Does it stimulate verbal, written or reading development? The LeapPad2 is a very good tool to help children learn how to read. The LeapPad2 Learn to Read Phonics is designed for 4 to 7 year olds. The toy builds upon the child’s reading skills and helps them move at their own speed as they move forward to reading by themselves. It also helps the child recognize how letter sounds come together to form words.
They learn right from wrong and build relationships with other people. This area is where they can develop confidence and independence. Children need to learn how to deal appropriately with a range of people, situations and emotions, as a teaching assistant we can support the teacher by encouraging children to behave in socially acceptable ways. We can help by promoting their social development in many ways, for example, by setting goals and boundaries to promote acceptable behaviour and use praise and rewards for good behaviour. We can encourage self help skills, to enable the child to
Outcome 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. Creativity is more about the process rather than the end product. This process is useful for many reasons like develop confidence, good relationships, find out what talents do they have and teaches us about what can we give it to others. Being involved in creative activities is fun and absorbing for children. It helps children to have positive experiences and develop important abilities like Collaboration- being happy to work together Concentration- focusing on what they are doing Communication and language- developing good communication through talking, listening and writing Developing good relationships- working together and making new friends Imagination- bringing ideas to life Physical activity- participating in activities that encourage movement Problem solving- being able to explore different solutions Outcome 1.3 Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.
First step is children to select the topic. Second step is field sites visits. Introduction The project approach model is an in-depth investigation of a topic related to the real world around children. “Including project work in the curriculum promotes children's intellectual development by engaging their minds in observation and investigation of selected aspects of their experience and environment. (Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”.
Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumping. Development is often referred to on a timeline and is broken down in ages. As development is more rapid in early years the milestones start by being quite close together before becoming further apart as baby becomes a child and then a young adult. The aspects of development that children are measured on are physical, language, social and emotional, and intellect. From birth through to adulthood children continually grow, develop, and learn.
Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases. When delivering student education, acquiring effective communication skills involving the delivery of high written and verbal skills, and literacy development is essential for teachers to aid children’s needs for learning, as this assists to prove social and cognitive development for children when the teacher collaborates towards educating children. Good communication skills from early childhood educators ensure children’s skills are enhanced when
Young Children’s Symbolic Behaviour This assignment sets out to analysis observational material, that I have gathered over the course of study for this module. The process involved maintaining an ongoing observational study of symbolic behaviour in a child in my early childhood education and care setting. For the purpose of confidentiality I will refer to the child being observed as Target Child A (TCA) and the other children as (OC) Symbolic behaviour is “the ability to represent objects, people and abstract concepts with arbitrary symbols, vocal or visual, and to reify such symbols in cultural practice”. (Lewis-Williams, 2002), It is important for all educators to have an interest in understanding children’s minds. Children are complex thinkers and they need to be prepared and encouraged to play and to think .
This course aims to provide you with a thorough understanding of the fundamental and important role of play in children’s development and learning. By critically analysing contemporary theories, research and practice in relation to early years development and learning you will gain understanding about how to work with families and early years colleagues so that all children feel secure, valued, confident and independent. The first assignment will involve writing a Literature Review on an aspect of child development or a particular issue relating to children’s learning and development. As part of this course you will gain experience working with young children in an early years setting. It is here that you will practise the skill of planning for young children within the learning domains outlined in the EYFS.
Some theories about human development believe that humans develop from childhood in several critical stages from birth through adolescence. These different theories can be applied to children’s literature in a way that can help children understand moral lessons and social skills with age appropriate information. Depending on a child’s age, a book can convey information in a way they can understand and can help to spark interest for further development. Children’s books written with Piaget’s theory in mind give children understandable information on many different topics of life depending on which developmental stage the child is in. This gives the child an opportunity to address touchy subjects that may be difficult for adults to explain appropriately.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how