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.
EYMP 2: Promote learning and development in the early years. Unit reference L/600/9782 Level 3 Credit value 5 GLH 40 Unit aim: To prepare the learner to work with children in supporting their learning and development within the relevant early years frameworks within the UK Home Nations. The unit assesses competence in planning to meet children’s needs and providing and supporting learning and development activities. 2. What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded?
Shereatta Willis Kaplan University PS220 Unit 9 Assignment Early childhood development is defined as ,a set of concepts, principles, and facts that explain, describe and account for the processes involved in change from immature to mature status and functioning (Bukatko, 2008),development is also generally divided into three broad categories, physical development, cognitive development, and social emotional development. Physical development addresses any change in the body, including how children grow, how they move, and how they perceive their environment. Cognitive development pertains to the mental processes like, language, memory, and problem solving, that children use to acquire and use knowledge. Emotional and social development addresses how children handle relationships with others, as well as understand of their own feelings. 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.
Wilkinson states that these assessment aspects arose from an ‘interaction between our perceptions of the written materials, teachers’ judgements and theoretical considerations’ (Wilkinson, A., Barnsley, G. P., Hanna, P., & Swan, M., 1980). It is here that Wilkinson’s model of children’s development in writing is particularly helpful as it shows that the child has developed their quality of thought in a cognitive capacity; the child shows an awareness of the world and an ability to describe, interpret, generalise and speculate on it (Winch et al, 2010). Other ways that teachers may help children to expand on their development are through the use of VELS speaking and listening standards. Where students are given opportunities to use spoken language appropriately in a variety of classroom contexts, ask and answer simple questions for information and clarification and to produce brief spoken texts that deal with familiar ideas and information (VCAA, 2006). The ability of a child to draw on cognitive thought and view the world around them relates to the Piagetian Theory of child development.
Support children and young people to achieve their learning potential Understand the legislation and policies that underpin education and learning for children and young people 1.2: explain how policies have influenced access to learning opportunities for children and young people Policies have influenced access to learning opportunities for children and young people because of the: * UNCRC - articles 19, 23, 24, 28 most specifically, 29 and 30. * Children’s act... 2004 gives rise to ECM (Every Child Matters) * Education act * Equality act * National policy Every child matters * National policy Every parent matters & parental perspective * Home nation frameworks: EYFS * Wales: foundation phase * Northern Ireland: foundation stage * Scotland: Pre-birth to 3 and curriculum for excellence
Piaget’s Theory of Cognitive Development Jean Piaget (1896-1980) studied how children’s thought processes develop and has been very influential in our understanding of children’s cognitive development. He believed that interaction with peers was the most critical factor in children’s cognitive development. ‘He described children as ‘"little scientists," actively constructing their own theories about the world, testing these theories, and adjusting to new information’ (quote taken from Kendra's Psychology Blog at about.com: Psychology). He suggested mental plans - schemas (schemata) function as guides for action, as structure for interpreting information, as frameworks for solving problems. (For full explanation on schemas, conservation, assimilation and accommodation and explanations of terminology see appendix 2).
At what stage in the maturation process do you believe it is most important to address a child’s learning and problem-solving strategies? Explain your answer. AED 202 Week 4 Assignment Information Processing Theory Assignment: Information Processing Theory Compose a 1,400- to 1,700-word paper analyzing the information processing theory. Identify the components of the information processing theory described in the text. Define the components and their functions.
CCLD LEVEL 3 Unit 22 Outcome 3 Number 1 Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales, Department for Children, Education, Lifelong Learning and Skills. The statutory Areas of Learning in the Foundation Phase are: • Personal and Social Development, Well-Being and Cultural Diversity • Language, Literacy and Communication Skills • Mathematical Development • Welsh Language Development • Knowledge and Understanding of the World • Physical Development • Creative Development. For each Area of Learning the educational programme sets out what children should be taught and the outcomes set out the expected standards of children’s performance. Including all children under the requirements
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.