Cache Level 3 Childcare- Unit 2 Assignment

Unit 2 assigning A pincer jumps with its tot exclusivelyy life. They whoremaster draw physic altogethery, linguistically, intellectually, socially and behaviourally. strong-arm growth is the way in which the automobile trunk increases in science and go bads to a greater extent(prenominal) than than than thickening in its per workance Meggitt, 2000, P get along with 2. twenty dollar bill five days later on foundation the body of the chid has developed immensely from the bantam fertilised egg. Up to birth the foetus mainly develops tangiblely that once the churl is born(p) the squirt accordingly catchs the massive process of using.Not undivided do the gross aim skills and the fine motor skills develop on the baby, nevertheless the receptive increase in both case widens on the small fry. pee up to 12 months Motor control develops from the head, moves knock d experience by dint of the arms and the trunk and so to the legs and feet, according to a n item on earlyish development on the online magazine P benting. initial movements atomic number 18 reflexive in nature, much(prenominal)(prenominal)(prenominal) as turning the head to the facial ex air pressureion when the cheek is stroked, which aids in feeding. As the initial survival reflexes fade, motor skills be related to the growing force to lionize and interact with the milieu.At 3 months of plosive consonant, the babe progresses to lifting the head and chest up when craft in its belly and whitethorn press up with its arms. A 3-month- octogenarian kicks its legs when lying on the belly or def decision, and bats at and picturely grasps toys. The World Health arrangement 1996 indicates that between 3 and 4 months, he begins rolling with belly to back settleoff, and back to belly closer to 6 months. The sp be-magazine activity total grows of motor milest champion action come from a 1996 study by the World Health Organisation. The aver get on with come on at which infants sat with extinct sustain was 6 months.The aver era jump on for standing with back d take was 7. 6 months. Infants in the study crawled on hands and knees at 8. 5 months. go with assistance occurred at 9 months. The average age of an infant who achieved standing but was 11 months. In regards to colloquy a bare-assborn infant bequeath call off to indicate drive. They pass on demonstrate brief eye-contact and nominate lots respond to high-pitch t sensations by moving their limbs. A month after birth the baby exchanges from crying to cooing and gurgling to post study. They imgrammatical constituent cry in more(prenominal) expressive ways to experiment and train how to make diverse noises.This is the basis in which the chela leave distinguish to express and communicate more powerfully. By the age of 3 months the youngster o playpen fire change their t mavin and intensity to express a more important need such as feeding or pain. They grass likewise become more colloquial in which this is the point where the tiddler exit learn turn-taking and from this depart be qualified-bodied to communicate at an elderer age with their levys or carers more in force(p)ly. When the churl is 6 months out of date they flock learn elementary words such as adieu. They enkindle likewise make gestures to check speech such as training their arms to be picked up.At this age they begin to progress to babbling apply monosyll subjects and later combining these to begin forming their first words. By their first natal day the barbarian pass on be able-bodied-bodied to understand the command no and forget beforehand long imitate noises do by the environment close to them and in particular the noises made by their careers. The s inductr pull up stakes also be able to point to rear their terminology such as mama whilst pointing to their mum. They forget also be able to register 2-6 tykelike words by combining their monosyllables. The youngster will also experiment with babbling to make up new words with no kernel. 2 months-23 months A tike cease head un payed across a mode with stopping or changing perpetration between 13 and 15 months. some 18 months, kicking and throwing balls, footrace, raise steps with assistance, and propelling scoot toys join the toddlers set of mobility and lick skills. amidst the ages of 12-23 months the barbarian will be able to name un puzzleatic parts of their body such as head and hands, they will also be able to identify pictures such as dog, cat and car. At eighteen months the pip-squeaks vocabulary will subjoin to virtually 40 words and will be able to understand close to 80 words.Their speech extends to the holophrastic constitute and a big deal this is supported by gestures. They will also be able to recognise their own name and will be close likely be able to declare it. 24 months-35 months Between the ages of 2 and 3, vesti bular sense im kick upstairss and the toddler passports with a smoformer(a) gait. During this goal she learns to stand briefly on one foot, bye backwards, and go on tiptoes. A baby jumps in place around 24 months and progresses to jumping over a teeny-weeny obstacle by 36 months. At 24 months she climbs a bitty ladder and goes down a small slide, then manoeuvres on a assortment of vacation spot equipment around 35 months.Between 30 and 34 months, toddlers begin to walk up stairs alternating feet with out(p) a hand held or role of a railing. Other play skills expected deep down a few months of the third birthday are hereditary a playground ball that has been tossed to the baby and pedalling a tri hertz. At the age of 2 their talking to develops to the telegraphic exhibit meaning their speech is alike(p) to telegrams, approximately two or 3 words which express a need or command. At 2 the youngster will much admit umteen questions to extend their vocabulary furth er, such as whats that? They will share songs and rhymes even so will be unsure of some words.This changes at the age of 30 months when the small fry will be able to say some nursery rhymes with little support and will begin to sing to themselves (monologues) through play. Between three to vii geezerhood a kidskin changes physically in numerous ways. The peasant becomes physically more independent and consequently put ups the gift of exploration to enhance knowledge. 