Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
The social learning theory suggests that aggressive behaviour is learnt through observation and imitation of models. It is mostly the work of bandura which formed the basis of this theory. His ‘Bobo Doll’ study supported this idea as it found that children imitated the behaviour of the model they were exposed to. The idea of ‘vicarious learning’ was later added to the theory. Children learn for themselves whether and when certain behaviours are worth repeating by witnessing the consequences of actions carried out by others.
We provide a soft, cushioned area so that children can develop themselves physically without risk of hurting themselves. The theorist who theory is language development is B.F. Skinner. His theory is that children use cognitive behaviour when understanding and giving communication. They will use trial and error to get the right words out until they succeed. He believes that children observe adults and other children for the correct way to communicate and repeat the actions they have seen until they get it right.
In an attempt to explore a fairly under researched subject, researchers Bigelow and La Gaipa looked at the differences in children’s understanding of friendship at various stages of development. They created a unique means of investigating the gradual changes in the understanding of friendship as children grow older. In doing so they helped to shed new light on the important role that friends play in children’s lives. In addition another researcher was also interested in this subject: William Corsaro. However, Corsaro was interested in how children talk to each other and believed that research on children’s friendships should focus on children’s individual understanding of the word ‘friend’.
The SDQ is a brief behavioural screening questionnaire for children and adolescents that is widely used in CAMHS. The SDA covers many areas which young people may be struggling with on a day- to – day basis. McDougall, Armstrong, Trainer (2010). That tool can be completed by parents, teachers, and youths themselves. The use of structure assessment tool inform decisions about the most effective way to meet the young person’s needs Mitchell (2006) This scale was used however to gain a basic knowledge of outcome whilst not overlooking the family meetings as a measure of outcome.
He believed that children needed a key worker in order to help them feel safe and secure within the setting. Bowlby also believed that it helped children build close relationships with people from a young age, so they wouldn’t have problems building these relationships when they are older. Bowlby found that children who did not have relationships with others found it hard to socialise and be comfortable around other people than children who had that close relationship, “His findings suggested that children who were at an early age, deprived of a relationship with their primary carers were more likely to have behavioural problems in later life.” (Tassoni, 2007, page
5. How might studying child development affect your views on childhood? Because it shows you how kids really think and why they do what
Piaget's Theory According to Piaget, children in the earliest stages of life, from birth to 2 years, exist in a sensory-motor stage, where they learn to move and operate their bodies as well as begin to understand simple symbols. In this early stage, children are curious about their environment and begin to learn how to interpret it in sensible ways. The next stage is called preoperational thought and lasts from the ages of 2 until 7. In this stage, children develop stable concepts, mental reasoning and imagination. What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits.
Introduction I began this core with the idea that in comparison to adults, children could be somewhat limited in their capacity to make sense of their own experiences. I assumed that the procedures themselves would also be limited in there use. However as I examined the various case studies I soon came to realise that miecat procedures are not so much limited but adapted to meet the needs of younger people. This assignment will examine the adaptation and impact of miecat procedures in working with children, with particular focus on the concept of play and how this represents the child’s experiencing. Furthermore it will consider how children process meaning and examine how or if this is different from the process of adults.
Piaget’s theory of learning is sometimes referred to as a constructivist approach because he suggested that children constructed or built their thoughts according to their experiences of the world around them. Piaget used the term ‘schema’ to refer to a child’s conclusions or thoughts. He felt that learning was an ongoing process, with children needing to adapt. Piaget’s belief that children develop schemas based on their direct experiences can help us to understand why young children’s thinking is sometimes different from ours. Piaget also suggested that, as children develop so does their thinking.