellectual, physical and language development milestones. Most of the children follows the same pattern of development during different growth stages in their life. However, each child will develop at a different rate across different areas. Aspects or areas of development classified as Physical development, Social and emotional development, intellectual development and language development.
1) Identify the areas of child development and write briefly about each one. Child development is a process every child goes through, and each stage of development child is learning in several areas at the same time. Children develop these skills in five main areas of development: S - Social development P- Physical development I - Intellectual development C- Communication development E- Emotional development Social Development: It involves the development of the social skills of the child, how child interacts with others. The child’s identity, their relationships with others and understanding their place within a social environment. Physical Development: As the child grows change occurs in their bodies in mean of body shape, their strength to do the different task, the change in size, shape, and physical maturity of the body which includes physical abilities and coordination.