1.2 Explain Expectations about own work role as expressed in relevant standards: The provision of young children’s Learning and Development. The provision of young children’s Welfare. To provide age approriate activites for the children. Support all areas of development. Record Childrens Developmental Progression.
Analyze the Project Approach model in Early Childhood Education discuss how such model to facilitate children development. Abstract The Project Approach is aims that actively use what children know to construct meaning through investigation, analysis, criticism. There have three phases of project: beginning a project, developing a project and including phases. The period can set up for two to three weeks or one month. First step is children to select the topic.
Task | Evidence required | Unit coverage | A | Complete tables | 1. Know the main stages of children and young person development1.1/ 1.2 | B | Complete tables | 2. Understand the kinds of influences that affect children and young people’s development2.1/ 2.2 | C | Complete tables | 3. Understand the potential effects of transitions on children and young people’s development3.1/ 3.2/ 3.3 | Task A(Ref 1.1, 1.2) The candidate will complete the following four tables showing the different stages of development against the different ages, and identify how development is holistic by showing links to other developmental aspects. 1.
From this starting point effective observation can begin that will lead to effective planning and support for children’s individual developmental pathways. Therefore childcare workers need to understand the key person role and form sensitive and attuned attachment relationships with children, especially babies. In observing a child, a childcare worker‘s intent is to ‘construct a shared understanding of children’s ways of interacting with the environment, of entering into relationships with other adults and other children and of constructing their knowledge’ (Gandini and Goldhaber, 2001). Through the process of observation, documentation and interpretation of children’s goals, strategies and theories, childcare workers gain insights into children’s thinking. Observation can help you identify a child’s interest, abilities, learning styles, etc.
Module 3 Child Development (part 1F) The Learning outcomes for this module are designed to support the learner to: * Show a knowledge of child development * Show an understanding of major child development theories * Discuss different approaches to working with children * Have a working knowledge of The Early Years Foundation Stage 3 A (i) PHYSICAL DEVELOPMENT Table 1 Please complete the following table showing your understanding of the different stages of children’s Physical development. Age Range | Explain the sequence and rate of development | 0-3 months | At birth, a baby's reflexes will allow them to turn their head to suckle when you touch their cheek , they can bend and extend their fingers, arms and legs.By 1 month, their eyes can follow a moving light (however they may be able to do this for only a few seconds at a time ).Between 4 to 8 weeks, they will lift their head when put on their tummy.By about 6 weeks, their eyes can move together most of the time , and by 2 months, they will be able to kick their legs .By approximately 2-3 months of age , they should also be able to watch and follow a moving face . | 3 – 6 months | Somewhere between 4 to 6 months of age babies usually begin to roll over . At 4 months, they can lift their head and chest when placed on their tummy. By around 3 months, they play with their fingers and look at their hands with interest , and at 3 to 4 months, they can grasp objects .
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.
Unit 136 Support children’s learning and development in the early years Outcome 1 Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development 1.1 Outline early years curriculum models supporting children’s care, learning and development Birth to Three Matters In 2002, Sure Start published a framework for learning to support practitioners working with babies and young children. This framework is called “Birth to Three Matters” and aims to raise the quality of learning and development opportunities for babies and children from birth to three years and to provide the necessary training to enable practitioners to deliver and implement the framework. The opportunities that the framework identifies, forms the basis of holistic care for babies and young children whilst focussing on care for them as individuals. It is important to note however, that “Birth to Three Matters” is not intended to be a curriculum for under threes but put in place to support and guide practitioners. The framework does not focus on individual areas of development but on the child themselves.
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.
Early Years Foundation Stage (EYFS) welfare requirements These are designed to support providers in creating settings which are welcoming, safe, stimulating, allowing children to grow in confidence, enjoy learning and fulfil their potential. There are 5 welfare requirements applying to children settings: * Safeguarding and promoting children’s welfare * Suitable people looking after children * Suitable premises * Suitable environment and equipment * Organisation and documentation Chatterbox Policies and Procedures Chatterbox has policies dealing with safeguarding children, equal opportunities, health and hygiene, health and safety, and record keeping. * Safeguarding: children’s rights and entitlements, looked after children,
It is now widely recognised and supported by research that the most critical stage of a child’s development falls before the age of 12, particularly in the first three years of life. Early experiences and developing relationships are therefore fundamental to brain development (Kotulak 1975: 5). Unfortunately for some children, the negative influences and experiences that they are subjected to at an early age, can have a profound and lasting effect on them in later life. With this in mind, the central foundations upon which any child’s learning should start, is based on offering the child a stable, secure and loving environment in which they feel safe. Research suggests that lack of these positive influences in a child’s early years can have a significant impact on both cognitive development and health (Child 2005).