Your child's current developmental stage plays a major role in toy selection. Observe the skills he is currently learning, such as fine motor skills, letter recognition, counting, self-care and language development, as a guide for selecting toys that enhance those skills The toys need to be interesting and appealing to a young child, they do not have a very large attention span. The toys should also be well suited for the age group you are selecting toys for. They cannot be too complicated and be well suited to the child’s physical capabilities. If the toy is painted, it must be with nontoxic lead free paint and must be able to be cleaned easily.
It’s crucial that toys for children are selected with safety and developmental appropriateness guidelines in mind. This will allow children to reap the full benefits of the toys they use. According to the NAEYC’s website, “safe toys for young children are well-made (with no shared parts or splinters and do not pinch), painted with nontoxic, lead-free paint, shatter-proof and easily cleaned (nayec citation). Adults buying toys should read about contents, descriptions and warnings carefully. Bear in mind to dispose of wrappers and boxes toys are packaged in.
The LeapPad2 is for children from ages 3 to 9. The Preoperational stage is from ages 2-6 which is when a child is learning to use language and the Concrete Operational stage happens between 7 and 11 years of age and is when a child gains better understanding of mental operations. Language Development 1. How does this toy help a child with language development? Does it stimulate verbal, written or reading development?
The “Intell-A-Box” is designed for infants aged 18 months to 24 months. The toy has a large age range due to the fact that the child will develop with the toy and learn how to explore it in different ways. The purpose of this toy is to encourage the infant’s
Graded Project Health, Safety, and Nutrition for the Young Child Contents Contents OVERVIEW INSTRUCTIONS Part 1 Part 2 Writing Guidelines Grading Criteria Submitting Your Graded Project 1 1 1 2 2 3 4 iii Health, Safety, and Nutrition for the Young Child OVERVIEW Early childhood educators are responsible for selecting developmentally appropriate toys for children of various age groups and stages of development. For toys to be developmentally appropriate, the toys and materials used to make them must meet the needs of children at a particular age and stage of development. When you’re an early childhood educator, you’ll need to know what’s developmentally appropriate for the children for whom you’re buying toys. When you’re selecting toys, you’ll need to consider each child who will use the toys. INSTRUCTIONS For this graded project, you’ll research the guidelines for selecting developmentally appropriate toys for a child in a specific age group.
CYP 3.1 2.3 Explain how the theories of development frameworks to support development influence current practice Researched from How Children Learn by Linda Pound Jean Piaget - Cognitive Piaget was interested in intellectual development. He identified 4 stages of development from birth through to adulthood. These are Sensorimotor Piaget called the first 2 years of a child's life the sensorimotor stage. This is when babies/toddlers knowledge and understanding are chiefly drawn from physical action and their sight, sound, taste, touch and smell (senses). Preoperational This is the stage from the age of 2 year up to the age of around 6 or 7 years old.
First impressions are important for parents and carers as well as the children and young people. As a playworker, you will need to develop a range of techniques and strategies for interacting with children and young people. Whatever techniques you use, you must ensure that the activities are appropriate for the age and stage of development of the children and young people. Each child and young person is very different and may need to be treated individually, sometimes one-to-one, for example if you have a shy child you may guide them towards a one-to-one activity. You may need to monitor the noise levels in that particular area, and you should observe occasionally throughout the session to ensure that the child is settling in.
Unit 3 E1, E2, E3 and E4 | How does legislation influence working practices in the setting? | Childcare act 2006 | The Childcare Act 2006 influences working practice within a setting as it provides the learning framework for children aged 0-5 years which is the Early Years Foundation Stage (EYFS). The act includes the wellbeing standards which all setting must use. These requirements may include e.g. the types of snacks available for children, encouraging healthy eating or meeting the amount of adults required to look after a set amount of children which is called ratios.
Assignment unit 10 introduction to children learning. D1-The two different Frameworks for children up until the age of 16 years are the Early Years Foundation Stage and The National Curriculum. D2-The aim for the EYFS framework is having a range of targets that children are likely to meet by the end of their reception year. The age for the EYF is 0-5. The EYFS supports learning in 6 areas the first is Personal, Social and Emotional Development where they concentrate on helping develop their self confidence, self-esteem, behaviour, self care, attitudes and making relationships.
E1- Describe the development of children in a selected age range and in TWO (2) areas of development The age group I have selected to describe is language development and social emotional development in the age group 3 to 5 years. Social and Emotional development for children aged three to five is very important for every child’s development in these are being met at this time of life as this is when they start to become aware of who they call their friends and who is there all the time and who is not. They start to feel emotions for people around them in their everyday life. For example, children at the age of three may like to play near other children but not join in yet. This is called parallel play when children have not started to play together.