They may also start to use words and actions in mock of other people. Playing with children is still exceedingly important at this stage and some children embark on to make close friendships. Also at this time, children start to play with members of the same gender, which may link to their understanding of masculinity and femininity roles. D3) Describe ONE (1) suitable method of observing and recording the social development of children aged 5 years A suitable method of observing would be using a checklist. This method needs a little preparation so a prepared checklist would be necessary.
However, text messaging has been a major problem with students texting in class interfering with the disruption of their learning. Most teachers express how they feel about cell phones being a distraction to others, however very few students have complaints about the use of cell phones in class. Text messaging in class should be allowed by choice of the students, it can easily be discreet and the possibility of an emergency. Text messaging in class should be allowed by the choice of students. In the argument “Tapping into Text Messaging” by Janet Kornblum, says teens, techies and other early adopters leading the charge to text say it is a great way to communicate when they are too busy to talk or when making a call would be rude or impractical.
This type of play is excellent for developing language and for expressing feelings. Games: When children play games they learn to take turns and communicate with each other. They express how they feel about what the other child has to do or did and sometimes they try to support the other child if they think they do not understand the game and it’s a great way for them to develop their communication. Their vocabulary will improve. Pictures: Pictures are used alongside words to make communication more easier and understandable.
* Cramped Housing - May share a room with several other children, this can lead to cramped spaces for children, not enough room to play, no personal space, no room to develop. EDUCATION, AFTER SCHOOL CLUBS, PARENT INVOLVEMENT, BOARDING SCHOOLS Positive Factors * Good Teachers, Good Facilities/Resources - Child or young person is encouraged to learn and develop, the child or young person WANTS to be involved and WANTS to learn, the child or young person is receiving a high quality of education due to correct resources, facilities and training. A child or young person is focused and pays attention/behaves whilst in class/school, this increases and develops the child's or young person's awareness of appropriate behaviour. * Social Skills - Social skills will grow and develop if encouraged to interact and socialise with other people around them. Things such as sharing and taking turns will be developed due to correct tuition and guidance.
They will be saying a couple of clear words – ma, papa, dada and my personal favourite ‘no’. Between the ages of 2 and 3 the child will enjoy colouring, learning names of objects, forming sentences, developing a personality, throwing tantrums, play with water sing nursery rhymes, run, put together jigsaw puzzles, put their shoes on and even dress themselves. 3 to 7 year olds will start to understand the difference between right and wrong, between 3 and 4 they develop motor skills. They can play games; start making friends in nursery and follow instructions. They attempt to write, recognise the alphabet and numbers and build on their social skills.
While observing outside, I interacted with the students while they played amongst one another. I also acted as a mediator and helped the teachers with various responsibilities regarding looking after the students. Observations of Students With and Without Special Needs: During my first visit to the classroom, I found it more difficult to distinguish the special needs children from the children that did not have special needs. As I spent more time in the classroom however, and got to know the kids on a more personal level, it became more apparent which kids did and did not have special needs. During circle time for example, the teacher has all the students sitting around her while she goes over the morning activities.
Infant and Toddler Learning Development Sheila Bagwell Infant and Toddler Learning & Development/ECE345 Merrian Gagnon Throughout their day-to-day experiences with infants and toddlers, caregivers will find that there are developmental strands that tie the elements together, much like a ribbon. The strands come together to create a picture of excellent care for infants and toddlers. The strands do not represent lessons or activities in the traditional sense. Rather, the strands provide a framework that supports optimal developmental in all areas. The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time.
My co-teacher and I try to never be out of the room at the same time. This is important because infants’ need stability. Having different people in and out throughout the day can cause feelings of insecurity. Some examples of what I like to do in my infant room are to use laminated family photos made into booklets to interact with my infants. I like to use the stuffed toys and puppets in my room to help comfort fussy infants.
Good communication between the staff in the setting is important as the children will copy adults so good use of language is vital in their learning. Visual aids would be used to help children with delayed speech and children who use English as a second language this will enable them to understand language more easily. At the setting we plan circle time discussions where the children are encouraged to talk about different topics and also their lives outside of the setting e.g. what they did at the weekend or holidays they have taken, favourite things or what makes them sad or happy, we use picture cards for the children to show their emotions, each child has an emotion card and is encouraged to lift up that emotion when it is portrayed in the story at story time. The children are encouraged to listen and repeat parts of the story which they always enjoy.
Each expectancy on every area of development may affect the other areas but not necessarily all. Through the case study “Kindergartener: Attaining of Physical Milestones in a Kindergarten Class of Kiddies Learning Center”, we’ll be able to know if a child- specifically a kindergarten student regardless of gender having below the average height and weight of a 5 years old girl which is 40 inches and 39.6 lbs- would execute the physical developmental milestones expected at his/her age inside the classroom with or without teacher’s instruction. The case study may show how effective the instruction is of a teacher with accordance to the attainment of his/her students’ developmental milestone and so did the peers affect the respondent. CEBU NORMAL UNIVERSITY COLLEGE OF TEACHER EDUCATION PRE-ELEMENTARY-