These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world. Once observations have been made, key persons should then plan for each individual child with the view of building on skills and knowledge the child already has. There are lots of ways to assess a child, these include watching a child and taking notes, taking photos of what a child is playing or something they have made, keeping pieces of work and listening to the children. Following assessments made on the children, staff should then follow the settings planning guidelines, this can be done in a variety of ways depending on what suit’s the setting and the children. For example after doing our observations we then have a planning sheet for each day of the week.
Unit 6 Understand child and young person’s development. 09.09.13 Review A child's development usually follows a known and predictable course. The acquisition of certain skills and abilities is often used to gauge such development. Children will reach milestones at certain ages throughout their development, if a child does not seem to be achieving these areas of development this may be a concern and an area that needs special attention. From birth to 19 years a child should achieve a number of significant development areas, these are determined by a sequence of development and the rate of development.
Unit 10 Understand child and young person development. 1:1 The sequence of development is the order in which children will develop and learn. Whether it be physical, intellectual or emotional development. usually this sequence of development appears the same or similar from one child to the next, I.e. holding their head up, sitting up, baring weight on legs, walking and then running.
However, each child will develop at a different rate and their development may not progress evenly across all areas. Sometimes if children s growth patterns are very different from their peers, this may have an effect on their behaviour. Areas of Development It is important to understand how children develop physically, socially, emotionally and intellectually to know that all areas of development are equally as important as each other, and that all impact on one another. Physical development- includes movement skills, gross motor skills (skipping, jumping, running), fine motor skills (painting, drawing, writing) and eye hand co-ordination. * Providing space and some equipment for the development of movement skills and gross motor skills and adequate supervision.
Task 2 Communication and Professional relationships with children, young people and adults in an educational environment is an important part of a professional relationship. * Describe how communication with children and young people differs across different age ranges and stages of development Children’s cognitive, emotional, physical and social skills develop as they go through life. As they grow and mature, their needs, abilities, interests and challenges change. Younger children may be able to comprehend through very simple language and concrete images, older children are able to process more complicated linguistic and visual expressions. Various psychological theories on human development are based on the concept of “stage”.
Most children between this age group may have close friends and will still play with both genders. A child should have started school and will be able to enjoy their independence although still needing comfort and reassurance. By now a good sense of self-awareness (both positive and negative) will have been developed. Children around this age are able to form firm friendships which helps them to understand boundaries and why they are necessary. At school they may be responsible for being class helpers,
The behaviors of children’s play already have activities that include some sort movement like finger play, movement games, or building blocks. The type of play that has the most effect on children is dramatic play. Dramatic play provides opportunities for them to practice language and literacy because of the use of props and objects, combining roles and themes, and by creating a make believe scenario and solving disagreements. Educators can allow time for children have dramatic play, reading, writing, and physical play. The physical play can be
Introduction E1 – There are many national frameworks and policies for the development of communication, language and literacy skills for children aged 3-8 years. Some of these include: * The Early Years Foundation Phase The Early Years Foundation Phase says that children will develop their communication, language and literacy skills through talking, signing, communicating and listening. It also says that children should be encouraged to communicate with others to tell them what they need, how they feel and be able to retell their past experiences. They say that children will ask questions, voice and express their opinions, react to situations and make their own choices. They will also be encouraged to listen to and respond to others.
1.1. Children go through a continuous process of growth, development and learning all the way into adulthood. This process of development is measured using milestones of emotional, social, physical, speech (language) and intellectual reached. Children will reach these milestones at varying points in their development but as a whole all children will follow a similar development pattern. Children will develop at different rates and may progress unevenly through across some areas, but will generally reach the milestones in roughly the same order.
To successfully fur fill the requirements I as the adult will have to provide and make resources accessible so that I can interact with the children and observe and reflect on each of the child’s learning experiences. By doing this I will be able to see what the children enjoy doing and how I can keep the child’s attention and concentration. To use the child centred approach you will have to look at every child as an individual with different strengths learning styles and interests as well as adapting to children who have learning difficulties or disabilities, to achieve this I will have to research their