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.
Unit 136 Support children’s learning and development in the early years 3.1 – Analyse the role of responsive communication in promoting children’s care, leaning and development. Active listening Reciprocal communication Non verbal communication Augmentative communication Gestures, rhymes, songs, finger plays, drawings and representation Appropriate and accurate use of language It is important to know and understand the role of representative communication in order to promote the children’s development. Active listening is not just listening but thinking about what you hear, the use of body language and other signals that are sent out through play. It is important to give time to be able to think about how to respond. Your full attention should be given.
Gaining experience understanding and responding to the emotions of others. ➢ Co-operating with others ➢ Learning about the feelings of others ➢ Taking in turns/sharing ➢ Developing social skills ➢ Developing self-esteem and self-expression Communication and intellectual – Expressing themselves and understanding what others say, reading and writing. ➢ Decision making ➢ Developing creative and imaginative skills ➢ Using language to explain reasoning ➢ Using skills in different ways ➢ Problem solving 1.1 Expected pattern of children and young peoples development from birth to 19 |Ages |Physical Development |Social, emotional and behavioural development |Communication and intellectual development | |(Years) | | |
It is important to know the difference between the sequence and the rate of development to recognise and highlight each child's needs in all stages of development. Some children and young people may need extra support in developing. These patterns will help to plan effectively and ensures the child gains the correct aid they need to progress in areas they may find challenging. 2:1 Children and young peoples development can be influenced by a range of personal factors. These factors can be a range of different things, from health status, disabilities, sensory impairment, generic inheritance and learning difficulties.
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. Physical development mainly covers two skills: 1. Gross motor skills: It involves the whole body movement such as drawing, skipping and others. 2. Fine motor skills: It involves the small muscles, specifically hands and fingers such as use of scissors, shoe lace tying, handwriting .
Unit 82 promote creativity and creative learning in young children 1. Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development. 1.1. Analyse the differences between creative learning and creativity. Creative learning is about helping children develop imaginative thinking through an exploration of materials, objects and problem-solving skills, such as construction and ICT and crafts.
For example they may use growth assessments to measure and assess the children’s height, weight and head circumference, auditory assessments to monitor and assess the children’s levels of response, reasoning assessments to monitor and assess children’s reasoning carried out by educational psychologists, cognitive aptitude assessments to monitor and assess children’s intelligence and they are widely carried out in schools. The assessment framework is the way in which a child is assessed to determine whether they are in need and what the nature of those needs is in order to meet their needs appropriately. In
065 Outcome 1 AC1) The seven areas of the EYFS are Prime areas 1) Personal, social and emotional development * This area of learning and development is about how children... * Are confident and self assured * Manage their feelings and behaviour * Makes friends * Shares and takes turn 2) Physical development * This area of learning and development is about how children... * Move and use their gross motor skills * Develops fine motor skills * Learns about healthy living * Manages self care independently 3) Communication and language * This area of learning and development is about how children... * Learns and pay attention * Understands what is being said * Communicates with others * Develops vocabulary and speech Specific areas 4) Literacy * This area of learning and development is about how children... * Enjoy reading books * Likes making marks * Learns to write * Starts to explore phonics and letter sounds 5) Mathematics * This area of learning and development is about how children... * Learns about numbers and counting * Recognises the passing of time * Explores measures, capacity, space, shapes, opposites etc during play 6) Understanding of the world * This area of learning and development is about how children... * Finds out about nature and the world around them * Talks about the people and their local community and learns about similarities and differences * Learns to confidently use ICT Equipment 7) Expressive arts and design * This area of learning and development is about how children... * Enjoys being creative * Sings, dances and makes music * Plays imaginatively * Uses colour to express themselves It
Writing a Behaviour Plan Behaviour Plans ensure consistency when managing a child/young person’s behaviour and helps us to look at things we can change to support the child/young person, rather than trying to change them. Environment The environment we provide has a direct impact on a young person’s behaviour. We need to consider what we can do or change in the environment to support the child. For example, looking at how playworkers are deployed at possible trigger times, use of visual support, organisation of routines and or resources. Supporting the development of new play skills After identifying what the child is trying to communicate through their behaviour we can identify what new skills the child needs to learn.
* Gross motor skills, Ability to move using whole body movements utilizing large muscles. Gross Motor Skills describe the larger movements of the body and again can be split into two areas: Gross motor skills which are whole limb movements such as kicking a ball Locomotive skills are the movements children need when they are walking, running, skipping, jumping and so on. * Fine motor or fine manipulative skills, Ability to perform finer skills that require hand eye co-ordination. This broadly describes the smaller movements. It can be further divided into two areas: Fine Manipulative Skills which include the skills needed for drawing, writing, threading etc.