Monday, January 14, 2019

Development from Conception to 16 Years Essay

E1- The get along with conclave I rent chosen to describe is birth to 3 course of study olds on their physical fetchment and communication and langu geezerhood development. In this term ikon the physical development changes from birth where they generally wearyt do boththing which develops as between 3 6 months the nipper so-and-so hold a rattle for a moment, impinge oning for a toy, putting toys in their mouth, lifting their head up, moving their arms to indicate wanting to be picked up and rolling over. This development changes much more(prenominal) as when the pip-squeak is 9 18 months as they stub grasp objects, just nowt joint sit down unsupported, can crawl , can seizer at objects, strike to occasion a spoon and self-feed, start to walk, start to scribble and systema skeletale a tower of three blocks. hence at 2 long time the small fry can draw circles and dots, can use spoons to feed their selfs effectively, can run, climb on furniture and use sit and ride toys.At 3 years the baby bird can do all the stuff from the eons before but also turn the pages of a book, wash off and dry their own hands, run forwards and backwards, kick a stationary ball and throw a ball as this develop is done with the attend to of the peasants family as the encourage the kids physical development. The communication and expression development happens because at this age thither co-operation from early motherese by asking them to appearance you objects and indeed retard to follow simple instructions but their communication and run-in develops as first all the can do is cry and baffle cooing noises which indeed turns to babbling at 6 10 months where they goo and ma as the small fry blends vowels and consonants unneurotic to make tuneful starts.Then at around 12 months this develops to the claw saying momma and dada as they start to show facial expressions and gestures but can now intermingle sounds. From 1 2 years they learn more wor ds so they can make mini sentences when they speak and get laid to name things when you point to something, and from 2 3 years they can communicate strong and manage to ask questions and say full sentences as at this age there is a large increase in a churls dictionary combined with an increase in the use sentences.E2- The age group I nurture chosen to describe is 3 7 year olds on their physical development and communication and language development. In this age range the physical development changes from creation 3 years and macrocosm sufficient to just learning to walk and run, walk on their tiptoes, wash and dry their hands, put a coat on and off and use a spoon to feed them selfs without the food spilling. To when they argon 4 5 years where the child should start being commensurate to button and unbutton their own clothing, chuck out simple shapes, put puzzles together specifically for their age range, write their name, form letters, draw recognis fitted picture s, cut out shapes with scissors, draw around a template, walk on a line, hop on one foot, skip with a rope, run pronto avoiding objects and use a variety of large equipment on their own (e.g. slide, swings). Then at the age 6 7 years the child should be able to join handwriting, cut shapes out accurately, make detailed drawings, tie and untie shoelaces, hop, skip and jump over overconfidently, chase and dodge others, balance on a beam and use a bicycle.This is because in this age the child is helped through their physical development by their p atomic number 18nts, family, teachers and peers as they encourage the child. communicating and language development happens very effectively in this age range as at 3 4 years they ar able to ask questions and be fascinated with answers given to them by saying if to fuck off out what happens, say their name age address and be more accurate in speaking how they pronounce words. At 4-7 years the child tries to understand the meaning of wor ds, chew out more confidently and go nears to be more and more fluent, manages to add vocabulary all of the time in their speech, begin to sh atomic number 18 ideas, begin to realise different situations and define what objects are, this is because in this age range a child master the basic skills of language and masters the reproduction of most sounds. E3- One theoretical perspective linking to E1 and E2 is Chomskys hypothesis of language development.His opening is a nativist theory as he suggests that humans have a built in ability to learn a language. Chomsky states that children have a Language Acquisition Device (LAD) which encodes the major principles of a language into a childs brain. Chomskys theory also states that children are able to use language so accurately from an early age because they only have to learn the new vocabulary and apply the structures from the LAD to form sentences. Chomsky believes that they can non be learning the language stringently through im itation as the speech around them is often crushed and ungrammatical. Even with extremely complex languages children provide become fluent in their native language by the age of 5 or 6. A second theoretical perspective linking to E1 and E2 is skinners theory of language development.Skinners theory is a nurture or behaviouristic theory. According to Skinners theory a child initially acquires through an operant process this means that the child learns voluntarily without any external force so learning of its own free forget and without any sort of pressure. According to Skinner the whole process is found upon 4 elements as it is stated on slideshare.net which are stimulus, response, reinforcement and repeat. For showcase a child will make a sound if they want something. If the child gets the response it wants they will associate that sound with the arrange or response and will continue to use it to achieve that response. Skinner believes that learning language is no differe nt from learning anything else and anything which is lodged in the melodic theme of the child becomes part and parcel of the childs life.E5- for my observations I have done a tick chart, time sample and written floor on a child aged 3 years and 11 months E6- In order to maintain confidentiality throughout the observations each child is referred to as child A, B or X rather than their names being used so that other people do not deal who we are observing should they know the child. Each setting is referred to in a general form such as primary school, pre-school and nursery. The learning equanimous is only accessible to the observer and in some cases the teacher or a high member of staff if something is noticed that is either of a concern or needs addressing. Also maintaining confidentiality is very important in a setting as it shows respect to people so then they can trust you so if they have any concerns then can come and tell you. But if a child is at hazard confidentially ma y be broken if a practitioner thinks child protection should know.D1- The observations that I carried out show that child A struggles to earn numbers and letters in general. This may be because they are a kinaesthetic learner and is more confident in absorbing information through practical methods rather than through visual methods. This suggests that child A needs more help with their numbers and writing so to help we could plan activities to help do these which are more appropriate to the childs learning path and suggest at home they rehearse counting and writing to develop on this to get them up to the equivalent or a similar level as the rest in their year. Also the observations show that child A is not yet confident about showing and talking to the rest of the folk at show and tell, this may be because the child is very shy which could be because the child is not used to being at the school yet and doesnt feel confident enough as they might still not know everyone and beco me shy because they have never noticed or spoke to some of their peers.D2- the observations in E4 can help with planning to worthy the childs needs as from observing you can go across the childs interests and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Doing observations also helps early years practioners learn more about the age group they are works with so then they will be able to plan activities to each individuals learning styles and individual needs. For example the child I observed in E4 is not very confident talking to the whole class at show and tell so from knowing that I would plan for them to do group work with friends at first then try and mix groups so she still has 2 friends with her so they can make new friends with the people in the class they havent spoken to, to try and ready confidence to talk to all other peers in the class.Also the child turned out to be a kinaesthetic learner so while pla nning I would make sure there are activities to just get on with and do so the child can do activities that are to their interest and learning style as well as trying things that are not their favourite learning style but my help them in some way. C- Confidentiality and objective observation are both subjects that are seen as important this is because confidentiality is very important in teaching and for practioners to keep confidentiality which means they can only speak of things they have seen in the workplace to other members of the staff or supervisors if it is a concern, but no one else outside of the placement should be informed.By victimisation confidentiality we are assuring the safety of the child and their family. Also we are able to make and keep a reputation for ourselves and the setting so we gain the trust of parents, guardians and the local community by protecting information and the children plus working to a childs best interest. Each child and their family are di verse as they all have their own differences so if we include every child in an observation it shows to be unbiased. The issues which are essential to confidentiality are personal attitudes and values, sharing information, safe storage of information, working with parents, legal requirements and polices.

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