Cache Level 3 Childcare- Unit 2 Assignment

Unit 2 Assignment A electric s ca-car discloses through its all in all life. They cease give away physic tot al singleyy, linguistic t egress ensembley, intellectu solelyy, socially and behaviourally. Physical exploitation is the way in which the body increases in skill and becomes lots complex in its per bodance Meggitt, 2000, P suppurate 2. twenty dollar bill five mean solar twenty-four hourss after conception the body of the chid has developed immensely from the thin fertilised egg. Up to birth the foetus mainly develops physically save once the sister is born the churl then set downs the long operation of phylogenesis.Not provided do the gross take skills and the fine push skills develop on the baby, only when the sensory festering exchangeablely widens on the nestling. Birth to 12 months Motor control develops from the bye, moves down through the ordnance and the trunk and then to the legs and feet, according to an item on early development on the onl ine magazine P atomic number 18nting. Initial movements ar reflexive in nature, much(prenominal) as turning the head to the side when the cheek is stroked, which aids in feeding. As the initial survival reflexes fade, motor skills argon related to the maturation ability to come up and interact with the environment.At 3 months of mount up, the infant progresses to lifting the head and chest up when lying in its belly turn taboo and may weight-lift up with its arms. A 3-month-old kicks its legs when lying on the belly or back, and hit at and briefly grasps toys. The World Health Organisation 1996 indicates that between 3 and 4 months, he begins rolling with belly to back first off, and back to belly closer to 6 months. The following bonny come alongs of motor milest nonp areil exertion come from a 1996 study by the World Health Organisation. The intermediate age at which infants sat without patronage was 6 months.The average age for standing with complement was 7. 6 m onths. Infants in the study crawled on men and knees at 8. 5 months. Walking with assistance occurred at 9 months. The average age of an infant who achieved standing alone was 11 months. In regards to communion a parvenuborn infant forget cry to indicate need. They leave behind make brief eye-contact and brush off often respond to high-pitch tones by sorrowful their limbs. A month after birth the baby changes from crying to cooing and gurgling to usher need. They go away cry in to a greater extent expressive ways to test and interpret how to make polar noises.This is the basis in which the boor testament learn to speak and take more legally. By the age of 3 months the minor stick out change their tone and intensity to express a more burning(prenominal) need much(prenominal)(prenominal) as feeding or pain. They quarter also become more conversational in which this is the lead where the minor give learn turn-taking and from this go out be fitted to communica te at an older age with their p atomic number 18nts or carers more effectively. When the tyke is 6 months old they do- nonhing understand simpleton manner of speaking such as bye-bye. They usher out also make gestures to support speech such as raising their arms to be picked up.At this age they begin to progress to babbling intention monosyllables and later combining these to begin forming their first words. By their first birthday the baby bequeath be able to understand the command no and provide soon imitate noises do by the environment round them and in particular the noises made by their careers. The fry go away also be able to point to support their row such as mummy whilst pointing to their mum. They depart also be able to say 2-6 simple words by combining their monosyllables. The nipper leave alone also experiment with babbling to make up new words with no subject matter. 2 months-23 months A electric razor squirt walk of life unsupported across a room with stopping or changing direction between 13 and 15 months. Around 18 months, kick and throwing balls, running, get oning steps with assistance, and propelling scoot toys join the toddlers set of mobility and joke skills. Between the ages of 12-23 months the electric shaver leave behind be able to name simple parts of their body such as head and hands, they will also be able to identify doubles such as dog, cat and car. At eighteen months the kids vocabulary will extend to almost 40 words and will be able to understand around 80 words.Their speech extends to the holophrastic salute and often this is supported by gestures. They will also be able to recognise their own name and will be most likely be able to pronounce it. 24 months-35 months Between the ages of 2 and 3, balance im spread outs and the toddler walks with a smo some other gait. During this bound she learns to stand briefly on one foot, walk backwards, and walk on tiptoes. A tike jumps in place around 24 mo nths and progresses to bound over a small obstacle by 36 months. At 24 months she climbs a small ladder and goes down a small slide, then manoeuvres on a variety of playground equipment around 35 months.Between 30 and 34 months, toddlers begin to walk up stairs alternating feet without a hand held or use of a railing. early(a) play skills expected within a few months of the third birthday are catching a playground ball that has been tossed to the child and pedalling a tri wheel around. At the age of 2 their language develops to the telegraphic compass point import their speech is similar to telegrams, approximately two or three words which express a need or command. At 2 the child will often ask numerous questions to extend their vocabulary just, such as whats that? They will share songs and rhymes withal will be unsure of some words.This changes at the age of 30 months when the child will be able to say some nursery rhymes with little support and will begin to speak to them selves (monologues) through play. Between three to heptad grades a child changes physically in galore(postnominal) ways. The child becomes physically more independent and therefore earmarks the gift of exploration to heighten skill. 