Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
From birth through to 19 years children continually grow, develop, and learn. It is important to remember that development is a holistic process. A child’s development can be measured through social, emotional, intellectual, physical and language developmental milestones. All children and young people follow a similar pattern of development so the order in which each child advances from one milestone to the next will be roughly the same. However, each child will develop at a different rate and their development may not progress evenly across all areas.
Cu2935 Support Children’s Care, Learning and Development in Early years 1. Understand the import of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. 1.1 Outline early year’s curriculum models supporting children’s care, learning and development. Every child deserves the best possible start in life and the support enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age 5 have a major impact on their future life.
REFLECTIVE JOURNAL ECE 205 Introduction to Child Development a. What has impacted your learning the most throughout this course? This course has impacted my knowledge of how important changes are that occur when a child grows and develops. This includes being physically healthy, mentally alert, emotionally sound, socially competent and ready to learn. As per research the first three years are critical in the shaping of a child’s brain construction and early experiences is the base of the brain’s organizational development leading throughout life.
Between the ages of 1 and 2 a child will normally be walking, pulling themselves up on furniture and pulling/pushing toys. Aged 2 to 3 years they will learn how to hold a pencil in the correct way and turn marks on paper into scribbles, towers will be built with bricks and balls will be kicked. As they go from 3 years to 7 years their physical skills are normally improving and they are becoming more confident, climbing, running and jumping. Also dressing themselves becomes an easier task. As they grow hand eye coordination gets better and threading small beads onto string becomes easier.
3 – 7 Years At 3 years children begin to gain more independence. Their mobility and climbing skills will be advancing as they run, jump, catch, walk up and down stairs etc. Dexterity increases with small objects like puzzles, threading beads etc. Dressing and undressing will be assisted but more cooperative. They will be developing their gross and fine motor skills: Running, Jumping, Catching, throwing and aiming, building, climbing, pedalling, use of scissors, holding a pencil to draw and colour threading small beads sewing stitches etc.
Physical development in children follows a directional pattern, large muscles develop before small muscles, legs and arms develop before those in the fingers and hands, and children learn how to perform gross ,or large motor skills such as walking before they learn to perform fine ,or small, motor skills such as drawing. The center of the body develops before the outer regions, as muscles located at the core of the body become stronger and develop sooner than those in the feet and hands. Development seems to go from the top down, from the head to the toes. This is seemingly why babies learn to hold their heads up before they learn how to crawl. Early childhood is a time of remarkable cognitive development.
The framework does not focus on individual areas of development but on the child themselves. It identifies four aspects which outline the skills of babies and young children and the links between growth, learning and development and the impact that environment has upon these. Each aspect is further divided into four components which detail how each aspect develops in broad stages from birth to three years – * Heads Up, Lookers and Communicators – 0-8 months * Sitters, Standers and Explorers – 8-18 months * Movers, Shakers and Players – 18-24 months * Walkers, Talkers and Pretenders – 24-36 months The four aspects and their components are – A Strong Child – This focusses on a child’s growing awareness of self and the role of attachment, helping them to realise that
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.
Principal Psychological Perspectives and Understanding Individual Development P1- Explain the principal psychological perspectives applied to the understanding of the development of individuals Cognitive Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Theories: * According to psychologist Jean Piaget, children progress through a series of four key stages of cognitive development. Each stage is marked by shifts in how children understand the world: the Sensorimotor Stage, from birth to age 2; the Preoperational Stage, from age 2 to about age 7; the Concrete Operational Stage, from age 7 to 11; and the Formal Operational Stage, which begins in adolescence and spans into adulthood. Cognitive Stage | | Sensorimotor Stage(Birth-2 years) | During the sensorimotor stage infants learn mostly through trial and error learning. Children initially rely on reflexes, eventually modifying them to adapt to their world.