March 9, 2010 The purposes of observations have become the most dominant method for learning children’s development as they are young. It requires a much more focus on the child’s behaviors, observation allows the teacher to get to know the child as a unique individual, rather than as a member of a group. Young children need to have models from a teacher in order to understand appropriate behaviors when being observed. Learning the importance of observations important, as is developing the skills of how to observe. Observation can be used for three major purposes: (1) to understand children’s behavior, (2) to evaluate children’s development, and (3) to evaluate learning progress.
They explore their gender roles, morals, relationships, understandings, and conflicts (Broderick & Blewitt, 2010). Development and Influences Along with cognitive development, identity develops. As the child begins to develop logic, strategic, and abstract thinking; their information processing and problem solving enhances (Broderick & Blewitt, 2010). As a result, children can perceive the consequences and benefits of their choices, which in turn influence how they choose their morals, social relationships, and sexuality. Social development also influences identity.
Children’s understanding of other peoples mind is connected to the Theory of Mind. Theory of Mind refers to children’s ability of comprehend others mental state and their own mind and to differentiate between false beliefs. Researches have shown that between the ages of 3 and 4 children are developing the necessary skills for the Theory of Mind, and even before this they have some understanding of others moods. In Theory of Mind we see that children with normal development have a special set of skills called the Executive skills which oversee and manage their cognitive function of brain. This skills are use do organise, sequence, sort, relate, differentiate and many other processes.
If it’s listening or talking, some children and young people find it very difficult to communicate. It’s very important to a child’s development that they are encouraged to find ways of communicating with other children or adults. Obviously the sooner a child is found to have speech or language problem the better, as they can then get the help and support they need to develop their communication skills. Every child a talker is a suitable approach which promotes the importance of a stimulating and interesting environment in which children and young people are encouraged to develop their communication and language skills. It also supports the Early Years Foundation Stage (EYFS) framework.
The observer will either mimic or avoid the actions based on the consequences that the person who initially performed the action received. This can be a very useful tool in the development of child rearing. Through observational learning, children learn valuable life-skills at a very young age. Child rearing, otherwise known as parenting, is teaching and nurturing of a child from birth until adulthood. Children learn a lot during this time from watching others, especially their parents.
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”.
With this in mind we can look at a child and young persons development in more of a sequence across ages, rather than different stages at fixed ages. We can use milestones of expected development for when children may be expected to reach a particular stage. We can identify these sequences of development in children and young persons from birth - nineteen by using five different aspects know as SPICE. SOCIAL Development This area of development is where children and young persons learn acceptable norms for behaviour. They learn right from wrong and build relationships with other people.
Information Processing Theory Steven Jordan Child Development AED/202 September 25, 2011 Sheila Brock Information Processing Theory The purpose of this paper is to identify, define, and summarize the interrelationship of the components in the Information Processing Theory. We shall explore how a child processes information as well as how this process will change as a child grows older, and how much of a role nature and nurture plays in the development of children. The information processing theory is defined as “Theoretical perspective that focuses on the specific ways in which people mentally think about (“process”) the information they receive” (McDevitt & Ormrod, 2004). Although processing theorists do not always agree on the specifics of the mechanisms involved in learning and information, the do tend to agree on several points. It is agreed upon that the components necessary for information processing rely on; input from the environment, a sensory register and the use of long term and short term memory, attention, the different processes involved in the moving of memories from short to long term, the ability for people to have control on how they may process this information .
Why is observation important? Observation is more than just looking at children. Instead, it's looking for something in a particular way. We can learn a great deal about how children learn and grow by observing and interpreting their behavior as they use materials in the classroom, play with other children, interact with their parents or teachers, and engage in daily activities. Through observation, we can learn what the child can do, what the child likes or dislikes, how the child behaves under various circumstances and how the child interacts with people.
Observations require carers to: > tune in - to look and listen carefully to what children so and how they do it. Listen to what children say and be aware of their body language. Look at facial expressions - they will reveal feeling e.g whether the task is frustrating or enjoyable > Gather Incidental Information - much of the information you gather about children's development will be acquired incidentally as you are working with the children throughout the day. Try to make a habit of keeping a notepad and pen handy to jot down information > Be conscious of why you are observing - e.g. you may be seeking specific information about the child or a group of children; you may be assessing how children use particular equipment or play spaces; or you may be assessing how children manage routines.