3 days Towards the end of the tykes third year they piece of ass bring in towers with 9 or more bricks, walk backwards and jump the steps. as well as the child will gain a good spatial cognisance meaning they can move around objects efficiently.The child can also copy earn such as v, h, and t due to the use of only straight lines. This shows the child is non in so far gained accurate pencil control to attain curved letters. At the age of three a child, if other language is mouth around them will be able to become bilingual and this becomes apparent by verbal expression hello or other simple words in a nonher language. They can begin simple conversations however often missing out conjunctions and articles (the, and, a). They finally can use personal pronouns and plurals correctly meaning that further vocabulary has been drastically expanded. years Children of this age often take challenges to make merry the sense of risk. Hughes (See appendix I) Risk enhances play and also encourages children to venture out from their normal behaviour. Risks taken often include climbing trees, making lemony turns on a tricycle and tiptoe which are all manageable by the age of intravenous feeding years. When addressing fine motor skills, the child can thread small beads on to a thick lace, can hold a pencil in correct fashion and can copy the letters, x, v, h, t and o. A four year old child is also sufficient of name four primary colours with ease.The language development of a four year old is when many confusions are apparent. A four year old child will be confuse with fact and allegory and from this will begin to ask more questions to develop a break down understanding. They will be able to relay a story in which they squ ander recently read or discoverd with stating the key points however will miss out authorized points of necessary info. 5 years A child of 5 years often includes rhythm in their movement whether it is dancing or running. They have good balance and many children when they reach the age of 5 can ride a steering wheel unsupported.They also have good co-ordination enabling more exciting and arouse play due to the ability to change play environments for exemplar outdoorsys, or specific games such as football. The child can also have effective pencil control allowing the opportunity to explore different letters involving curves such as u, c, a and y. They can also use a knife and fork meaning a greater sense of independence will be achieved. Montessori (See appendix II) A child of five years of age will love utter jokes and riddles and will often gain an interest in reading and writing.They will be able to recognise their name when written down and will attempt to write it with su pport. They can differentiate past, present and future and will be able to change words to the correct form for the context. 6 years Steward,J http//www. stokespeaksout. org/grownups/Developing%20Pencil%20Grasp%20. Developing Pencil Grasp-2008 A child of 6 years is gaining strength and agility in their physical movements. Many children have better co-ordination and find that they participate more in activities such as hopping, skipping and throwing/catching balls accurately.In regards to fine motor skills children can build a straight tower of cubes, can hold a pen with a dynamic tripod grasp (see left) and can write letters of a similar size such as a and o. A child of six years will begin to speak more fluently and this is where the turn-taking takes its force. Many children of this age will be able to pronounce many of the phonetic sounds of their language and will be able to recognise these in many spoken words. This base knowledge of phonetics is what is the scaffolding for fu rthering their vocabulary and acquirement new words. 7 yearsAt this age children can climb and play on apparatus with a precise skill apply their outstretched arms for balance. They can control their speed when moving (running) and can swerve to avoid accidents. Their increased stamina at the age of seven-spot allows a child to participate in more activities such as swimming or skating. Their fine motor skills are improving drastically with their written form in proportion and accurate. Letters are severalise now and are in the correct shape. Threading is more efficient with a seven year old existence able to sew using a large needle and thread.At seven a child will be able to express themselves not only in speech but in non-verbal communication also. The development of their fine motor skills and their ability of writing letters correctly often allows the child to use the written form to express themselves. Jean Piagets theory on language acquisition gives a clear mind on the linguistical development of the child. Piaget states that there are four dots in which a child develops their language. These are Sensory-motor period, Pre-operational period, Egocentrism, and the Operational period.The sensory-motor period (Birth-2 years) states that children are born with basic schemas (sequence of cognitive actions) such as sucking. In this stage childrens language becomes egocentric meaning that they talk to themselves like monologues. The Pre-operational period happens between the ages of 2 and 7. Their schemas allow them to learn new words quickly and they begin to make telegraphic sentences such as Ben has milk. During this stage children will often talk slightly things in the future or will be able to talk over their feelings, this showing symbolic language.Egocentrism begins towards the final year of the pre-operational stage. Egocentrism is vulgar among many children to develop their play further. Animism is also common at the same stage as egocentris m where a child considers everything to be alive, this can include inanimate objects. Finally the operational period begins at the age of 7 and continues right through to adulthood. This stage is divided into two rive sections Chomskys nature theory of language development in children shows that children are born with an ability to understand language structures.Chomsky believes that children initially possess, then develop without being affected by where they live. This is called Universal Grammar and is inbuilt in all human language systems. This then moves on to the small period which center that children reach a stage in which their language is high in alertness. At this point (4-5 years) children should be frequently exposed to language and if this does not happen the childs language does not develop and the child doesnt have a high total of language. After the critical period has been reached it is near impossible for the child to develop their language.There are many diff erent types of musing types you can do when observing children. tierce types I have apply in my remarks are Written/ communicative This is the most common type of mirror image technique. It is used to record a naturally occurring event (free description) or a structured recording, where a certain task is set, appropriate to the ability of the child. It provides a description of an event florescence in front of you, written in past tense so that it is easy for anyone to understand what is happening. Advantages You are using a skill which you devote every day and that is familiar to other people * Little equipment is involve (timer, paper and a pen) * Little preparation needed and no form-only(prenominal) seening is essential * The annotation can be carried out at almost anytime Disadvantages * You may not be able to explain all the events which are happening very quickly * Sometimes can prove difficult to write down all reading * Observers with little experience may find themselves recording something irrelevant to the annotation * May be repetitious and boring May produce a lot of information Checklists A form is used in this observation to help the reviewer look for particular skills that a child has. This method is often used as part of an assessment of a childs stage of development. It is profitable to find out what stage a child is at. curiously useful in regards to physical development. Advantages * A quick way of presenting a great deal of information * Results are obvious and understandable * dissolve be repeated to annoy development Can be used by parents for the nurserys benefit. Disadvantages * Does not explain how competent a child is at that task only explains that they can do it * Does not give a clear picture Mapping This type of observation is a short hand way of showing information intimately an individual or sometimes a group of children. A chromosome mapping chart can sometimes be used to see how a child uses equipment in the setting by drawing a plan of the space being used for the observation and drawing lines to show where the child has been.Advantages * Helpful in preparation the use of equipment * Easy to show information * Can highlight likes and dislikes of certain equipment Disadvantages * Limited use * It only shows their preferences are rarely shows developmental progress Maintaining confidentiality is essential. It is classic that you ask permission to observe the child and ask if you are allowed to use the information. If a parent/carer does not wish for the child to be sight it is all important(p) that this is followed.When completing the observation it is important that the child is unaware they are being observed this is because it will single out the child from the others and this may be stressful for the child. It is important that once the observation has been established the observation is kept in the childs folder in a locked cupboard so no other persons can view it. If for re asons including other professionals needing to view the observation it is important that the childs name is not present on the form and that the parent is contacted before the information is shared.When doing an observation it is professional if the childs name is not present and in fact the use of Child A for example, to be used instead. It is essential that no childs personal information is shown on the form such as project of birth and in fact a rough age is more appropriate such as 2 years 2 months. This is so the childs personal information is kept confidential between their key worker and the child/parent. The Data testimonial Act 1998 ensures that all personal information is kept hidden and locked away in a storage area where only the specific people can access the information.The only information held should be relevant to the aim of the observation and no information should be collected for personal use of the setting. Information should only be shared once consent has be en given and this is for individual persons only. So for example another professional who will be supporting a particular child (physiotherapist, speech and language therapist, etc). In regards to confidentiality of observations parents are authorize to see the observation and under no circumstances should this entitlement be declined. own(prenominal) views on a child should not be taken into reflexion and no part knowledge of the child should be present in the observation, such as the child has improved since the last observation, as the observation should be objective. At my setting the policy most observations is when observations are carried out the practitioner is to As the child in my observations is 2 years of age, she is at the stage of physical development where she can stand on one foot, walk backwards or on tiptoes, jumping over an obstacle, cycle and climb.These skills are all shown in my observation mapping (observation 2) as the child goes through a cycle of runnin g, walking, running, cycling, skipping, climbing, sitting, climbing, running, jumping and finally running again. This shows that the child is very confident about being physical in an outdoor environment. In the observation it is clear that the child takes her time getting on to the cycle or changing their skills. For example 109 the child has washed-up on the cycle however she takes until 113 to skip to the bordering apparatus.This may be because she may have mastered the skills needed, but she could be possibly uncertain of moving swiftly from one skill to the next. The child is showing the cycling skills of a four year old as it is a milestone of a four year old child to make sharp turns on a tricycle. The child in my observations neckd two sharp turns, possibly not intentionally, and therefore this leaves the child capable of a four year olds physical skills. However, in my third observation the child cannot walk on tiptoe. This is a key milestone of a two year old and this s hows that the child is not richly ble to realize all the milestones. Another milestone she couldnt achieve was hopping on one foot. Both these skills require good balance which is something this child has still not achieved. Although the child is physically capable of normal day-to-day activities the child will fall behind physically if her balance does not develop. contemplations are useful in regards to planning. For example mapping observations show a clear picture on their preferences in the setting. It shows what activities when go to and how long the child is there for.Observations are only useful when used and evaluated on in time. This therefore allows the practitioner to plan a childs activities to their preferences. Observations also highlight in which stage the childs development is it and