Cyp Core 3.1 Research Paper
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
2.3 Explain how theories of development and frameworks to support development influence current practice Theories of development offer insights into the forces guiding childhood growth and what can affect them. Each offers insight but each has limitations, which is why developmental scientists use more than one theory to guide their thinking about the growth of children.
To begin with there is Jean Piaget’s cognitive theories which look at the way in which children seem to be able to make sense of their world as a result of their experiences and how they are active learners. He also suggested that as children …show more content…
develop so does their thinking. Piaget’s work has influenced early year’s settings into providing more hands on and relevant tasks for children and young people. In other words the children are ‘learning through play’. Teachers are working out the needs of children and plan activities accordingly.
How to Explain Piaget's Theory of Cognitive Development http://www.ehow.com/how_7722233_explain-piagets-theory-cognitive-development.html
Because of Piaget’s work teachers are using visual materials to teach children
Jean Piaget
Cognitive theories focus on internal states such as motivation, problem solving, decision making and attention. * Social learning theories focus on how children learn and acquire new knowledge. * Behavioral theories, also known as behaviorism are theories based upon the idea that all behaviors are acquired through conditioning. Today behavioral techniques are used in therapeutic settings to help children learn new skills and behaviors. * Psychoanalytical theorists...
New
There are many different theories of development that help us to understand children’s behavior, reactions and ways of learning. All equally important as they influence practice. To begin with there is Piaget’s constructivist theories which look at the way in which children seem to be able to make sense of their world as a result of their experiences and how they are active learners. He also suggested that as children develop so does their thinking. Piaget’s work has influenced early years settings into providing more hands on and relevant tasks for children and young people. In other words the children are ‘learning through play’. Teachers are working out the needs of children and plan activities accordingly.
Vygotsky is another theorist but of cognitive development. Vygotsky suggested that children were born to be sociable and by being with parents and then with friends they learned and gained understanding from them. He suggested that people in early years setting working with children should extend and challenge their thoughts in order for their potential development to be achieved. As well as the need for adults to work alongside children Vygotsky also felt that children could guide and develop each others potential by encouraging them to do tasks together. Evidence of this can often be found in my setting. One example would be reading buddies where children in the infants are paired up with a child from the juniors and they read to their buddy for 10 minutes every day.
The behaviourist approach to learning suggests that behaviour is learned from environmental factors, rewards and punishments. For example if you touched a flame from a candle and it burns you then you learn not to touch a flame again because you know that you will get burned. Behaviourists often call this conditioning. This was demonstrated in John B Watson’s famous experiment where he used a small boy called little Albert and created a phobia of rats in him. This would...
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.1 Explain how to monitor children and young people’s development using different methods
HI SUNFLOWER - DOES THIS HELP? - To monitor children’s development, schools use formal testing - SATS as well as internal school tests which record a child’s academic attainment and intellectual development. As a teaching assistant I may be asked to observe a child whose development is causing concern and feedback to the teacher. I would always record information and feed back to parents about the outcome of our findings via the teacher. Observations of test results would be compared against the expected norms and milestones of developmental age statistics. I would use feedback from parents to then check with class teacher, who would discuss with others involved within school. They would look if any further action or interventions were required which I would implement as advised by teaching staff.
With an older child I would involve him or her (according to their age and understanding) in any assessment of their development - so recording their feelings wishes and views. I would observe them in different contexts (depending on which areas of their development I was looking at - for example social developments observe in playground, in group and individual settings).
I would also take into account their culture and any issues; a child or young person may have educational needs but these may not be creating delayed development, for example their first language may not be English, therefore their lack of understanding may lie there; perhaps they need language lessons for students of English as a foreign language.
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.2 Explain the reasons why children and young people’s development may not follow the expected pattern Children and young people's development is meant to follow a pattern. This pattern indicates what children are able to do at their age. Not all the children can follow this expected pattern. The reasons might vary from one child to another and at times there could be easily no reason behind it at all. In the book Children's and young people's workforce, pg 73., Tassoni remarks that Occasionally there are children for whom, despite investigation, no specific reasons can be found. (Tassoni. et. Al., 2006). There are varies reasons that may vary and interfere in children's development. Disabilities, emotional reasons, physical reasons, environmental reasons, cultural reasons, social reasons, learning reasons, and communicational skills are most of the reasons that can delay or interfere in children's development
Disabilities and impairments:- Children with a disability or an impairment can be slow in developing certain aspects of development. Disabilities can effect one or more aspects of development, while an impairment might hit only one aspect. Cerebral palsy is an example of a disability. This disability jumbles messages between the brain and muscles. (Bruce., Megitt., and Grenier., 2010). Cerebral palsy effects most of the five aspects of development. The physical, because the child can only participate in structured physical activities, the communicational development, as some children with cerebral palsy have delayed language, 1st because they are unable to play and explore as much as the non disabled children. (Bruce., Megitt., and Grenier., 2010), and secondly because speech depends on the ability to control tiny muscles in...
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.3 Explain how disability may affect development
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risk of late recognition
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
4.2 Explain how multi-agency teams work together to support speech, language and communication
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
4.3 Explain how play an activities are used to support the development of speech, language and communication
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person
development
5.1 Explain how different types of transition can affect children and young people’s development
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition
CYP Core 3.1 Understand child and young person development
2.3 Explain how theories of development and frameworks to support development influence current practice Theories of development offer insights into the forces guiding childhood growth and what can affect them. Each offers insight but each has limitations, which is why developmental scientists use more than one theory to guide their thinking about the growth of children.
