1. Understand the pattern of development that would normally be expected for children and young people from birth – 19 yrs. 2.1 Explain the sequence and rate of each aspects of development that would normally be expected in children and young people from birth – 19 years. Children’s development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumping.
Piaget's Cognative Theory A01 Piaget created a cognitive theory based on the idea that children constructed their knowledge through interaction and consequence. He believed that there were 6 important building blocks to constructing knowledge: The schema: our ideas about actions, Operations: collections of Schemas, Assimilation: using schemas to deal with new situations, Accommodation: modifying schemas to fit new situations that current schemas do not fit, Equilibrium: Situations where you can use existing schemas in new experiences and Disequilibrium: Situations in which you have to adapt your existing schemas to new experiences. Piaget believed that Schemas were our basic form of knowledge, for example, a schema for holding a pen would be to grab that pen. Operations of schemas would be situations where you would need to use more than one schema, for example, writing. You would need to know how to grab the pen and you would also need to know how to move it on the paper.
Also during this period, the child will make great strides in language and social skills (Lockman, 2009, p.6). The text suggests that there are three major periods of a baby’s development through the first two years of life (Brooks, 2010, p. 211). During the development of self-period, infants’ visual, sensory and motor responses emerge and so it is important for new parents to ensure their baby is stimulated with things such as mobiles or even just playing with their newborn. Babies, even newborn babies, like being around people and engaging with people (Brooks, 2010, p. 215). Allowing for the newborn to have many interactions with both their parents and other newborns will start the development of their social and emotional skills.
How Young Learners Learn Introduction This assignment aims to examine how young learners develop and learn. The main section of this assignment will present an overview of several theories of child development and learning that appear to have had a profound impact on educational perspectives in the last two centuries. Brewster, Ellis and Girard (2002) stress that every young learner is a unique individual with different learning needs. The ideal learning environment, it seems, would be one which presents the young learner with the opportunity to discover their own learning style, interests and preferences which would lead to independence and success. The overall aim of the assignment is to highlight various theoretical standpoints on learning and first and second language acquisition and the highlight the links between them.
“Infant &toddlers Brain development” It is interesting to see how a human’s brain develops, epically from the time they are born till around three. This is when a baby is learning to adjust to their new world and learn things such motor skill, talk, walk, emotions, communication, social skills, leaning and more. While going through the different ages/months of a infant/toddlers brain, it was incredible to lean how in just short periods of months more and more skills are developed. The first stage from newborn to two months, they can already hear sounds (especially their mothers), turn their head and eyes to the person talking to them and can see movements from 9-12 inches. I liked the fact that it tells/ teaches you how to hold newborns, breastfeeding tip and strategies you can do with them at this stage.
During the first three years of life, humans transition from complete physical dependence to independence with a majority of basic self-help and mobility skills. While the exact timeline differs from child to child, there is a general order and window of time in which motor milestones are achieved. If you have any concerns about a child in your life, discuss them with the child's physician. Birth to 3 Months Motor control develops from the head, moves down through the arms and the trunk and then to the legs and feet, according to an item on early development on the online magazine Parenting. Initial movements are reflexive in nature, As the initial survival reflexes fade, motor skills are related to the growing ability to observe and interact with the environment.
Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting. Researchers have developed different tools, which are designed to assess a person learning preferences and how a student applies what they learn. One such model which has received much attention, accolades, and is the base for continued research by many in the field, is the work of David Kolb and his associate, Roger Fry, and the experiential learning model (Smith,
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”.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
Interdisciplinary Approach to Teaching Interdisciplinary teaching is often seen as a way to address some of the recurring problems in education such as fragmentation and isolated skill instruction. It is seen as a way to support goals such as transfer of learning, teaching students to think and reason, as well as, providing a curriculum more relevant to students (Marzano, 1999, Perkins, 1991). This approach to teaching requires planning that looks at the fundamental objectives of a number of curriculum areas. Connecting curriculum in the interdisciplinary approach is an efficient way to help teachers deal with knowledge that grows at exponential rates (Jacobs, 1989). A unit of study that that uses this approach of teaching enables the teachers to teach and make links between disciplines, thereby giving the students a more relevant, less fragmented and stimulating experience.