What they grasp from those experiences accumulates as basic learning which guide them in their future. However, different people have different understandings of what a child should experience in order to be brought up the “right” way. For these differences in views, a number of theorists and philosophers have studied and put together sets of activities, experiences and events that would best contribute to infant and toddler development. This set of guidelines is taught to caregivers and educarers as basic curriculum for the young children (Gonzalez-Mena & Eyer, 2007). In the delicate phase of infancy and toddlerhood, it is the everyday care-giving routine that makes up curriculum for the children.
The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play. (See appendix 1 note 2) Another role of the practitioner is to work professionally and responsibly such as to ‘work as part of the team, work with parents and partners, participate in providing an environment that is welcoming and stimulating’ (Tassoni P, et.al, 2007 page 137) and to meet the learning needs of each individual child by providing a range of activities and experiences. A1 While attending placements I have worked to support the learning needs of children in this particular role by working with my supervisor, other staff members and parents or carers. When doing this, practitioners should always be professional, for example using a polite tone of
Children with different backgrounds and cultures develop and grow differently and at their own pace. In order for a three-year-old child to be physically, psychologically and emotionally healthy and develop into a holistic person, parents, teachers and caregivers should fulfil the physical and psychological needs of the child. In this essay the importance of physical and psychological needs for a child will be covered and explained in details. Important issues of a child’s well-being and safety issues will be identified and explained. An ideal environment in a school for a three-year-old child’s daily activities will be explained and discussed.
Families, along with their children, are the program” (Menza-Gonzalez, 2009). Educators who understand child development in perspective to family and community rely on competency to organize an early childhood program which incorporates effective developmentally approved practices which incorporate family and community into the “whole child” approach. “School readiness is, of course, a concern for everybody, but professionals with a child development back-ground often come at it from a different angle than some other professionals and families by recognizing that social-emotional development is vitally tied to cognitive development” (Menza-Gonzalez, 2009). Socially, a child learns to relate to family, peers, teachers and other members of the community through a range of human emotions, interactions, and transitions over the years of development. Emotionally, children
CYP Core 3.2: Promote Child and Young person development 4.1 As a child care practitioner, the care and education that I extend to children, can make a difference to their overall development. In short how working practices are delivered in my setting can affect children development. As a reflective practitioner, I am able to effectively plan and work with children, always remembering that the child comes first and my work practice needs to be child centred. * I need to ensure that there is a proper balance of child-initiated and adult-initiated activities. * I need to ensure that that the balance of activities cover each of the aspects of learning in the curriculum but also building on each of the development areas.
This development in children includes both emotional and social development. From infants to adults, children are constantly adapting and learning about the environment and the world surrounding them (Maggi & Irwin, 2008). As a result, they begin to understand how to co-exist with others and the world. It is very early on when the child develops a certain personality depending on the type of upbringing and environment provided. Children do develop differently depending on their genetic makeup and environment, parents and guardians can play a huge role to ensure that the child grows up to be an emotionally mature individual.
Third one, the trained adult (directress) who will help the children works with those Montessori materials in that specially created environment. These agents help create self-reliance and self-confidence in the child without intervening or interfering too much in the process of the child's development. Children below six years of age
Introduction For professional carers, it is important to know and understand what is meant by child development and what is required to support it. There are five main areas of development: physical, intellectual, language, emotional and social (MCI Module 2, undated). These areas are closely linked and influence each other. In this essay I will focus on defining and identifying the physical and psychological needs of young children. I will also discuss how carers/educators acknowledge these needs and meet them in an early years settings.
The exercises of practical life are formative activities. Taken into consideration the natural impulses of special periods of childhood, the purpose of these exercises are that the children start to make their own decisions from early on, the child develop independent. The child also develops a respect for the materials which are used, all materials are naturals, attractive, progressives, and its own control error, that allows the child to recognize their owns mistakes. Practical life can be categorized in four areas and there are complementary. The Directress performs the important function to be a link between the child and the environment, because to be a ready prepared environment to present the exercises to children is necessary.
Observation, assessment and planning all support children’s development and learning. Planning starts with observing children in order to understand and note their current interests, development and learning. Observation: This describes the process of watching the children in our care, listening to them and taking note of what we see and hear. Assessment: We assess children’s progress by analysing our observations and deciding what they tell us. We can identify the children’s requirements, interests, current development and learning.