In the 1960s and 1970s, Piaget set up various experiments to ascertain how children thought in and about different situations so that he could determine how they cognitively developed. He was particularly keen to understand how a child, as a 'lone scientist' or thinker, would solve problems during his or her life experiences, and how approaches to problem-solving might change as that individual got older and had more learning experiences. Piaget's assumption was that children actively constructed knowledge from their experiences. From birth, he saw them as trying to make sense of the world through their actions. This made children central to their own learning.
EYMP Core 1 Context and principles for early years provision Task 1: The government has realised in the recent years that the education of children has potential impact on their learning outcomes therefore it is important to have knowledge of the purposes and principles of the early years framework in the UK. The United Kingdom is made up of four nations which all have a slightly different approach to the planning and delivery of the early years education, as all four nations are in the early stages of working within their frameworks. England since 2008 has introduced a statutory curriculum for all children aged 0-5 years that are being cared for and educated outside of their homes this framework applies to all child minders, after-school clubs, nurseries, pre-schools and schools regardless of how they are being funded. In addition to the education programme that is outlined by the Early Years Foundation Stage, which also includes welfare requirements. The structure of the education programme in England which includes six areas of learning that practitioners must plan for are: * Communication, Language and Literacy, * Problem solving, Reasoning and Numeracy, * Knowledge and Understanding of the World, * Physical Development, * Creative Development * Personal, Social and Emotional Development.
Children undergo a critical stage of development which starts at birth and continues through the age of six. Upon reaching the age of eleven youth go through another extravagant brain development stage which lasts till the age of thirteen. In both of these stages of development our children learn and develop key cognitive functions (Herman, 2012, p. 36). Some of these key functions include mathematics, language, and social understanding (Heath, 2013, p. 177). Witherspoon and Manning (2012) report that children develop such functions best through play – a critical part in helping them develop to their full potential.
The framework also required assessments at age 5 to be simplified. The Early Years Frameworks put emphasis on a personal and individual approach to learning and development because we need to understand that every child is different and unique and will therefore learn and develop at different rates, therefore we must assess and plan for each child individually so we can identify their needs so that we can support them effectively. 1.2- Explain how national and local guidance materials are used in settings. Each different nation within the UK has set up their own frameworks that need to be followed. However, although they are all slightly different, there are still some fundamental features
David Elkins book, The Hurried Child, details the numerous ways in which parents, schools, the media and technologies are hurrying our children; pressured to preform and behave as adults. He details the many children who are forced to abandon their childhoods—the innocent time of their lives, and become mature, all too quickly for their own good. His book talks about the importance of all children to experience the four stages of adolescence. The four stages include “sensorimotor” (birth to two years), the “preoperational”(two to six), the “concrete operational” (six to ten) and the “formal operational”(eleven and twelve). The concrete operational period is the most mentioned in the book.
Having a Child-Like Mind A Critical Analysis Child Development is a very complex milestone and a process that every child goes through. This process involves learning and mastering basic human skills. A child’s development usually takes course from age birth to age 7, this being the particular evolvement or steps in early childhood. From my readings, researching, and understanding the development consists of 5 different stages, Cognitive Development, which is a child’s ability to learn and solve problems (www.cdc.gov/childdevelopment). Social and Emotional Development, this is the child’s ability to interact with others including themselves and self-control (www.cdc.gov/childdeveoplment).
This derrived from the Children's Act 2006 and Every Child Matters agenda. Within the early years framework, children's learning is managed through adults working alongside the children, to encourage language, written and maths development. The Early years provision in England is seen as the foundation curriculum, it supports 3 to 5 years olds to understand the concepts of learning. This is geared towards learning through play as a opposed to formal learning techniques. So is used in some reception classes and in school nurseries.
"Early childhood" is usually defined as before the age of normal schooling – five years in most nations, though the U.S. National Association for the Education of Young Children defines "early childhood" as before the age of eight. Childhood education often focuses on children learning through play, based on the research and philosophy of Jean Piaget.
EVALUATION AIM: Cognitive observation of TC3, 4 years, 10 months. To observe TC3 cognitive development, to see if he develop appropriately for his age. According to Beaver and Brewster `s book, Babies and Young children, (published in 2001 by Nelson Thornes Ltd, Cheltenham, UK, page 118), imaginative play help to develop many important skills in children. “Through using their imagination to play, children develop the ability to use one object to represent another”. “This is called symbolic play”.
The Early Years provision is based on the concept of learning through play, rather than more formal education, making it very distinct from Key Stage one. It aims to support younger children (up to 5 years), therefore runs until the end of the Reception year. In England, The Early Years Foundation stage sets out one standard framework for learning, development and care for all children from Birth to the end of the Reception year. Learning is usually managed with adults working alongside children on focused activities that involve specific concepts, such as using numbers or writing. Children also work independently and self-select from a range of activities inside and outside the classroom, which encourages them to develop their autonomy.