Developmental Psychology and Children Essay

This is a genuinely outstanding pointedness as it helps pip-squeakren to get ready for inculcate as hale as preparing them for their hereafter acquisition and successes. From when nipper is born up until the climb on of 5, the baberen variant(a)- keen-sighted time bugger offs should be keen, active, exciting, fun and true(p) and to backup their utilise, c be and contract coming back. In my pasture ground squirtren bequeath be instruction skills, acquiring new steel dolight-emitting diodege and demonstrating their thought with 7 atomic number 18as of culture and amplifyment. Children should in the main increase the 3 prime atomic number 18as first.These argon Communication and language Physical discipline aver(prenominal), social and activated evolution.These prime theaters be those most essential forthe tykes healthy pay backment and next acquaintance. As nestlingren grow, the prime areas ordain help them to pay off skills in 4 incisionicular(prenominal) areas.These are Literacy mathematics Understanding the world limitedive arts and design.These 7 areas are take to to syllabus tot in solely in ally(a)(prenominal) children translateing and activities. The draw person t apieceing and supporting child will make sure all the activities are suited to childs anomalous call for. This its suit competent for very two-year-old children, and its intentional to be really flexible so that all staff in my place fit after part follow the childs unique aims and interests. Children in the betimes days Foundation Stage (EYFS) learn by playing and exploring, being active, and through productive and critical thinking which takes place twain indoors and outdoor(a). In my scope I plan the activities establish on the sure interests and abilities of the children present.Sometimes the activities will be led by adults in site to occupation and die particular skills like using scissors or gluing, or acquisition new songs and rhymes to develop childrens cognisance of sounds and letters. At new(prenominal) times children will select what they play with from a replete learning environment 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 clothes for instance helps develop tangible skills, and gives the opportunity to communicate and co-operate with others, and to catch everywhere the properties of water and detergent.In the t equal to(p) above is a short meaning of the seven some(prenominal) areas of learning and growing that moldiness spurt instructional course of instructions in stimulateer(a)-years considerations. All areas of learning and cultivation are important and inter-connected. triplet areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their mental object to learn, shape relationships a nd thrive. Children develop and learn in several(predicate) routes and at diametric rates. The mannequin covers the education and treat of all children in betimes-years provision, including children with special educational unavoidably and disabilities.The EARLY YEARS FOUNDATION show (EYFS) is a term defined in Section 39 ofthe British presidential terms Childcare Act 2006. The EYFS turn backs a set of _Welfare Requirements_ and a set of _Learning and instruction Requirements_, which must be followed by providers of care for children below 5 years old the age of compulsory education in the United Kingdom. The Welfare and Learning and outgrowth requirements are not specified in the Act but in separate. The ordinance took effect from September 2008 and updated in 2012. Scotland, Wales and blue Ireland get under ones skin separate frame thrash. The Welfare requirements apply to the whole of the UK, but the Learning and education requirements apply only in England.Th e EYFS is set up into 4 themes -a unique child - confirmatory relationships -enable environments -learning and developmentThe EYFS is linked to the all(prenominal) Child Matters (ECM) order of business which has 5 areas that need to be turn to -staying fail-safe -being healthy -enjoy and light upon -make a positive contribution -achieve economic swell-being The purpose of the ECM ag breaka is to take in that all children are safe, have their inescapably met and are able to fulfil their lavish potential._1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM carve up OF THE RELEVANT EARLY YEARS FRAMEWORK_The Early historic period Foundation Stage was designed to gibe that all children-regardless of where they live, their family background or circumstances-would have access to a fibre wee years education. To be able to measure this and similarly to promise that practitioners have a clear focus for their work, a series of outcomes is given for separately area of learning. These are called the Early Learning Goals. This helps that each child goat meet them by the end of their answer year. These goals are important as they form the building blocks for childrens later education. It is important that practitioners recognise that many a(prenominal) of the azoic Learning Goals are also associated with childrens development and so patch it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be functiond as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meetall the early Goals as they whitethorn have specific health or learning difficulties or beca economic consumption they are simply younger than the other children. any child deserves the vanquish possible hold up in life and all support to full- accomplish their potential.A childs arrest in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When provokes choose to use early years services they want to endure that setting will keep their children safe and will help their children to thrive. The Early old age Foundation Stage (EYFS) is the framework that provides that assurance. The overarching charge of the EYFS is to help young children achieve the vanadium Every Child Matters 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 good scent out of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behavior and self-control serving children to understand their emotions and how to evidence those emotions, self-care children needs to be able to do t communicates like dressing and feeding , sense of community learning where a child has co me from respect for others and inclusion. The EYFS was designed to ensure all children are treated the similar 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 reception year.A UNIQUE CHILDEvery child is a unique child who is constantly learning and dissolve be resilient, capable, confident and self-assured.I understand and check each childs development and learning, respect relegate, plan for their next go.I support children to develop a positive sense of their receive identity and culture.I expose any need for superfluous support.I keep children safe.I shelter and respect all children and their families equally.Positive Relationships children learn to be strong and independent through positive relationships.POSITIVE RELATIONSHIPS ARE straig htaway and loving, and foster a sense of besensitive and responsive to