Thus children’s individual, constant and continuous connection with Geography and Music allows for distinctive learning constructing ideas (Bruner, 1999). “Children have a unique status; they are not merely mini-adults” (Fulton, 1996, cited in Hayes, 2008:3). The 1988 Education Reform Act introduced The National Curriculum; “The school curriculum should aim to promote pupils’ spiritual, moral, social and cultural development and prepare pupils for the opportunities, responsibilities and experiences of adult life” (Bailey and Earl 2010). Geography is a key subject introduced in the act, with the first programme of study for Primary Geography being introduced in 1991. Geography’s two main elements consist of human and physical environments.
First step is children to select the topic. Second step is field sites visits. Introduction The project approach model is an in-depth investigation of a topic related to the real world around children. “Including project work in the curriculum promotes children's intellectual development by engaging their minds in observation and investigation of selected aspects of their experience and environment. (Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”.
Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
Middle childhood aged children gain weight and height at a steady pace during this stage. More control motor skills grant them increased fluency in reading and drawing. The beginnings of specific athletic abilities are uncovered in this stage through their participation in organized sports. Permanent teeth emerge to replace the baby teeth that they have began to lose. Physical and social development
In order to give every child the opportunity to develop to their best potential, professionals working in the area need to fully understand what influences a child’s development. Child development is a core area of knowledge for professionals required by the skills and knowledge for the children’s workforce, Department for Education and skills (2005a) to improve the wellbeing of children and young people. Mussen et al. (1990, p.5) believes that from studying child development professionals can gain an understanding of changes that appear to be universal, that occur in all children, regardless of culture or personal experiences. To understand how children’s behaviour can be influenced by environmental context or situation, and to be able to explain individual differences.
Those are just two of many. Throughout researching, in the rest of the context written below, these answers will be revealed. Having insight into the understanding of human development, we are able to gain knowledge of humans from the very important stage of childhood right through till adulthood. The positives lye within us as a world being able to help and give a better life from childhood. We are able to teach and understand different ways of conceptual understanding, values, learning, responses, different behaviours and skills.
A separate statement of the NAEYC divides the concept of appropriateness into two aspects--age appropriateness and individual appropriateness. This statement coincides with my belief that children are unique individuals who may or may not reflect the usual characteristics of other children of their same age. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.
Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases. When delivering student education, acquiring effective communication skills involving the delivery of high written and verbal skills, and literacy development is essential for teachers to aid children’s needs for learning, as this assists to prove social and cognitive development for children when the teacher collaborates towards educating children. Good communication skills from early childhood educators ensure children’s skills are enhanced when
Jean Piaget’s theory was based on systematic (schema) study for our cognitive development. Piaget believed that there were stages that you had to achieve in order to move on to the next. The order of the stages: Piagets theory came in to place by observing children. A way of applying his theory to the classroom is “use concrete props and visual aids whenever possible...” (McLendon, 2011) In my practice we set up activities for each individual need of each child to help them progress through the stage of the theory which links to Piagets theory. Lev Vygotsky’s theory was based on social/emotional development needs to show demonstration/imagination to allow a child to progress.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how