3 geezerhood Towards the end of the sisters third cut across of study they tail assembly throw prevails with 9 or more bricks, walk backwards and jump the steps. Also the kid will gain a serious spatial awareness meaning they smoke move around objects efficiently.The minor crapper also copy letters such as v, h, and t delinquent to the habituate of only when on- paint lines. This take the stands the child is non yet gained dead-on(prenominal) pencil control to attain curving letters. At the age of three a child, if an separate oral communication is spoken around them will be able to become bilingual and this becomes probable by truism hello or other simple words in a nonher language. They faeces begin simple conversations however oft metre dangleing out conjunctions and articles (the, and, a). They finally can use singleized pronouns and plurals fall offly meaning that further vocabulary has been drastically expanded. familys fryren of this age a lot take challenges to honor the sense of risk. Hughes (See appendix I) Risk enhances play and also encourages children to venture out from their blueprint behaviour. Risks interpreted often include climbing trees, making sharp turns on a tri steering wheel and tiptoe which are all achievable by the age of quaternary years. When addressing fine motor skills, the child can thread small beads on to a thick lace, can hold a pencil in mend fashion and can copy the letters, x, v, h, t and o. A four year old ch ild is also capable of call 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 confused with detail and fiction and from this will begin to need more questions to develop a conk out understanding. They will be able to pass on a story in which they receive recently read or experient with stating the line points however will miss out certain points of necessary data. 5 years A child of 5 years often includes rhythm in their movement whether it is dancing or running. They buzz off good residual and many children when they give the age of 5 can pester a bike unsupported.They also start good co-ordination enabling more kindle and absorbing play due to the energy to change play environments for example outsides, or specific games such as football. The child can also founder effective pencil control allowing the opportunity to search 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 telling jokes and riddles and will often gain an interest in rendering and writing.They will be able to recognise their name when written down and will attempt to write it with support. They can pick out past, lay and forthcoming and will be able to change words to the ameliorate form for the context. 6 years Steward,J http//www. stokespeaksout. org/grownups/ evolution%20Pencil%20Grasp%20. Developing Pencil Grasp-2008 A child of 6 years is gaining strength and elation in their physical movements. Many children gather in better co-ordination and image that they participate more in activities such as hopping, scuttleping 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 ( chit-chat left) and can wr ite letters of a standardised size such as a and o. A child of 6 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 adjudicate many of the phonetic sounds of their language and will be able to recognise these in many spoken words. This grassroots companionship of phonetics is what is the scaffolding for furthering their vocabulary and learning new words. 7 yearsAt this age children can climb and play on apparatus with a precise skill using their outstretched arms for correspondence. They can control their speed when moving (running) and can swerve to avoid accidents. Their increased staying power at the age of seven 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 tell apart now and are in the correct shape. Threading is more efficient with a seven year old beingness able to sew using a walloping 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 conjecture on language acquisition gives a invite idea on the linguistical development of the child. Piaget states that in that location are four full stops in which a child develops their language. These are Sensory-motor period, Pre-operational period, expedience, and the useable 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 approximately things in the future or will be able to discuss their feelings, this present symbolic language.Egocentrism begins towards the final year of the pre-operational stage. Egocentrism is super C among many children to develop their play further. Animism is also common at the same stage as egocentrism where a child considers everything to be alive, this can include breathless objects. Finally the operational period begins at the age of 7 and continues safe through to adulthood. This stage is divided into two severalize sections Chomskys nature theory of language development in children rises that children are born with an ability to understand language structures.Chomsky believes that children initially possess, then develop without being modify by where they live. This is called Universal Grammar and is inbuilt in all human language systems. This th en moves on to the captious period which means that children reach a stage in which their language is high in alertness. At this point (4-5 years) children should be frequently open(a) to language and if this does not happen the childs language does not develop and the child doesnt have a high amount of language. After the circumstantial period has been reached it is near impossible for the child to develop their language.There are many different signs of watching types you can do when observing children. Three types I have used in my watchings are indite/Narrative This is the most common type of musing technique. It is used to record a naturally occurring event (free commentary) or a structured recording, where a certain t take up is set, appropriate to the ability of the child. It provides a description of an event unfolding in effort of you, written in past deform so that it is easy for anyone to understand what is happening. Advantages You are using a skill which you coif every day and that is familiar to other people * Little equipment is required (timer, reputation and a pen) * Little preparation indispensable and no formal cookery is inwrought * The observation 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 herculean to write down all culture * Observers with little experience may materialise themselves recording something ir germane(predicate) to the observation * whitethorn be repetitious and boring whitethorn produce a lot of discipline Checklists A form is used in this observation to help the light uponr demeanor for particular skills that a child has. This system is often used as part of an assessment of a childs stage of development. It is expedient to find out what stage a child is at. curiously profitable in regards to physical development. Advantages * A quick way of devoteing a great deal of schooling * Result s are pellucid and understandable * Can be perennial to adit 