To begin with there is Jean Piaget’s cognitive theories which look at the way in which children seem to be able to make sense of their world as a result of their experiences and how they are active learners. He also suggested that as children …show more content…
develop so does their thinking. Piaget’s work has influenced early year’s settings into providing more hands on and relevant tasks for children and young people. In other words the children are ‘learning through play’. Teachers are working out the needs of children and plan activities accordingly.
How to Explain Piaget's Theory of Cognitive Development http://www.ehow.com/how_7722233_explain-piagets-theory-cognitive-development.html
Because of Piaget’s work teachers are using visual materials to teach children
Jean Piaget
Cognitive theories focus on internal states such as motivation, problem solving, decision making and attention. * Social learning theories focus on how children learn and acquire new knowledge. * Behavioral theories, also known as behaviorism are theories based upon the idea that all behaviors are acquired through conditioning. Today behavioral techniques are used in therapeutic settings to help children learn new skills and behaviors. * Psychoanalytical theorists...
New
There are many different theories of development that help us to understand children’s behavior, reactions and ways of learning. All equally important as they influence practice. To begin with there is Piaget’s constructivist theories which look at the way in which children seem to be able to make sense of their world as a result of their experiences and how they are active learners. He also suggested that as children develop so does their thinking. Piaget’s work has influenced early years settings into providing more hands on and relevant tasks for children and young people. In other words the children are ‘learning through play’. Teachers are working out the needs of children and plan activities accordingly.
Vygotsky is another theorist but of cognitive development. Vygotsky suggested that children were born to be sociable and by being with parents and then with friends they learned and gained understanding from them. He suggested that people in early years setting working with children should extend and challenge their thoughts in order for their potential development to be achieved. As well as the need for adults to work alongside children Vygotsky also felt that children could guide and develop each others potential by encouraging them to do tasks together. Evidence of this can often be found in my setting. One example would be reading buddies where children in the infants are paired up with a child from the juniors and they read to their buddy for 10 minutes every day.
The behaviourist approach to learning suggests that behaviour is learned from environmental factors, rewards and punishments. For example if you touched a flame from a candle and it burns you then you learn not to touch a flame again because you know that you will get burned. Behaviourists often call this conditioning. This was demonstrated in John B Watson’s famous experiment where he used a small boy called little Albert and created a phobia of rats in him. This would...
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.1 Explain how to monitor children and young people’s development using different methods
HI SUNFLOWER - DOES THIS HELP? - To monitor children’s development, schools use formal testing - SATS as well as internal school tests which record a child’s academic attainment and intellectual development. As a teaching assistant I may be asked to observe a child whose development is causing concern and feedback to the teacher. I would always record information and feed back to parents about the outcome of our findings via the teacher. Observations of test results would be compared against the expected norms and milestones of developmental age statistics. I would use feedback from parents to then check with class teacher, who would discuss with others involved within school. They would look if any further action or interventions were required which I would implement as advised by teaching staff.
With an older child I would involve him or her (according to their age and understanding) in any assessment of their development - so recording their feelings wishes and views. I would observe them in different contexts (depending on which areas of their development I was looking at - for example social developments observe in playground, in group and individual settings).
I would also take into account their culture and any issues; a child or young person may have educational needs but these may not be creating delayed development, for example their first language may not be English, therefore their lack of understanding may lie there; perhaps they need language lessons for students of English as a foreign language.
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.2 Explain the reasons why children and young people’s development may not follow the expected pattern Children and young people's development is meant to follow a pattern. This pattern indicates what children are able to do at their age. Not all the children can follow this expected pattern. The reasons might vary from one child to another and at times there could be easily no reason behind it at all. In the book Children's and young people's workforce, pg 73., Tassoni remarks that Occasionally there are children for whom, despite investigation, no specific reasons can be found. (Tassoni. et. Al., 2006). There are varies reasons that may vary and interfere in children's development. Disabilities, emotional reasons, physical reasons, environmental reasons, cultural reasons, social reasons, learning reasons, and communicational skills are most of the reasons that can delay or interfere in children's development
Disabilities and impairments:- Children with a disability or an impairment can be slow in developing certain aspects of development. Disabilities can effect one or more aspects of development, while an impairment might hit only one aspect. Cerebral palsy is an example of a disability. This disability jumbles messages between the brain and muscles. (Bruce., Megitt., and Grenier., 2010). Cerebral palsy effects most of the five aspects of development. The physical, because the child can only participate in structured physical activities, the communicational development, as some children with cerebral palsy have delayed language, 1st because they are unable to play and explore as much as the non disabled children. (Bruce., Megitt., and Grenier., 2010), and secondly because speech depends on the ability to control tiny muscles in...
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.3 Explain how disability may affect development
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risk of late recognition
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
4.2 Explain how multi-agency teams work together to support speech, language and communication
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
4.3 Explain how play an activities are used to support the development of speech, language and communication
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person
development
5.1 Explain how different types of transition can affect children and young people’s development
Heli Kroonsaare / Level 3 Supporting teaching and learning at school
CYP Core 3.1 Understand child and young person development
5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition