Unit 2: The Developing Child
Unit 2- The developing child
D1- Most children aged 4 years old like to interact with other children their age, they also like sharing and taking turns playing with a certain toy sometimes the children prefer to play by themselves or playing with an imaginary friend. Children like to feel the security from parents and seek their approval when playing a game they love to have social interaction with other children but when they are playing with other children they like to play dress up and/or role play. http://www.nncc.org/child.dev/ages.stages.4y.html Children aged 4 years old can go to the toilet sometimes supervised, they can chose their own clothes and get dressed by themselves. They sometimes try and help make their own lunch e.g. …show more content…
spreading the butter and adding the filling, also a four year old are capable of holding a knife or a fork just like holding a pencil this will improve their handwriting.
D2- Most children aged 5 years old are cheerful, energetic and they enjoy planning games, children aged 5 years old can get confused fantasy with the real world, they can share and take turns with toys but might not always want to. Children like to try new things and takes risks. When children play games with other children they like to be in groups of 1 or 2 and even then they can become bossy or sulky when others join in. http://www.nncc.org/child.dev/ages.stages.5y.html Children aged 5 years old will have the strength to undo zips on coats, jackets or shoes they will be able to get dressed quicker. At this age they will want to bath themselves but they will need supervision. You should allow your child to pour their own milk in to their breakfast or cup.
D3- When observing children the best method to do so is narrative observation because it is a detailed account of everything that you see that particular child doing. You need to choose a suitable activity where you can see the child doing what you are looking for. Social skills are very important to children aged 5 years old at this age they are learning to make friends, so when observing the child you need to watch them in an activity where they are associating with other children and using their social skills.
D4- One advantage of this observation method is that it is high in detail which can show where a child is finding things difficult to do or that they are capable of doing what they were being observed on.
However a disadvantage of this observation method is that it is time consuming, which the staff could find difficult to do as they withdraw themselves from their students.
D5- Children’s development of their social skills could be affected by a disability which puts a barrier on their social development; housing conditions could also put a strain on a child’s social development.
Children’s social skills are very important because it helps build a relationship with anyone but a child with a chronic illness who has to suffer with pain and physical restrictions everyday could have problems relating to their peers. A child could feel alone and their social skills are strained when a child and their family have to move away to a place where they don’t know anyone, the child is likely to feel isolated and alone.
D6- During snack and meal times to get the children’s social skills developed some settings sing songs whilst the children are either waiting for their food or after they have finished and waiting to go to the next …show more content…
activity.
Snack and meal times are a good way to get social skills flowing within children by asking the child what they would like and hearing their response like “please may I have” and “thank you for my snack” when they have finished.
D7- The information given is about children in general, but every child is different. When working with children you must avoid making assumptions about the child and/or their families.
When having information about children and their families, you may need to be careful with what you say to a child/ children because a child or their family member could have a disability, illness or a child has to look after a parent or sibling.
C- If a child who is in school was to move house it may not affect them that much but if they had to change school as well it could be harder for them to understand. Constant moving and changing school will affect the child physically, intellectually, emotionally and possibly socially because they may be too scared to have emotional relationships or friendships. Having all this affect a child could bring out unwanted behaviour for example aggression, may become distressed.
More transitions that could affect a child’s development is going through puberty this would make the child feel embarrassed, confused and frustrated the effects on the development could be arguing with parents/ carers, being shy.
Another transition is a new baby coming in to the family a child might feel nervous because you don’t know if it will be a boy or a girl, jealous because they won’t be the baby anymore the child could also feel excited about becoming a big brother/ sister. Effects on development could be unusual behaviour if the existing child is young and just became potty trained after the new baby has arrived the existing child could keep having accidents to be like the baby
again.
B1- The ways in which a practitioner can help a child who has moved house and/ or changed school is to visit the child on a regular basis, before the move/ change take the child to see where they may be living or going to school. If the transition is moving to a new house try and slowly move the child into the new house let them pack a little bag with their personal items in e.g. a teddy or blanket to make them feel more secure.
B2- Through observations teachers can plan and implement a program suited to that particular child. By noticing what a child can/ cannot do, by seeing where a child’s interests are and introducing them into activities. It is also important to provide a progress sheet from where the child is currently at, help and guide them forward so their development progress’.
A- It is important for practitioners to understand the pattern of development because practitioner’s asses the child’s individual needs. Also they look for the development of the physical, intellectual, emotional, language and social skills, what they need to progress on.
A*- Routines are important to children because it helps them build confidence in themselves. When there is a routine in place then children know what they are doing for the day, how long the activity lasts for and what is expected of them. Routines can happen at any time of day, you can have a morning routine, afternoon routine, dinner routines and bed time routine, each routine can help a child in different ways and they are not suitable for every child.