the childs needs, feelings and interestssupportive of the childs stimulate 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 fusion surrounded by practitioners and parents and carers.ENABLING ENVIRONMENTS value all citizenry value learning I entreat stimulating resources to all the childrens cultures and communities learning opportunities through play and implike precept I support children to take risks and exploreLearning and companionshipChildren 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 oppor tunities across the prime and specific areas of learning and development. Children start to learn roughly the world or so 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 detail of development.The Areas of Development and Learning comprise of three prime areaspersonal, social and emotional developmentcommunication and languagephysical developmentand four specific areasLiteracyMathematicsUnderstanding of the WorldExpressive humanistic discipline and DesignFor each area, the practice pleader sets out the Early Learning Goals. These goals pronounce 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 way also sets out in Development Matters the likely stages of fall out a child makes along their learning journey towards the early learnin g goals. Our setting has regard to these matters when we assess children and plan for their learning._Personal, social and emotional development_Our course of study supports children to developpositive approaches to learning and conclusion out near the world around themconfidence in themselves and their index to do things, and valuing their let achievementstheir ability to get on, work and make friendships with other people, both children and adultstheir ken of, and being able to keep to, the rules which we all need to help us to quality after ourselves, other people and our environmenttheir ability to dress and undress themselves, and note 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 root words and in self-aggrandising groups to chatter with and listen to otherstheir vocabulary by learning the meaning of and being able to use new actors linetheir ability to use words to describe their experiencestheir fellowship of the sounds and letters that make up the words we usetheir ability to listen to, and talk well-nigh, storiesknowledge of how to handle books and that they can be a source of stories and nurtureknowledge of the purposes for which we use writing andmaking their own attempts at writing._Mathematics_Our programme supports children to develop apprehensiveness and ideas somewhat how many, how much, how far and how monstrous discernment and ideas nearly patterns, the shape of objects and parts of objects, and the nitty-gritty of space taken up by objectsunderstanding that numbers help us to answer questions close to how many, how much, how far and how bigunderstanding and ideas somewhat how to use determine 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 whole kit and boodleknowledge about the do world and how it workstheir learning about how to choose, and use, the right tool for a tasktheir learning about computers, how to use them and what they can help us to dotheir skills on how to put unitedly ideas about past and present and the links between themtheir learning about their locality and its special features andtheir learning about their own and other cultures._Physical development_Our programme supports children to developincrease 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, equipoise 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 o f, and how to opine 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 apply to express ideas and feelings._ mind (learning journal, bestride checks)_I assess how young children are learning and developing by observing them frequently. I use information that I gain from observances, as well as from photographs of the children, to document their progress and where this may be leading them. I take that parents know their children best and I ask them to contribute to the learning journals by sacramental manduction information about what their children like to do at foundation and how they as parents are supporting development. I make periodical estimate summaries of childrens achievement based on our on-going development unloads. Th ese form part of childrens records of achievement. I undertake these sound judgement summaries at regular 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_ estimate 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 judgment (also known as shaping judgment) is an integral 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 reflecting those observations.In their interactions with children, practitioners should respond to their own day-to-day observations about childrens progress and observations that parents voice. EYFS 2012 All efficacious assessment involves a nalysing 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 planning.Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the childs achievements. The Early Years Foundation Stage visibleness is the summational 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-rounde d 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 germane(predicate) records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful 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 assistance 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 sharpen and keep on trying if they visualize 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 plan and delivered with every child at the affectionatenessof what we do. Every childs needs are met through a individualise learning journey in fusion with parents, carers and other professionals. We report on these aspects when a child 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 chi ldrens 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 national language where appropriate and the progress should be tracked.Children learn best when they are happy, relaxed, stimulate and involved. In my setting I throw out children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop.Through the setting we visit 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 honey oildevelopmental book on each key child, we mark off development matters statements as they are achieved, we inform the particular(prenominal) 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 supererogatory support with 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 supply development and discussion Related discipline Attending courses All about me form Development Matters records Long Observation sheets root Time planning sheet rise up Being and Involvement Scales Language Assessments rebirth DocumentRESOURCESBooksLevel 3 parchment Children and Young Peoples workforce by Penny Tassoni EYMP 2 kindle learning and development in the early yearsCache Level 3 Diploma Children and Young Peoples Workforce by Carolyn Meggitt EYMP 2 invoke learning and development in the early yearswww.early-years.orgwww.nicurriculum.orgwww.foundationphasewales.comwww.early-education.org.uk