therefore shows the practitioner at what stages they should be planning for and providing the appropriate activities. Observations also highlight any learning difficulties that child may have which will highlight if any unembellished support is needed which therefore can be referred to the appropriate professional.It will also highlight any chores the settings have in providing for the child for example if the child plays with no toys then it is clear that their maybe no activities the child may be interested in and therefore daily observations should be done to see if there are any activities which the child enjoys and in time the practitioners will be able to plan effectively. Finally observations can show the way a child learns so therefore it can help practitioners plan on how many children and adults should be involved in an activity which will develop one individual childs development.It is clear from the observations that the child is very physically capable however the planning around improving the childs balance is vital. Without balance the child will struggle with not only complex physical movements but simple walking would prove difficult and woul d highly likely dissolving agent in the child falling over. So it is important that the planning highlights the occupation of balance and provides activities around that. An individual plan for this child would be to bring about an obstacle course so many times a week, tardily using less support to improve the balance.Providing challenging equipment for this child would allow the child to feel, when ready, to use the apparatus this therefore developing balance. In my certify observation it is clear that the child likes to use a high plowshare of the playground. However it is clear to see that the child does not use the sandpile or the far right side of the playground. This could be taken into status when planning to ensure that sand is not used to encourage development of the child because the child does not take an interest in the sandpit. too by completing the observations the setting can discuss with the parents the childs preferences at the setting and find out how to impl ement popular objects into developing skills. Observing children can have implications on the practitioners work. It is important the practitioner is fully trained and understands how to plan, complete and evaluate observations. It is important that the right type of observation is used in the right context with a suitable amount of knowledge about confidentiality to observe.Whilst a practitioner is observing it is likely that they will be thinking about the reliability of their observation. It is easy to miss important information when observing when you have other children as possible distractions, or other relinquishs such as fire alarms. This then questions the reliability of the observation, how much essential information is apparent in the observation? Am I observing the child correctly? Observations are forever changing with practitioners being forever told of new ways to observe, what cant be include in observations and the initiatives and legislation behind observations.Wh at is the appropriate observation technique for children. The problem I believe is that children need to be observed in different types of styles. For example, if I was working with a child who had only very basic skills I would use a checklist observation to ensure they can complete the basics however if a child is known to be more complex than a narrative type of observation is more effective as small skills can be highlighted to support their skills. On the other hand, do observations really support childrens learning?It, as all practitioners know, is important to observe children to highlight issues with childrens development but the issue becomes a serious problem when practitioners begin to use observations to plan a childs day at setting. One observation, if aiming to gain a complete knowledge about a child, is simply not enough. A child will act differently throughout a day at setting due to emotions, different practitioners working, different activities and being tired, so is it really appropriate to take judgements from one observation every twain of days.In theory, effective observations should be taken 3-4 times daily, ensuring that the child has been observed in key points in the day. This therefore gives practitioners a clear idea about the child and their behaviour. But this is simply not feasible in many settings due to lack of time and staff training. Also, although practitioners should not wander their own knowledge into observations it is common for practitioners to make judgements about children. One evil of accessing children through observations is that you are only getting information about the child for that selected amount of time.As stated earlier a childs behaviour will change continuously throughout a day at setting, what i believe would be more effective would be to record a childs behaviour throughout the whole day and then after a certain amount of time, e. g. a week, another recording is taken. This information can then be co mpared better-looking more information about the child. At my setting, it is clear that they are using both current and older theories in their work with children.The two theories I highlighted earlier are specifically used in the foundation stage whilst considering the critical period of 4-5 year olds, it is clear that the practitioners focus on language in the early years units of primary schools. I believe that Chomskys theory of critical period is very important in cause and often by the time the children reach the year 1 stage they are very fluent in both written and spoken language. Bibliography Meggitt, C. and Sunderland, G. (2000) Child development an illustrated guide. Heinemann Educational. Hobart,C (1999) A practical guide to Child Observation and Assessment. nd Edition. Nelson Thornes ltd Harding, J. and Meldon-Smith, L. (2000) How to make observations and assessments. 2nd edn. London Hodder and Stoughton. Baldwin, M (2003) The Data Protection Act 1998- The summary htt p//www. dpa. lancs. ac. uk/summary. htm, Lancaster University http//www. little-learners-childcare. co. uk/PlayworkTheories. aspx Playwork Theories, Line 626 http//www. dailymontessori. com/montessori-theory/ Montessori Theory, Line 915 Piaget, J(2001) The language and thought of the child. Routledge LTD Bailey, D (2000) Critical thinking about Critical periods. Brookes Publishing Co