How others see me. 3. How I see others seeing me. The term self esteem is used to describe the result of this internal self-evaluation. In this process individuals compare their description of themselves as they are, with their description of themselves as they would like to become.
List some teaching practices that foster children’s achievement and some that undermine it. Provide a brief explanation of each practice. 4 How does level of self-esteem change in middle childhood, and what accounts for these changes? 5. How does emotional self-regulation improve in middle childhood?
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.
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
Understand the expected pattern of development for children and young people birth – 19 years. 2. Understand the factors that influence children and young people’s development and how these affect practice. 3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4.
Monitoring of children and young people’s development is mainly carried out by observations which are methods of gathering information about the behaviour and stage of development of a particular child. There are various methods which can be used to carry out observations of development. Some are very basic or cover a single situation or activity whereas others take into account a range of factors or involve observing a child regularly over a period of time to build up a picture of their stage of development. Some simple methods which can be used to monitor all the children in a setting include: • Checklist – this is a list of “milestones” that a child should reach at a particular stage of development. They can be compared against the list or checked off as they achieve each milestone or are observed to have attained it.
1. Understand the pattern of development that would normally be expected for children and young people from birth-19years. 1.1 Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth-19 years. 1.2 Analyse the difference between sequence of development and rate of development and why the distinction is important. 1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected 2 Understand the factors that impact on children and young people’s development 2.1 Analyse how children and young people’s development is influenced by a range of personal factors 2.2 Analyse how children and young people development is influenced by a range of external factors.
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.
Depending on the action needed the child might be referred to a speech and language therapist, they will be able understand more of the child’s development stage. If the child is at school then the Senco special educational needs co-ordinator would be well aware of the problems and out interventions into place, with outside agencies will be informed and a ILP individual learning plan will be drawn up which will consist of activities that the child will benefit from with their speech and language. The GP may be involved to understand if the child had seen another agency before the Senco, this is will the Senco a understand of what may have happen before or if the parents were lack of information and never pick up on there child’s speech, or they thought it was at the correct stage of there age. The class teacher will be inform of what the Senco has pick up and will work together to help the child’s speech and language
Whilst we are born into a set of specific social circumstances inclusive of our sex, who our parents are and what their cultural background is; it is only through cognitive development and social interaction that we can begin to interpret these circumstances, our social surroundings and construct our self-identity there-in. Our interactions on a micro sociological level form the foundations to understanding and functioning within our social world. Cooley’s theory of “The Looking Glass Self” and Mead’s theory of “The ‘I’ and the ‘Me’” are both directly underpinned by this very notion; that our self-concept is attributed to how we believe others perceive us and therefore determines how we behave in the presence of others (Henslin, Possamai & Possamai-Inesedy 2011). Body language, facial expressions, emotions and language are all socially constructed ways in which symbolic interaction theorists like Cooley and Mead