1. Understand the pattern of development that would normally be expected for children and young people from birth-19years. 1.1 Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth-19 years. 1.2 Analyse the difference between sequence of development and rate of development and why the distinction is important. 1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected 2 Understand the factors that impact on children and young people’s development 2.1 Analyse how children and young people’s development is influenced by a range of personal factors 2.2 Analyse how children and young people development is influenced by a range of external factors.
Face Recognition in Infants: The newborn infants enter the world visually naïve but are possessed with a number of tools and means with which to make sense of the world around them. Developmental psychologists are more concerned about the early stages at which a child begins to differentiate between faces and innate objects. Moreover, faces provide infants with information about the identity, gender, age, and emotional expression of their caregivers who they are likely to spend more time with. Likewise, being able to recognize their caregivers is also crucial for the development of attachment styles they form at an early age which eventually leaves a long-lasting effect on their future relationships. Several experiments have reported that newborn infants, just a few hours from birth, are able to discriminate between individual faces, and will evidently show preference for the mother’s face when she is shown paired with a female stranger’s face.
These theories are the foundation of the early childhood. The theories have been are many and cover all aspects of the developing child; biological, cognitive, social and emotional. Two of these theories will be discussed thoroughly by comparing and contrasting. Jerome Bruner Bruner’s work in cognitive psychology with interest in memory and problem solving led him to examine children’s cognitive development. He was especially intrigued by how children represented thought or showed what they were thinking.
Unit title: Work with babies and young children to promote their development and learning Unit number: CYPOP 1 Unit reference: A/601/0121 Unit level: 3 Unit credit value: 6 Unit aim: The unit is designed to assess competence to work with babies and young children to support their learning and development. This would normally cover children from birth to their 3rd birthday. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date Learning outcomes 2, 4 and 5 must be assessed in real work environments by a qualified occupationally competent Assessor. Simulation is not permitted.
Early identification of language delay must resolve two fundamental problems. The first is the problem of obtaining valid information for individual children at an age when they are often noncompliant, especially those children with limited communication skills who are the primary focus. The second problem is one of interpretation. Many children whose language is delayed at 24 or 30 months will catch up over the next few years, and do not warrant intervention. The challenge is to identify and use other relevant information to improve decisions about individual children.
EYMP 2: Promote Learning and Development in the Early Years From doing this unit I will be preparing myself to work with children and to support their learning and development. The unit will also assess me in my competence in planning for and meeting children’s needs, thus providing and supporting their learning and development activities. 1. Understand the purpose and requirements of the areas of learning and development in the relevant early year’s framework. 2.1 Explain each of the areas of learning and development and how these are interdependent: The EYFS is split up into 7 different areas of learning.
Young children make substantial strides in executive and sustained attention. Significant improvement in short term memory occurs during early childhood. Theory of mind is the awareness of one’s own mental processes of others. Children begin to understand mental states involving perceptions, emotions, and desires at 2 to 3 years of age and at 4 to 5 years of age realize that people can have false
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
Challenging Behavior in Early Childhood JoAnn Friend ECE 201 Amy Kennedy March, 26th 2012 Challenging behavior in an early childhood classroom can be common. These children are at an age where they may not have learned to control their emotions yet. Sometimes there are others issues involved. Challenging behavior may be caused by a disorder of the brain such as; autism or ADHD. Some of the children that will enter our classroom may come from undesirable environments.
Another main controversy is with Piaget’s broad grouping of the stages affecting cognitive tasks. A more accurate depiction of children’s development would be to state that “children’s skills develop in different ways on different tasks and that their experience can have a strong influence on the pace of development” (Slavin, 2009,