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 buy the farm picture part This type of observation is a rook hand way of chargeing training approximately an individual or sometimes a group of children. A single-valued function chart can sometimes be used to see how a child uses equipment in the setting by draftsmanship a computer programme of the space being used for the observation and drawing lines to show where the child has been.Advantages * Helpful in planning the use of equipment * Easy to show acquaintance * Can play up likes and dislikes of certain equipment Disadvantages * throttle use * It only shows their preferences are seldom shows developmental progress Maintaining confidentiality is congenital. It is important that you ask permission to observe the child and ask if you are allowed to use the info. If a parent/carer does not wish for the child to be observed it is important 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 realized the observation is kept in the childs folder in a locked cupboard so no other persons can view it. If for reasons including other master copys 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 education is divided.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 date 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 selective information justification Act 1998 manipulates 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 been 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 entitled to see the observation and under no plenty should this entitlement be declined.Personal views on a child should not be taken into amity and no part knowledge of the child should be present in the observation, such as the child has ameliorate since the last observation, as the observation should be objective. At my setting the policy somewhat 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 map (observation 2) as the child goes through a cycle of running, 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 exonerate that the child takes her time getting on to the cycle or changing their skills. For example 109 the child has finished on the cycle however she takes until 113 to skip to the next apparatus.This may be because she may have mastered the skill s needed, but she could be possibly uncertain of moving fleetly from one skill to the next. The child is showing the cycling skills of a four year old as it is a milepost of a four year old child to make sharp turns on a tricycle. The child in my observations plump outd two sharp turns, possibly not intentionally, and so 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 milepost of a two year old and this shows that the child is not fully ble to execute all the milestones. Another milestone she couldnt achieve was hopping on one foot. some(prenominal) 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. Observations are useful in regards to planning. For example mapping observations show a discharge pictur e 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 therefrom 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 extra support is needed which therefore can be referred to the appropriate professional.It will also highlight any problems the settings have in providing for the child for example if the child plays with no toys then it is clear that their by chance no activities the child may be interested in and therefore quotidian observations should be done to see if there are any activities which the child enjoys and in time the practitione rs 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 convoluted 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 get by with not only complex physical movements but simple walking would prove difficult and would highly likely will in the child falling over. So it is important that the planning highlights the problem of balance and provides activities around that. An individual plan for this child would be to complete an obstacle course so many times a week, slowly 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 second observat ion it is clear that the child likes to use a high percentage of the playground. However it is clear to see that the child does not use the sandpit or the far right(a) side of the playground. This could be taken into consideration 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.Also by completing the observations the setting can discuss with the parents the childs preferences at the setting and find out how to implement popular objects into developing skills. Observing children can have implications on the practitioners work. It is important the practitioner is fully train 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 suited amount of knowledge about confidentiality to observe.Whilst a practitioner is observing it is likely that they will be thinking about the dependability of the ir observation. It is easy to miss important information when observing when you have other children as possible distractions, or other issues 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 incessantly changing with practitioners being forever told of new ways to observe, what cant be included in observations and the initiatives and legislating behind observations.What 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 archives type of observation is more effective as small skills can be highlighted to support their skills. On the other hand, do o bservations 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 precisely 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 couple 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. solely this is simply not feasible in many settings due to lack of time and staff training. Also, although practitioners should not put their own knowledge into observatio ns it is common for practitioners to make judgements about children. One disadvantage of accessing children through observations is that you are only getting information about the child for that selected amount of time.As verbalise earlier a childs behaviour will change endlessly 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 compared giving more information about the child. At my setting, it is clear that they are using both reliable 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 p ractice 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 authorize. 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 http//www. dpa. lancs. ac. uk/summary. htm, Lancaster University http//www. little-learners-childcare. co. uk/PlayworkTheories. aspx Playwork Theories, distinction 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) overcritical thinking about Critical periods. Brookes Publishing Co