Compare And Contrast Cypop 1 Work With Babies And Young Children
CYPOP1: Work with babies and young children to promote their development and learning.
Babies and toddlers show amazing progress in all aspects of their development from birth to three years, considering they are born with simple reflexes and are quite helpless and dependent. It is essential to have a good understanding of the developmental stages in this age group in order to support their development.
Development and learning are closely tied. Children need to develop certain skills in order for them to learn, but also the desire to learn something or achieve a goal can motivate a child to develop the necessary skills. A good example of this is walking. For a baby to begin to walk, a level if coordination and growth is required, but the baby must also have the desire to walk. During the process of learning to …show more content…
walk, the child will develop balance, strength in the legs and improved coordination. Once the child can walk, a whole new world can be discovered as the child now reach things and see things from a different level. Therefore, learning to walk as improved both the child’s physical development, and his or her cognition.
It is not fully understood why some children appear to learn more quickly than others, but it is thought that there are both genetic and environmental factors at play.
Learning difficulties: Some children have learning difficulties that prevent them from learning in the same way – or at the same rate – as other children. The causes of learning difficulties vary and include chromosomal conditions, medical conditions and othersthatare not yet understood. Giftedness: Some children are seen as ‘bright’ very early on. Adults may notice how quickly they remember things and how fast they are to learn new skills. For these children, it would seem that they are able to process information more quickly and effectively that other children of the same age. Stimulating environments and the acquisition of language: Children need stimulation so that their brains can develop. This means that children who have had many different opportunities and experiences are likely to learn and develop at a slighter faster pace. Language is a major factor in learning as being able to process and use language allows more information to be processed and stored in the
brain. Attachment: Emotional well-being plays an important part in children’s development. Strong attachments to parents and carers make it easier for the brain to thrive.
We saw that children can learn in a variety of ways. They can copy adults and other children they can copy adults and other children they can also learn from their own experiences as they will repeat activities that fascinate them or are enjoyable interestingly, most of what babies and toddlers will learn comes from ‘doing’ rather than being ‘taught’ by adults. As children can learn in a variety of ways, it is important for us to provide them with a range of different opportunities and expirences.
Play essential for children’s development. Through play, children can develop a variety of skills that support every area of development. Good play opportunities allow children not only to have fun and to explore, but also to learn about materials, concepts and how to socialise. Play begins very early on in babies lives as long as they have an adult who can engage with them. As children develop, they are able to choose and create their own play opportunities.
All babies and young children show different rates of development, but some do so because of difficulties liked to experiences during conception, pregnancy and birth.
Pre-Conceptual care: We know that even before a baby is conceived, the lifestyle of parents can have an effect on their potential developmental. This is because men’s sperm and women’s ova can be easily damaged. Would-be parents would be advised about thinking about stopping smoking, about taking folic acid supplements, cutting down on alcohol and avoiding recreational drugs.
Pre-birth: Between conception and birth, babies can be affected by the health of their mother as well as her lifestyle choices. Stress, diet and alcohol are examples of factors that can affect development. It is now recognised that the first twelve weeks of a pregnancy is when the foetus becomes recognisably human and all the organs are formed
Birth experiences: The process of birth can present various dangers to bother mother and child, which is why mothers are monitored before and during birth. Most women give birth virginally but sometimes caesarean section is given. This is when an incision od approximately 20cm is made across the lower abdomen and the baby is delivered through this opening, the mother is given anaesthetic beforehand. The main danger for babies during the birthing process is a lack of oxygen (anoxia). During labour, the oxygen supply to the baby might be interrupted for several reasons. In extreme cases it may leave the baby with permanent brain damage.
It is now recognised that adults working with babies and children need to create learning environments which are stimulating and which will also promote their development. All of the current frameworks of the UK home nations encourage practitioners to observe and plan for the development needs of children and to create stimulating environment. For this learning outcome you will need to demonstrate that you can recognise developmental needs in the children that you work with, plan for them and also create environments that are stimulating.
Good relationships are essential for the well-being of most people. The same is true for babies and young children. When babies and young children feel valued, secure and can trust the people around them, they are likely to thrive. Certain areas of development are linked to the strength of attachment that children learn from those they have a strong bond with and so cognitive development. We also know that children learn from those they have a strong bond with and so cognitive development can be linked to strong relationships.
It is important for everyone working with babies and children to understand the effects that poor quality attachments can have on the development of babies and children. In relation to the parent – child attachment, these have been well researched since the 1960’s, but there is also now research to show that poor-quality settings can harm children. Strong secure attachments help babies and children’s emotional development as they learn to rust others. Where young children have a series of broken attachments or unsatisfactory ones, they begin to show antisocial behaviour and aggressiveness. Children who have strong attachments find it easier to become independent and confident. It is interesting to note that children who have had ‘successful’ separations from their parents are more likely to cope with transitions, for example going into reception class, moving room or moving house. Children who have had ‘unsuccessful’ separations and who have been distressed seem to have deep-seated although often subconscious memories of their distress and this seems to hold them back.
Babies and young children can become depressed. This was not always recognised in the past but now has been confirmed by research. Withdrawn behaviour and listlessness often follows the period of visible distress when parent leave their child with adults to whom the child has no relationship. Children who have experienced poor attachments or ones that have come to a sudden end leaving the child feeling bereaved, can find it hard to make new attachments. This is not a consicious decision as such, but the child might have learnt that people go in and out of his/her life and that to avoid pain it is better not to trust other people and make a strong relationship.
