The Developing Child
The Developing Child
In this essay I will discuss communication and language development along with intellectual development and learning for children aged 0-3 years and then children aged 3-7 years. I will follow with a discussion on Vygotsky’s and Piaget’s theories in relation to language development relating to communication and intellectual development for children at these ages.
I will then explain how observations can be used to support planning to meet the child’s needs.
I will address issues of confidentiality and objective observation and state why these are of importance.
I will reflect on the implications for practice of the assessment of children through observation.
Next I will evaluate the way theoretical views on aspects of practise affect the development of children.
To conclude I will carry out three observations on children between the above age groups using different observation techniques.
Throughout the essay I will evaluate how assessments through observations can have implications on practice including a discussion about diversity and inclusiveness.
Through understanding the expected pattern of development it enables practitioners to provide experiences and support for children to develop skills in all areas of their development (Beaver et al, 2008). It is important to acknowledge that all children develop at their own pace and in their own time. According to Beaver et al (2008) “a group of children of the same age won’t reach the same milestones at exactly the same time. The same child may well reach milestones in some areas of their development earlier than expected, and reach milestones in other areas later. For example, a child may crawl and walk earlier than expected, but begin to talk a little later” (p. 36.). A child’s development in communication and language is greatly influenced by many factors, for example, his/her environment, or the experiences he or she has. If children from a young age are
In this essay I will discuss communication and language development along with intellectual development and learning for children aged 0-3 years and then children aged 3-7 years. I will follow with a discussion on Vygotsky’s and Piaget’s theories in relation to language development relating to communication and intellectual development for children at these ages.
I will then explain how observations can be used to support planning to meet the child’s needs.
I will address issues of confidentiality and objective observation and state why these are of importance.
I will reflect on the implications for practice of the assessment of children through observation.
Next I will evaluate the way theoretical views on aspects of practise affect the development of children.
To conclude I will carry out three observations on children between the above age groups using different observation techniques.
Throughout the essay I will evaluate how assessments through observations can have implications on practice including a discussion about diversity and inclusiveness.
Through understanding the expected pattern of development it enables practitioners to provide experiences and support for children to develop skills in all areas of their development (Beaver et al, 2008). It is important to acknowledge that all children develop at their own pace and in their own time. According to Beaver et al (2008) “a group of children of the same age won’t reach the same milestones at exactly the same time. The same child may well reach milestones in some areas of their development earlier than expected, and reach milestones in other areas later. For example, a child may crawl and walk earlier than expected, but begin to talk a little later” (p. 36.). A child’s development in communication and language is greatly influenced by many factors, for example, his/her environment, or the experiences he or she has. If children from a young age are