Developmental Psychology and Children Essay Example for Free

Developmental psychological science and Children EssayThis is a very important st get on with as it suspensors nestlingren to get ready for nurture as substantially as preparing them for their future call foring and successes. From when infant is born up until the age of 5, the children wee-long time experiences should be happy, active, exciting, pastime and secure and to support their revealment, c ar and learn call for. In my background children forget be attainment skills, getting new association and demonstrating their fancying by 7 aras of nurture and get downment. Children should or soly explicate the 3 tip beas first. These be converse and language Physical development Personal, social and emotional development.These prime areas are those most essential forthe childs healthy development and future attainment. As children grow, the prime areas pass on help them to develop skills in 4 detail areas.These are Literacy Mathematics Understanding th e area Expressive arts and design.These 7 areas are used to plan all children learning and activities. The key person t severallying and supporting child leave alone make sure all the activities are suited to childs unique needs. This its suitable for very young children, and its designed to be really flexible so that all staff in my scope posterior take up the childs unique needs and interests. Children in the Early Years Foundation lay out (EYFS) learn by romp and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present.Sometimes the activities will be led by boastfuls in order to practise and develop checkicular skills like using scissors or gluing, or learning new songs and rhymes to develop childrens ken of sounds and letters. At former(a) times children will select what they play with from a rich learning en vironment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls habiliments for instance helps develop physical skills, and unfolds the opportunity to communicate and co-operate with others, and to discoer the properties of water and detergent.In the table to a higher place is a short meaning of the seven areas of learning and development that must shape nurtureal create by mental acts in aboriginal-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting childrens rarity and enthusiasm for learning, and for edifice their capacity to learn, form relationships and thrive. Children develop and learn in contrasting meanss and at different rates. The framework c everyplaces the education and care of all children in early-years provision, including children with special educational needs and disabi lities.The wee YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 ofthe British g everywherenments Childcare Act 2006. The EYFS comprises a set of _Wel fartheste Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old the age of compulsory education in the unify Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the totally of the UK, but the Learning and Development requirements apply only in England.The EYFS is organised into 4 themes -a unique child -positive relationships -enabling environments -learning and developmentThe EYFS is linked to the Every Child Matters (ECM) docket which has 5 areas that need to be addressed -staying impregnable -being healthy -e njoy and achieve -make a positive contribution -achieve economical well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential._1.2 key out THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_The Early Years Foundation point was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to bank bill this and also to ensure that practitioners have a clear localize for their work, a series of outcomes is given for from each one area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for childrens later education. It is important that practitioners recognise that many of the early Learning Goals are also a ssociated with childrens development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a pattern of reasons not meetall the early Goals as they may have specific health or learning difficulties or because they are simply younger than the other children. Every child deserves the opera hat practical start in life and all support to full-fill their potential.A childs experience in the early years has a major impact on their future life chances. A secure, safe and happy puerility is important. When parents choose to use early years services they want to know that setting will advance their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Mat ters outcomes of staying safe, being healthy, enjoying and achieving, do a positive contribution, and achieving economic well-being.Personal social and emotional development children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of fellowship learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are interact the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the recept ion year.A UNIQUE CHILDEvery child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.I understand and observe each childs development and learning, assess progress, plan for their future(a) steps.I support children to develop a positive sense of their own identity and culture.I cite any need for additional support.I keep children safe.I honor and respect all children and their families equally. irresponsible Relationships children learn to be strong and independent through positive relationships.POSITIVE RELATIONSHIPS AREwarm and loving, and foster a sense of belongingsensitive and responsive to the childs needs, feelings and interestssupportive of the childs own efforts and independenceconsistent in setting clear boundaries and stimulating childrenEnabling Environments children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership betw een practitioners and parents and carers.ENABLING ENVIRONMENTS value all people value learning I offer stimulating resources to all the childrens cultures and communities learning opportunities through play and playful teaching I support children to take risks and exploreLearning and DevelopmentChildren develop and learn in different ways. The framework covers the education and care of all children in early-years provision, includingchildren with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn active the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and present of development.The Areas of Development and Learning comprise of three prime areaspersonal, social and emotional developmentcommunicating and languagephysical developmentand four specific areasLiteracyMathematicsUnderstanding of the WorldExpressive arts and DesignFor each area, the practice direction sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education.The practice guidance also sets out in Development Matters the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning._Personal, social and emotional development_Our create by mental act supports children to developpositive approaches to learning and finding out intimately the world around themconfidence in themselves and their exponent to do things, and valuing their own achievementstheir aptitude to