The toddler period covers two year's in the child's life from about one to three years of age. During the toddler period, there is rapid change. During this period of development the child acquires a sense of autonomy and independence through the mastery of various specialized tasks, such as control of bodily functions, refinement of motor and language skills, and becomes far more inquisitive...about everything. Because of children’s growing desire to be independent, this stage is often called the "terrible twos." However, this can be an exciting time for parents and toddlers.
Explain the pattern of development in the first three years of life and the skills typically acquired at each stage. 1.2. Explain: • how development and learning are interconnected • how and why variations occur in rate and sequence of development and learning • that learning may take place in different ways • the importance of play. 1.3. Explain the potential effects on development, of pre-conceptual, pre-birth and birth experiences.
A child who enters school healthy and feels safe is ready to learn and will most likely love school. Proper childcare, parenting skills and community resources play a major role in education. Statewide initiatives such as First Steps and Early Head Start are vital to children during the early stages of life. These programs meet the needs of the entire family including parenting classes,
1.1 Explain the pattern of development in the first three years of life and the skills typically acquired at each stage When working with babies and toddlers it has been stated to have a clear understanding of the developmental stages for the first three years of their lives, this is important because of how it will impact their development for the years to come after The first year, babies focus on exploring and learn about the things around them, at this stage learning language is about making sounds rather than words. Gradually they start listening, understanding and learning names of people and things that are in connection to their language development. Also during this stage babies begin developing bonds and trusts with parents/careers and others as part of social and emotional development. In their second year, toddlers begin using movement more, and are also beginning to be aware of themselves and the things around them. In this stage toddlers will start showing more independence.
KEEP emphasises that secure relationships are valuable for effective learning in children. The Early Years Foundation Stage (EYFS) include forming secure relationships and learning through play as key elements. In my setting I adopt evidence-based practice: by building on skills gained from personal experiences both from childhood and from bringing up three children of my own; by undertaking relevant training and by sharing information with colleagues. Evidence-based practice helps support positive outcomes for children in many ways including: to ask questions about injuries that can’t be explained satisfactorily (Baby P enquiry); the value of early learning through ‘guided play’ (EPPE project) and reflective practice and self-evaluation being important (SPEEL
Birth to three years old. Every child develops social, emotional and behavioral milestones appropriately at their own pace for each individual child. It's important to remember a parents expectations of a child's development should be consistent in respect to a child's level of understanding. Children at one, would be unlikely to understand discipline, whereas a child of three would have a better understanding of what would be acceptable behavior. The same is said for the development of emotional and social expectations for a child.
The bringing together of practitioners and professional from different areas provides an integrated way of working and aims to provide support to children and young people earlier to ensure they meet the Every Child Matters outcomes. It is important for all these sectors to work together as this promotes the young person’s welfare, safety and overall development. 1.2 Analyse how integrated working practices and multi agency working in partnership delivers better outcomes for children and young people. Positive outcomes for children and young people are possible if the professionals working with the young person and their families can share and agree on the way the young person concerned might be assessed, planned for and how those plans are to be implemented. Both the young person’s family and most importantly the young person themselves can be involved in any plans to ensure that the young person can achieve their full potential, this also helps to make sure the young person feels valued.
Childrearing Styles and Developmental Outcomes Megan Gardiner Human Growth and Development Professor Raheem Nizar-Moses June 20, 2014 “Parents can only give good advice or put them on the right paths, but the final forming of a person's character lies in their own hands” (Frank, 1944, p. 269). Parenting is both an art and a job. Many people question how good their parenting skills will be, however, that is common. Although parenting styles are only broken down into two dimensions: acceptance-responsiveness parenting and demandingness-control parenting which is also called “permissiveness-restrictiveness”; parenting can be rather complex. Deciphering which parenting styles may be most effective may depend on the person and combination of traits.
Middle Childhood and Adolescence PSY 280 Sunday, October 29, 2012 Middle childhood and adolescence is a crucial period of development within everyone’s lifetime, but for the child and parent it can become a time of uncertainty. In this era of a child life, their brains are developed enough to for logic, so they attempt to understand the world around them with answers from their perspective. All children require parents who would do what is necessary to care about them. Parents should act in the best interest of the child’s development, and they should have to make an evaluation of the parenting methods that work well with the personality of the child. Within these years the child’s temperament also begins to have an effect in their lives.
CU1523 Working together for the Benefit of Children and Young People 1. Understand integrated and multi-agency working 1.1 Explain the importance of multi-agency working and integrated working * As an early years setting we have a responsibility to help the children in out care achieve the ‘every child matters’. To be healthy, stay safe, enjoy and achieve. * Team work with outside professionals is imminent to our work practises and I feel that integrating will help us achieve the outcome that we would like for our children and this will help them in their development going forward. This is an integral requirement of the eyfs.