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.
1.3.1 Explain how to monitor children and young people’s development using different methods: When children and young people’s development is monitored and assessed, it enables practitioners and professionals to notice when they are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected. If we intervene in early years, they will be able to get appropriate support they need and their development is promoted. There are several methods of monitoring children’s development. Observations play a very important part in assessing the children’s development.
Why and how are different referrals made in different agencies? It’s important that referrals are made in order for the child to get the best possible outcomes. It is by practitioners doing observations and recording evidence a child is referred to the correct professional. For example, a child with hearing difficulties will need a referral to a support service for deaf children or children who have impaired hearing. Panels are usually made up of different agencies and these panels determine the access that is available between settings.
EYMP 2: Promote Learning and Development in the Early Years From doing this unit I will be preparing myself to work with children and to support their learning and development. The unit will also assess me in my competence in planning for and meeting children’s needs, thus providing and supporting their learning and development activities. 1. Understand the purpose and requirements of the areas of learning and development in the relevant early year’s framework. 2.1 Explain each of the areas of learning and development and how these are interdependent: The EYFS is split up into 7 different areas of learning.
However, teachers do need to indentify the specific disabilities and these are categorised in terms of general areas of development as follows; physical, cognitive, motor, social, language, behavioural and emotional development. Special needs also apply to gifted children who in many cases are not categorised as (SEN) however; they need adapted teaching to challenge their abilities and to foster their potential development. Therefore, this paper will also look at gifted children throughout the concepts and theories. Piaget's theory of cognitive development in essence deals with the view that all species inherit two basic tendencies; the first is organisation – organising behaviours and thoughts into logical systems. The second is adaptation – adjusting to your environment (Woolfolk, Hughes & Walkup, 2008).
3.1. Explain how to monitor children and young people’s development using different methods. Method | Description | How do you use this to monitor development | Observation | This describes the process of watching the children, listening to them and taking notes of what you see and hear. Information from observation on a children's progress is passed onto the teacher who will then report it to the parents. | By observation teacher can find out what is child weakness strengths, knowledge, interests, and skills.
Critically discuss the range of factors that affect communication with children. How can practitioners become better at communicating with the children they work with? “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” (Anthony Robbins, 1986) The following essay will begin with a discussion of two major factors that affect communicating with children. I will view these from a critical perspective, arguing why these factors are important discussing issues that may affect communicating with disabled children and how the setting plays a vital role in aiding communication. The next part of the essay will look at how practitioners in schools and in the field of social work can improve their communicative relationships with the children they work with.
What they grasp from those experiences accumulates as basic learning which guide them in their future. However, different people have different understandings of what a child should experience in order to be brought up the “right” way. For these differences in views, a number of theorists and philosophers have studied and put together sets of activities, experiences and events that would best contribute to infant and toddler development. This set of guidelines is taught to caregivers and educarers as basic curriculum for the young children (Gonzalez-Mena & Eyer, 2007). In the delicate phase of infancy and toddlerhood, it is the everyday care-giving routine that makes up curriculum for the children.
Jean Piaget’s theory was based on systematic (schema) study for our cognitive development. Piaget believed that there were stages that you had to achieve in order to move on to the next. The order of the stages: Piagets theory came in to place by observing children. A way of applying his theory to the classroom is “use concrete props and visual aids whenever possible...” (McLendon, 2011) In my practice we set up activities for each individual need of each child to help them progress through the stage of the theory which links to Piagets theory. Lev Vygotsky’s theory was based on social/emotional development needs to show demonstration/imagination to allow a child to progress.
3.1 Explain how to monitor children and young people’s development using different methods. It is important to monitor a child’s development to make sure that any necessary assessments can be arranged to help and support them. It is crucial to identify any children who may be at risk, moreover to prevent those who are not yet at risk becoming at risk. Intervention is required as soon as possible to lower any chances of developmental delay. There are a few ways of monitoring and observing a child to gather necessary information.