Babies and toddlers show amazing progress in all aspects of their development from birth to three years, considering they are born with simple reflexes and are quite helpless and dependent. It is essential to have a good understanding of the developmental stages in this age group in order to support their development.
Development and learning are closely tied. Children need to develop certain skills in order for them to learn, but also the desire to learn something or achieve a goal can motivate a child to develop the necessary skills. A good example of this is walking. For a baby to begin to walk, a level if coordination and growth is required, but the baby must also have the desire to walk. During the process of learning to …show more content…
walk, the child will develop balance, strength in the legs and improved coordination. Once the child can walk, a whole new world can be discovered as the child now reach things and see things from a different level. Therefore, learning to walk as improved both the child’s physical development, and his or her cognition.
It is not fully understood why some children appear to learn more quickly than others, but it is thought that there are both genetic and environmental factors at play.
Learning difficulties: Some children have learning difficulties that prevent them from learning in the same way – or at the same rate – as other children. The causes of learning difficulties vary and include chromosomal conditions, medical conditions and othersthatare not yet understood. Giftedness: Some children are seen as ‘bright’ very early on. Adults may notice how quickly they remember things and how fast they are to learn new skills. For these children, it would seem that they are able to process information more quickly and effectively that other children of the same age. Stimulating environments and the acquisition of language: Children need stimulation so that their brains can develop. This means that children who have had many different opportunities and experiences are likely to learn and develop at a slighter faster pace. Language is a major factor in learning as being able to process and use language allows more information to be processed and stored in the
brain. Attachment: Emotional well-being plays an important part in children’s development. Strong attachments to parents and carers make it easier for the brain to thrive.
We saw that children can learn in a variety of ways. They can copy adults and other children they can copy adults and other children they can also learn from their own experiences as they will repeat activities that fascinate them or are enjoyable interestingly, most of what babies and toddlers will learn comes from ‘doing’ rather than being ‘taught’ by adults. As children can learn in a variety of ways, it is important for us to provide them with a range of different opportunities and expirences.
Play essential for children’s development. Through play, children can develop a variety of skills that support every area of development. Good play opportunities allow children not only to have fun and to explore, but also to learn about materials, concepts and how to socialise. Play begins very early on in babies lives as long as they have an adult who can engage with them. As children develop, they are able to choose and create their own play opportunities.
All babies and young children show different rates of development, but some do so because of difficulties liked to experiences during conception, pregnancy and birth.
Pre-Conceptual care: We know that even before a baby is conceived, the lifestyle of parents can have an effect on their potential developmental. This is because men’s sperm and women’s ova can be easily damaged. Would-be parents would be advised about thinking about stopping smoking, about taking folic acid supplements, cutting down on alcohol and avoiding recreational drugs.
Pre-birth: Between conception and birth, babies can be affected by the health of their mother as well as her lifestyle choices. Stress, diet and alcohol are examples of factors that can affect development. It is now recognised that the first twelve weeks of a pregnancy is when the foetus becomes recognisably human and all the organs are formed
Birth experiences: The process of birth can present various dangers to bother mother and child, which is why mothers are monitored before and during birth. Most women give birth virginally but sometimes caesarean section is given. This is when an incision od approximately 20cm is made across the lower abdomen and the baby is delivered through this opening, the mother is given anaesthetic beforehand. The main danger for babies during the birthing process is a lack of oxygen (anoxia). During labour, the oxygen supply to the baby might be interrupted for several reasons. In extreme cases it may leave the baby with permanent brain damage.
It is now recognised that adults working with babies and children need to create learning environments which are stimulating and which will also promote their development. All of the current frameworks of the UK home nations encourage practitioners to observe and plan for the development needs of children and to create stimulating environment. For this learning outcome you will need to demonstrate that you can recognise developmental needs in the children that you work with, plan for them and also create environments that are stimulating.
Good relationships are essential for the well-being of most people. The same is true for babies and young children. When babies and young children feel valued, secure and can trust the people around them, they are likely to thrive. Certain areas of development are linked to the strength of attachment that children learn from those they have a strong bond with and so cognitive development. We also know that children learn from those they have a strong bond with and so cognitive development can be linked to strong relationships.
It is important for everyone working with babies and children to understand the effects that poor quality attachments can have on the development of babies and children. In relation to the parent – child attachment, these have been well researched since the 1960’s, but there is also now research to show that poor-quality settings can harm children. Strong secure attachments help babies and children’s emotional development as they learn to rust others. Where young children have a series of broken attachments or unsatisfactory ones, they begin to show antisocial behaviour and aggressiveness. Children who have strong attachments find it easier to become independent and confident. It is interesting to note that children who have had ‘successful’ separations from their parents are more likely to cope with transitions, for example going into reception class, moving room or moving house. Children who have had ‘unsuccessful’ separations and who have been distressed seem to have deep-seated although often subconscious memories of their distress and this seems to hold them back.
Babies and young children can become depressed. This was not always recognised in the past but now has been confirmed by research. Withdrawn behaviour and listlessness often follows the period of visible distress when parent leave their child with adults to whom the child has no relationship. Children who have experienced poor attachments or ones that have come to a sudden end leaving the child feeling bereaved, can find it hard to make new attachments. This is not a consicious decision as such, but the child might have learnt that people go in and out of his/her life and that to avoid pain it is better not to trust other people and make a strong relationship.