D8- http://mrush726.hubpages.com/hub/Children_and_Routines__Why_there_Important http://www.nncc.org/child.dev/ages.stages.4y.html http://www.nncc.org/child.dev/ages.stages.5y.html
D1- Most children aged 4 years old like to interact with other children their age, they also like sharing and taking turns playing with a certain toy sometimes the children prefer to play by themselves or playing with an imaginary friend. Children like to feel the security from parents and seek their approval when playing a game they love to have social interaction with other children but when they are playing with other children they like to play dress up and/or role play. http://www.nncc.org/child.dev/ages.stages.4y.html Children aged 4 years old can go to the toilet sometimes supervised, they can chose their own clothes and get dressed by themselves. They sometimes try and help make their own lunch e.g. …show more content…
spreading the butter and adding the filling, also a four year old are capable of holding a knife or a fork just like holding a pencil this will improve their handwriting.
D2- Most children aged 5 years old are cheerful, energetic and they enjoy planning games, children aged 5 years old can get confused fantasy with the real world, they can share and take turns with toys but might not always want to. Children like to try new things and takes risks. When children play games with other children they like to be in groups of 1 or 2 and even then they can become bossy or sulky when others join in. http://www.nncc.org/child.dev/ages.stages.5y.html Children aged 5 years old will have the strength to undo zips on coats, jackets or shoes they will be able to get dressed quicker. At this age they will want to bath themselves but they will need supervision. You should allow your child to pour their own milk in to their breakfast or cup.
D3- When observing children the best method to do so is narrative observation because it is a detailed account of everything that you see that particular child doing. You need to choose a suitable activity where you can see the child doing what you are looking for. Social skills are very important to children aged 5 years old at this age they are learning to make friends, so when observing the child you need to watch them in an activity where they are associating with other children and using their social skills.
D4- One advantage of this observation method is that it is high in detail which can show where a child is finding things difficult to do or that they are capable of doing what they were being observed on.
However a disadvantage of this observation method is that it is time consuming, which the staff could find difficult to do as they withdraw themselves from their students.
D5- Children’s development of their social skills could be affected by a disability which puts a barrier on their social development; housing conditions could also put a strain on a child’s social development.
Children’s social skills are very important because it helps build a relationship with anyone but a child with a chronic illness who has to suffer with pain and physical restrictions everyday could have problems relating to their peers. A child could feel alone and their social skills are strained when a child and their family have to move away to a place where they don’t know anyone, the child is likely to feel isolated and alone.
D6- During snack and meal times to get the children’s social skills developed some settings sing songs whilst the children are either waiting for their food or after they have finished and waiting to go to the next …show more content…
activity.
Snack and meal times are a good way to get social skills flowing within children by asking the child what they would like and hearing their response like “please may I have” and “thank you for my snack” when they have finished.
D7- The information given is about children in general, but every child is different. When working with children you must avoid making assumptions about the child and/or their families.
When having information about children and their families, you may need to be careful with what you say to a child/ children because a child or their family member could have a disability, illness or a child has to look after a parent or sibling.
C- If a child who is in school was to move house it may not affect them that much but if they had to change school as well it could be harder for them to understand. Constant moving and changing school will affect the child physically, intellectually, emotionally and possibly socially because they may be too scared to have emotional relationships or friendships. Having all this affect a child could bring out unwanted behaviour for example aggression, may become distressed.
More transitions that could affect a child’s development is going through puberty this would make the child feel embarrassed, confused and frustrated the effects on the development could be arguing with parents/ carers, being shy.
Another transition is a new baby coming in to the family a child might feel nervous because you don’t know if it will be a boy or a girl, jealous because they won’t be the baby anymore the child could also feel excited about becoming a big brother/ sister. Effects on development could be unusual behaviour if the existing child is young and just became potty trained after the new baby has arrived the existing child could keep having accidents to be like the baby
again.
B1- The ways in which a practitioner can help a child who has moved house and/ or changed school is to visit the child on a regular basis, before the move/ change take the child to see where they may be living or going to school. If the transition is moving to a new house try and slowly move the child into the new house let them pack a little bag with their personal items in e.g. a teddy or blanket to make them feel more secure.
B2- Through observations teachers can plan and implement a program suited to that particular child. By noticing what a child can/ cannot do, by seeing where a child’s interests are and introducing them into activities. It is also important to provide a progress sheet from where the child is currently at, help and guide them forward so their development progress’.
A- It is important for practitioners to understand the pattern of development because practitioner’s asses the child’s individual needs. Also they look for the development of the physical, intellectual, emotional, language and social skills, what they need to progress on.
A*- Routines are important to children because it helps them build confidence in themselves. When there is a routine in place then children know what they are doing for the day, how long the activity lasts for and what is expected of them. Routines can happen at any time of day, you can have a morning routine, afternoon routine, dinner routines and bed time routine, each routine can help a child in different ways and they are not suitable for every child.
D8- http://mrush726.hubpages.com/hub/Children_and_Routines__Why_there_Important http://www.nncc.org/child.dev/ages.stages.4y.html http://www.nncc.org/child.dev/ages.stages.5y.html