This is where the child should learn to have respect for themselves and others, develop the skills socially meaning to interact with the other children and learn their different emotions and how to deal with this which is the emotional part. A child will learn to develop their own personality and opinions but this also needs to be monitored to ensure there is no bullying towards the other children, also parents have major roles in teaching their children. Some parents however, can be over-protective and can delay the child’s development and learning but on an alternative, parents can also see no wrong with their child which can lead to too much confidence and higher risk of behaviour problems. Culture play roles in learning as some cultures do not allow certain things to be taught due to there religion e.g. food tasting and preparation.
The Department of Education (DfE) is responsible for education and children’s services. It means they get a very thorough overview of the position of children and the way in which they should be developed to become well-rounded adults who can contribute to society. It includes setting the National Curriculum and Early Years Foundation Stage and the setting up and administering of the School league tables. These documents are put into effect by schools and nurseries; therefore it is also the DfE’s task to improve the calibre of service available to children. It means the realisations of the five outcomes of Every Child Matters: “enjoy and achieve, stay safe, be healthy, achieve economic well-being, make a positive contribution.”
My annotated bibliography consists of 4 sources related to the Child Development major. Child development degree programs appeal to students who wish to pursue careers that make a difference in the lives of children. Students learn everything about children's physical, emotional, social, and cognitive growth from infancy until adolescence, and how they develop within their surrounding social contexts. Students gain a clear understanding of social and behavioral sciences, the theories, major research findings, and research methods fundamental to the field of child development.
According to National Association for the Education of Young Children (NAEYC, 2011) there are 4 sections of professional relationships ECP will encounter: family, children, colleagues, community and society. ECP must follow codes of ethics when working with these groups of people, which help keep everyone safe and provide the highest enlightening program and quality of life for children. ECP must makes decisions daily, which makes these ethic codes invaluable because they let ECP hold themselves to the highest standards when working with children. An example of NAEYC code of ethics would be knowing how to properly respond to a situation where children are unsafe. We must know the signs of verbal or physical abuse and take appropriate steps in order to keep children safe.
Goal 1: Building a positive relationship with children in the center. Working in the early childhood industry, having the good relationships with all children in the center specially in your room is one of the most important things that any educator has to create if they want to work with children. Following the AITSL standard 1 suggest that educator must acknowledge all children in the room and how they learn. Developing relationship with each child in the room is the key for an educator working in the room. As an educator, our responsibilities is get to know the children by communicate with them; engaging them through these activities that was set up each day, improve their knowledge and skills that they needed and interested.
The statement continued that it stresses the total development of each child: spiritual,
Child centred approaches in school are encouraged and supported by the legislations and codes of practice in place in schools such as the children act (1989) which required LA to consider fairly the wishes of the child, equality act (2010) which supports the equal rights of all children to have access to the required and appropriate services as required, the SEND code of practice (DfE 2014) details the specific requirements of safeguarding children with special educational needs. And also, the rights of the child (1989) act, which stats that children have a right to express themselves freely as individuals and receive accurate information. These are the main legislations and codes of practice with regards to safeguarding children and encouraging a child-centred
In the case study, I would like to use several theories and concepts to analysis the case of Susan. I would briefly analysis the case by using social ecological theory and analysis in detail by using the relevant theories. According to the social ecological theory, the child development is supported by five subsystems, including the microsystem, mesosystem, exosystem, macrosystem and chronosystem (Bronfenbrenner, 1979). Microsystem is related to the child has direct interaction with, including classmates and parents.
In early years setting practitioner must have professional skills, because when observing children practitioner needs the knowledge for example time to record observation, up to date with training changes to early years foundation stage, learning journey and planning the next step of learning. All setting should provide practitioner with training so they are up to date with policy, procedures and their knowledge. Ongoing assessment is an important part of the learning and development. Process providers must ensure that practitioners are observing children and responding appropriately to help the children with learning and development. The relevant professional skills required when observing children is being able to able to record observation,
It is important for the children to feel comfortable and safe. If the activity that they are doing reminds them of something that has happened to them then immediate care and support must be provided to the child. If the children are playing nicely with one another and then a child begins to hit or kick another child then that child that is hurting the other must be removed from the situation as they are causing a barrier towards play based learning. With play based learning it is important that it not cause any harm towards the children and must be health and safety checked beforehand. Therefore, we have a risk assessment to check before the childcare sector opens for the children and parents to enter as well as tidying up constantly.
Introduction This assignment is in two parts. The first part of this assignment would attempt to use the theories of human development to explain the child behaviour observed during child observation at the preschool while the second part of this assignment would propose an intervention on a scenario at my practice placement. I would demonstrate my critical understanding of the theories and evaluate their relevance for evidence-informed and value-based practice. I would conclude by articulating my critical appreciation of the use of theory to inform professional social work practice based on my experience from the child observation and my placement experience.
In the contemporary times, great importance is given to the significance of early years of a child’s life. It is widely acknowledged now-a-days that the early childhood years are a predominantly receptive phase in the developmental process. This stage is responsible to lay a foundation in early days and later years for cognitive functioning, learning process, physical wellbeing, and self-regulatory capacities in both personal and social lives. In simple words, “the period from birth to age 5 is one of opportunity and vulnerability for healthy physical, emotional, social, and cognitive development” (Karoly, Kilburn & Cannon, 2005). However, it is also a fact that many children go through several stressors during their developmental years due to which their healthy development may be impaired.
Child development is an area of significant interest to professionals who deal with children on a daily basis. It is through child development theorists and their theories that we begin to form an understanding of how children develop emotionally and socially to become fully grown adults in society with a moral and emotional compass/. Teachers need to study child development in order to provide developmentally appropriate educational experiences for children. Health professionals also need to understand this area to support children in their physical, social, emotional and cognitive journey to becoming functioning adults in society. Childhood is a concept that is affected by social context and also by history. Here in the West childhood was not always considered to be a fundamental developmental phase in life with children in Victorian times working from as early as the age of four.
Introduction- My case study is about Personal Social and Emotional Development (PSED) and the importance of it in the lives of children and the key role it plays as part of their growth and development. The child I am observing is a 3 years 8 months old girl called Emily. She lives at home with both of her parents and an older brother who is 10. Her father is Irish and works fulltime 5 days a week and her Mother is Spanish and works at the weekends.
EFFECTS OF PARENTS AND TEACHERS INTRACTION ON DELOPMENT OF EARLY CHILDHOOD STUDENTS IN MIANWALI 1.1 Introduction: The importance of good parent-teacher relationships has been well documented. Research has shown that parent involvement in education benefits not only the child but also the parents and teachers (Eldridge, 2001). The function of a good parent-teacher relationship is much more than just like a vehicle for status reports from teacher to parents on a child’s performance.