get on, work and make friendships with other people, b oth children and adultstheir awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environmenttheir ability to dress and undress themselves, and look after their personal hygiene needs andtheir ability to expect to have their ways of doing things respected and to respect other peoples ways of doing things._Communication, language and literacy_Our programme supports children to developconversational skills with one other person, in small groups and in large groups to talk with and bear in mind to otherstheir vocabulary by learning the meaning of and being able to use new wordstheir ability to use words to describe their experiencestheir knowledge of the sounds and letters that make up the words we usetheir ability to listen to, and talk near, storiesknowledge of how to handle books and that they can be a source of stories and informationknowledge of the purposes for which we use writing andmaking their own at tempts at writing._Mathematics_Our programme supports children to developunderstanding and ideas astir(predicate) how many, how much, how far and how bigunderstanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objectsunderstanding that numbers help us to answer questions about how many, how much, how far and how bigunderstanding and ideas about how to use counting to find out how many andearly ideas about the result of adding more or taking away from the amount we already have._Understanding of the World_Our programme supports children to developknowledge about the natural world and how it worksknowledge about the made world and how it workstheir learning about how to choose, and use, the right quill for a tasktheir learning about computers, how to use them and what they can help us to dotheir skills on how to put unneurotic ideas about past and present and the links between themtheir learning about their neighbourhood and its special features andtheir learning about their own and other cultures._Physical development_Our programme supports children to developincreasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and liftincreasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials andtheir understanding about the importance of, and how to look after, their bodies._Expressive Art and Design_Our programme supports children to developthe use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings andtheir interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings._ estimation (learning journal, progress checks)_I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic perspicacity summaries of childrens achievement based on our on-going development records. These form part of childrens records of achievement. I undertake these assessment summaries at fastness intervals as well as times of transition, such as when a child moves into a different group or when they go on to school._1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_Assessment plays an important part in helping parents, carers and practitioners to recognise childrens progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an constituent(a) part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child glowing those observations.In their interactions with children, practitioners should respond to their own day-to-day observations about childrens progress and observations that parents share. EYFS 2012 All strong assessment involves analysing and reviewing what you know about each childs development and learning. You can then make informed decisions about the childs progress and plan next steps to meet their development and learning needs. This is called assessment for learning. EYFS 2012Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday formulation.Summative assessment is a summary of all the format ive assessment done over a long period and makes a statement about the childs achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS. EYFS Practice Guidance 2007In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a childs knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.The Profile must reflect on-going observation, all applicable records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a stiff contribution. Year 1 teachers must be given a copy of the Profile report together with a short commentary on each childs skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each childs stage of development and learning needs and assist with the planning of activities in Year 1. EYFS 2012In my setting we reflect on the different ways that children learn and reflect these in our practice. The three characteristics of effective teaching and learning are_playing and_ _exploring_ children investigate and experience things, and have a go_active learning_ children concentrate and keep on difficult if they encounter difficulties, and enjoy achievements_creating and thinking critically_ children have and develop their own ideas, make links between ideas, and develop strategies for doing thingsMy setting curriculum is planned and delivered with every child at the heartof what we do. Every childs needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a chi ld transfers to a different setting or school.My setting provide accurate and up to date information about each childs learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible.In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their childrens records at all times.Records will be updated termly and a development folder should document the childs learning journey. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress.Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked.Children learn b est when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop.Through the setting we get a line the child and family at home and get to know them, we ask the family to fill out an all about me form to share information, we take photographs and videos of children learning, we make observation notes about the childrens successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a super aciddevelopmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a childs progress.My setting set targets for the school relating to curriculum areas and identify target children who may need additional support wit h their learning.My setting support, monitor and develop this through Observation and monitoring of the procedures Continually developing strategies which improve assessment and record keeping Communication and partnership with parents and other agencies to share skills and ideas Internal moderation of records Staff development and discussion Related version Attending courses All about me form Development Matters records Long Observation sheets Group Time planning sheet Well Being and Involvement Scales Language Assessments Transition DocumentRESOURCESBooksLevel 3 sheepskin Children and Young Peoples Workforce by Penny Tassoni EYMP 2 fight learning and development in the early yearsCache Level 3 Diploma Children and Young Peoples Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early yearswww.early-years.orgwww.nicurriculum.orgwww.foundationphasewales.comwww.early-education.org.uk