* How much language the child knows is determined by the amount and quality of language s/he is exposed to. | Similarities: * The child’s environment and their interaction with others plays a large part in language development. * Developing grammar and is seen as a part of language development. | Similarities: * Both theories are based on what the child produces – words and sounds. * Both theories explain how language is developed from birth * Grammar is included in both definitions.
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.
c) Explain how theories of development and frameworks to support development, influence current practice. There are many theories that have been proposed to describe and explain the course of human development, some may be of the opinion that they are wrong but they are also right in many ways. Jean Piaget - cognitive Jean Piaget's theory of cognitive development has four stages to it, the theory is about maturation (growing up) and the understanding a child has around them at different stages. Jean Piaget believed a child cannot undertake certain tasks until they are psychologically mature enough to do so. His theory relates to the points at which a child's thinking accelerates (18 months, 7 years and 11/12 years).
Task | Evidence required | Unit coverage | A | Complete tables | 1. Know the main stages of children and young person development1.1/ 1.2 | B | Complete tables | 2. Understand the kinds of influences that affect children and young people’s development2.1/ 2.2 | C | Complete tables | 3. Understand the potential effects of transitions on children and young people’s development3.1/ 3.2/ 3.3 | Task A(Ref 1.1, 1.2) The candidate will complete the following four tables showing the different stages of development against the different ages, and identify how development is holistic by showing links to other developmental aspects. 1.
As a child develops, so does their thinking. Piaget believed that children go through 4 stages of developing independent thinking. This is as follows: Sensorimotor (0-2 years) Development of object performance Begins to use symbols 2) Preoperational (2-7 years) Uses symbols in play and thought Egocentrism Centration Animism Inability to conserve 3) Concrete operational (7-11 years) Ability to conserve Begin to solve mental problems using practical supports 4) Formal operational (11-15 years) Can think about situations that they have not yet experienced Can juggle ideas in their minds Sigmund Freud (1856 – 1939) – Psychoanalytic Sigmund Freud's theory was that personality is made up of 3 parts, the 'id', the 'ego' and the 'super ego'. Not all of these parts are present at birth but develop along with the child. He discovered a link between unconscious thoughts and actions.
0 to 3 years: Physical Development: Rapid development of gross motor skills and fine motor skills leading to crawling and mobility followed by improvement of skills for eye and hand co-ordination. Communication and Intellectual Development: Adult communication with babies should lead to speech and an increase in their vocabulary as well as the successful use of negatives and plurals in their speech patterns. Social, Emotional and Behavioural Development: Children begin to form their individual identities and develop emotional attachments the earliest of which is likely to be with parents and carers. 3 to 7 years: Physical Development: More co-ordinated movements leading to running, kicking and even better eye and hand co-ordination leading to drawing and writing. Communication and Intellectual Development: Children will have the ability to phrase questions and be able to use past and future tense in their communications as well as improvements with writing and numeracy.
* Around 12 Months the child will begin to speak words, eventually putting a few words together. * They will begin to understand phases and keywords in sentences. * By the age of 2 the child will start to understand conversations and try to copy. * Vocabulary will rapidly increase, and start to use negative in their speech and start asking questions like why? | * Find own identities and form strong attachments.
Principal Psychological Perspectives and Understanding Individual Development P1- Explain the principal psychological perspectives applied to the understanding of the development of individuals Cognitive Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Theories: * According to psychologist Jean Piaget, children progress through a series of four key stages of cognitive development. Each stage is marked by shifts in how children understand the world: the Sensorimotor Stage, from birth to age 2; the Preoperational Stage, from age 2 to about age 7; the Concrete Operational Stage, from age 7 to 11; and the Formal Operational Stage, which begins in adolescence and spans into adulthood. Cognitive Stage | | Sensorimotor Stage(Birth-2 years) | During the sensorimotor stage infants learn mostly through trial and error learning. Children initially rely on reflexes, eventually modifying them to adapt to their world.
NCFE Level 3 Supporting Teaching & Learning in Schools Assignment 1 Unit 1: Child and Young Person Development Task 1: Explain the sequence and rate of each aspect of development from birth - 19 years. Sequential development and the rate of development are different but they tend to work with one another; sequential development states that a child must finish one area of development before moving on to another, the rate of development refers to the pace at which a child develops. Lev Vygotsky (1896-1934) proposed that development is the gaining of skills in all aspects of a person’s life; he saw child development as consisting of passing through a series of periods of stable development. These periods and different stages of stable development are referred to as the rate of development; each category falls into a group of years such as stage 1 being infancy which is 0-3 years, stage 2 being pre-school/school which is age is 3-7 years, stage 3 being school age which is 7-12 years and stage 4 being puberty which is 12-19 years. Throughout these developmental stages there are aspects which define the standard development that a person is measured against; these are physical, cognitive, language and speech, social and emotional, and sex/ gender identity.
A major debate in the field of child cognitive development is whether certain aspects of development are learned or innate. It is a continuation of the classic dispute between the nature vs nurture elements of development. The chapter and articles delve into this debate with visual and auditory perception in children and provides empirical evidence towards whether or not infants are born with the ability to detect and distinguish these perceptions. There is a large consensus that perceptual functioning in children reaches adult like levels fairly quickly during the first year of development Siegler (2005). Thus, recent research has focused on how early a child can detect and distinguish different perceptual stimuli to further our understanding