Level 5 Childcare and Education Unit 139
Unit 139
Lead Practice that supports positive outcomes for children and young people’s development.
1.1 Explain different theories and frameworks of children and young person’s development
Refer back to 137.
1.2 Explain the potential impact on service provision of different theories and approaches
Sigmund Freud
Freud believed that our unconscious minds influence the way in which we behave. He thought that our early experiences caused our later adult behaviour. We are influenced by this in our provision by being good role models for children. We also make sure that they are always safe, and do not experience any negativity that may harm or influence their development. For example, we always praise and reward children to encourage confidence in future life.
Arnold Gesell
In the 1930’s Gesell mapped out the norms of children’s development. We use these to check that the child’s development follows the criteria and is making normal progress, in relation to other children. If it is discovered that the child is not progressing correctly then we can act upon it.
Jean Piget
Piget believed that children learn and go through stages and sequences. We practice this in nursery by using age assessment development sheets. Piget believed that children are active learners, and so we can encourage them through play and activities. It is also believed that children imitate and transform what they learn into symbolic behaviour. We use this information by rewarding the well behaved children, in the hope that the other children will copy and imitate the good behaviour.
Vygotsky
Vygotsky emphasised the importance of play for children under 7, as this allows children to do things beyond what they can manage in real life. We practice this by following the foundation phase which teaches children through play, using their imagination and being creative. For example, using the role play area, or making junk models.
Tina Bruce
Emphasises the holistic nature of children’s learning, the value
Lead Practice that supports positive outcomes for children and young people’s development.
1.1 Explain different theories and frameworks of children and young person’s development
Refer back to 137.
1.2 Explain the potential impact on service provision of different theories and approaches
Sigmund Freud
Freud believed that our unconscious minds influence the way in which we behave. He thought that our early experiences caused our later adult behaviour. We are influenced by this in our provision by being good role models for children. We also make sure that they are always safe, and do not experience any negativity that may harm or influence their development. For example, we always praise and reward children to encourage confidence in future life.
Arnold Gesell
In the 1930’s Gesell mapped out the norms of children’s development. We use these to check that the child’s development follows the criteria and is making normal progress, in relation to other children. If it is discovered that the child is not progressing correctly then we can act upon it.
Jean Piget
Piget believed that children learn and go through stages and sequences. We practice this in nursery by using age assessment development sheets. Piget believed that children are active learners, and so we can encourage them through play and activities. It is also believed that children imitate and transform what they learn into symbolic behaviour. We use this information by rewarding the well behaved children, in the hope that the other children will copy and imitate the good behaviour.
Vygotsky
Vygotsky emphasised the importance of play for children under 7, as this allows children to do things beyond what they can manage in real life. We practice this by following the foundation phase which teaches children through play, using their imagination and being creative. For example, using the role play area, or making junk models.
Tina Bruce
Emphasises the holistic nature of children’s learning, the value