CHCFC1C – Support the Development of Children in the Service.

1. CHCFC1C – Support the Development of Children in the Service.

2. Let’s start by Making and Doing Please refer to your Recipe and activity book, and get into two groups of four. Ready steady Cook

3. Development Quiz Revision from other units so far on the following topics: Sequential Growth and Maturation Nature and Nurture Basic Needs Temperaments - Dispositions Physiological Development Norms-Age Stage of Development Areas of Development Sensory Development Socio Cultural Development Bonding and attachment Zone of proximal development Scaffolding

4. Theories MATURATIONISTTHEORYThe nature approachGesselChomsky

5. GesselChomsky Discovered that children’s development follows DEVELOPMENTAL NORMS meaning that children develop certain skills at an average age eg; most children by the age of 12 months should be able to pull themselves up into a standing position, this being known as a norm. Also believed that children’s development was based on their BIOLOGICAL MATURATION and that the child’s environmental or social factors did not affect the way children acquire skills.

6. ERIKSONPSYCHOSOCIAL THEORY Believed that human personality and psychological wellbeing is developed through their needs and how other respond to them. Believed that people go through 8 stages of development;

7. PSYCHOSOCIAL THEORYThe 8 Stages Stage 1: Infancy (0-1 years) : Basic trust versus mistrust Stage 2: Toddlerhood (1-3 years): Autonomy versus shame and doubt Stage 3: Preschool age (4-5 years): Initiative versus guilt Stage 4: School age (6-11 years): Industry versus Inferiority Stage 5: Adolescence (12-20 years): Identity versus role confusion Stage 6: Young adulthood (20-24 years) : Intimacy versus Isolation Stage 7: Adulthood (25-64 years): Generativity versus Stagnation Stage 8: Old age: 65-death): Ego Integrity versus Despair

8. COGNITIVE THEORY PIAGET VYGOTSKY Believed that children construct knowledge and understanding of the world around them by the experiences they have and that are offered to them. It is Piaget who has influencedsensory development, he believed that play which encourages children to use their sight, taste, sound, touch and hearing was vital to child development.

9. SOCIAL SYSTEM THEORY BROFENBENNER* MINUCHIN *BATESON Believe that children are influenced by their environment as well as the social groups that they interact with. Each social group plays an important part on the child’s development. Remember our discussions on Belonging being and Becoming?

10. BEHAVIOURAL LEARNING THEORY PAVLOV *WATSON *SKINNER Are in the thought that children are completely dependant on adults to shape their behaviour and learning. They believe that children learn particular behaviours and the development of this behaviour is dependant upon the consequence and the outcome of the behaviour. There are 2 basic principals in behavioural learning; • Learning is controlled by it’s consequence • Learning depends on it’s outcome

11. SOCIAL LEARNING THEORY BANDURA Children learn through direct social contact and from this contact, children will role model and imitate behaviours, Monkey see, Monkey do!

12. Self actualization ? ? ? HUMANISM THEORY MASLOW *RODGERS Believe that self esteem is the most important thing for a child or person to develop. Once developed, a person will learn what they need to from life, those around them and their community.

13. ELEMENT TWO: SUPPORT THE PHYSICAL DEVELOPMENT OF CHILDREN WITHIN THE RELEVANT AGE GROUP PHYSICAL DEVELOPMENT Gross motor skills Fine motor skills Perceptual motor skills

14. GROSS MOTOR DEVELOPMENT Large muscle movements Balance standing, squatting, kneeling, sitting Strength Coordination Locomotion skills walking, running, crawling Projectile skills Flexibility

15. FINE MOTOR DEVELOPMENT • Hand-eye/Hand-foot coordination Involves the coordination of the hands/feet with what the child is playing with. Eg; building a tower with blocks, kicking a ball • Manipulative skills Involves the coordination of the hands in manipulating objects and tools eg; sewing • Grasp Involves holding objects • Release • Handedness • Refer to hand grasp handout Choosing which hand to use while completing a task • Visual tracking Making eye contact and following objects

16. PERCEPTUAL MOTOR SKILLS Refers to the brain processes in relation to physical motor skills • Spatial awareness Is the child’s general awareness of their body in relation to space. Eg; climbing through tunnel, reaching for an object. • Visual Perception Is the child’s ability to make sense of what is seen and then respond to it accordingly Eg; telling the difference between shape, size, colour etc. • Auditory Perception Is the child’s ability to make sense of what is heard eg; telling the difference between rhythm, pitch and volume.

17. HOW CAN WE DEVELOP A CHILD’S PHYSICAL DEVELOPMENT? • Provide opportunities to learn – we need to know what the children's skills are so that we can scaffold them. • Provide opportunities to practice – allow the child time to master the skills that they are wanting to learn. • Provide activities that will motivate children – by ensuring an activity is achievable to a child, will give them the confidence to try new skills. • Provide guidance – remember to be a resource to children, guide and support while encourage their ownership over the skill and task at hand.

18. ELEMENT THREE:SUPPORT THE SOCIAL DEVELOPMENT OF CHILDREN WITHIN THE RELEVANT AGE GROUP SOCIAL DEVELOPMENT • Attachments • Relationships • Pro-social behaviour eg; turn-taking, sharing • Moral development eg; learning right from wrong • Sex-role identity eg; gender awareness • Self actualisation

19. SUPPORTING CHILDREN’S SOCIAL DEVELOPMENT • Ensure your interactions with children are positive and encourage their trust – respond to their needs at all times. • Ensure children are given the opportunity for one-to-one interactions. • Ensure that your environment promotes social play and interaction with both small and large group play areas eg; space, duplicates, amount of equipment. • Ensure you role model the appropriate language and behaviours to children eg; manners, gentle behaviour, positive guidance.

20. ELEMENT FOUR:SUPPORT THE EMOTIONAL AND PSYCHOLOGICAL DEVELOPMENT OF CHILDREN OF THE SAME AGE GROUP AREAS OF EMOTIONAL DEVELOPMENT • Attachment – trust • Separation • Independence • Self esteem • Self help skills • Self concept • Empathy

21. EMOTIONALDEVELOPMENTAL MILESTONES HOW CAN WE SUPPORT A CHILD’S EMOTIONAL DEVELOPMENT? • Ensure you are sensitive to each child's needs and temperament and respond accordingly. • Acknowledge children's feelings • Show children respect • Encourage independence skills ensuring these are developmentally appropriate and achievable. • Celebrate special occasions eg; birthdays, cultural celebrations. • Praise the processes

22. ELEMENT FIVE: SUPPORT THE LANGUAGE DEVELOPMENT OF CHILDREN OF THE RELEVANT AGE LANGUAGE DEVELOPMENT Language development is dependent upon cognitive development and is generally regarded as part of the cognitive development area. Language is a well ordered set of rules used in speaking, listening and writing.

23. AREAS OF LANGUAGE DEVELOPMENT Egocentric or private speech Internal speech Expressive language Non verbal/body language Articulation Hearing Listening Receptive language

24. RULES OF LANGUAGE • Phonemes • Morphemes • Syntax • Semantics • Pragmatics

25. STAGES OF LANGUAGE DEVELOPMENT • PRELINGUISTIC STAGE Birth – 12 Months • LINGUISTIC STAGE 12 Months - Adulthood

26. LANGUAGEDEVELOPMENTAL MILESTONES Buzz Groups Lets document the milestones

27. HOW CAN WE SUPPORT A CHILD’S LANGUAGE DEVELOPMENT? Role play: Write a script with your group, identify roles and context. This needs to highlight the positive strategies employed in supporting children's language development. All age groups need to be represented and supported within role play. Dress up, make the scenes, props etc. Have So Much Fun!

28. ELEMENT SIX:SUPPORT THE CREATIVE DEVELOPMENT OF CHILDREN OF THE RELEVANT AGE AREAS OF CREATIVITY DEVELOPMENT • Artistic expression • Music, movement and dance • Dramatisation and role plays • Story telling

29. SUPPORTING CHILDREN’S CREATIVE DEVELOPMENT • Provide children with a wide range of experiences which utilize the senses. • Encourage children to express their imagination and creativity within their play and interactions with others and objects. • Provide experiences which allow for children to explore a variety of methods of self expression. • Make available resources, materials and equipment for children to initiate their own creative activities. • Provide open ended resources. • Provide an environment supportive of natural and recycled resources.

30. ELEMENT SEVEN: SUPPORT THE COGNITIVE DEVELOPMENT OF CHILDREN WITHIN THE RELEVANT AGE GROUP. COGNITIVE DEVELOPMENT • Conceptual development • Memory • Sensory perception • Problem solving skills

31. SUPPORT CHILDREN’S COGNITIVE DEVELOPMENT • Provide a stable and predictable environment so feel comfortable to explore, make choices and ‘take risks’. • Provide caring and supportive interactions with children. • Involve the child as an active participant in the learning process. • Allow the environment to be the third teacher. • Ask open ended questions • Ensure opportunities for problem solving • Know the children’s ZPD and provide relevant scaffolding opportunities. Please take this opportunity to add to the list?

32. Activity Please bring in an experience that is reflective of your children’s socio cultural context and interests. Set the experience up in class, ensure it is age and stage relevant and supportive of the chosen areas of development.

33. What could be the socio cultural context behind this play space?What area’s of development could be supported?

34. What could be the socio cultural context behind this play space?What area’s of development could be supported?

35. What could be the socio cultural context behind this play space?What area’s of development could be supported?

36. What could be the socio cultural context behind this play space?What area’s of development could be supported?

37. ACTIVITY PRESENTATIONS Please bring in an experience that is reflective of your children’s socio cultural context and interests. Set the experience up in class, ensure it is age and stage relevant and supportive of the chosen areas of development.

38. Useful Websites www.childdevelopmentweb.com www.pbs.org/wholechild/abc/index.html www.med.umich.edu/1libr/yourchild/devmile.htm www.howkidsdevelop.com/developSkills.html http://ecdc.syr.edu/Developmental_checklists.doc www.uen.org/Lessonplan/preview.cgi?LPid=4411 www.zerotothree.org/dev_miles.html