CHCFC1C Support the Development of Children in the Service.

Lets start by Making and DoingPlease refer to your Recipe and activity book, and get into two groups of four.

Ready steady Cook

Inclusive of all Elements: Students to make recipes and set up end products as activities-Student to discuss how they could implement cooking activities with children and relate to the different areas of development- modifications and scaffolding strategies.29/10/09 6:30pm-9:30pm2DevelopmentQuiz Revision from other units so far on the following topics:Sequential Growth and MaturationNature and NurtureBasic NeedsTemperaments - DispositionsPhysiological DevelopmentNorms-AgeStage of DevelopmentAreas of DevelopmentSensory DevelopmentSocio Cultural DevelopmentBonding and attachmentZone of proximal developmentScaffolding

Elements: Inclusive1-7:Students have handouts on all topics from previous classes, remind students that they might want to pull them out.Students to participate in quiz: What, How and who will be placed in front of the topics. Elaborate on areas of uncertainty at end of quiz.3TheoriesMATURATIONISTTHEORYThe nature approach

GesselChomsky

GesselChomskyDiscovered that childrens 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 childrens development was based on their BIOLOGICAL MATURATION and that the childs environmental or social factors did not affect the way children acquire skills.

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;

PSYCHOSOCIAL THEORYThe 8 StagesStage 1: Infancy (0-1 years) : Basic trust versus mistrust Stage 2: Toddlerhood (1-3 years): Autonomy versus shame and doubtStage 3: Preschool age (4-5 years): Initiative versus guiltStage 4: School age (6-11 years): Industry versus InferiorityStage 5: Adolescence (12-20 years): Identity versus role confusionStage 6: Young adulthood (20-24 years) : Intimacy versus IsolationStage 7: Adulthood (25-64 years): Generativity versus StagnationStage 8: Old age: 65-death): Ego Integrity versus Despair

COGNITIVE THEORYPIAGET VYGOTSKYBelieved 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 influenced sensory development, he believed that play which encourages children to use their sight, taste, sound, touch and hearing was vital to child development.SOCIAL SYSTEM THEORYBROFENBENNER* MINUCHIN *BATESONBelieve 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 childs development.

Remember our discussions on Belonging being and Becoming?

BEHAVIOURAL LEARNING THEORYPAVLOV *WATSON *SKINNERAre 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 its consequenceLearning depends on its outcome

SOCIAL LEARNING THEORYBANDURAChildren learn through direct social contact and from this contact, children will role model and imitate behaviours, Monkey see, Monkey do!

HUMANISM THEORYMASLOW *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.

??Self actualization?ELEMENT TWO: SUPPORT THE PHYSICAL DEVELOPMENT OF CHILDREN WITHIN THE RELEVANT AGE GROUPPHYSICAL DEVELOPMENTGross motor skillsFine motor skillsPerceptual motor skills

GROSS MOTOR DEVELOPMENT Large muscle movements

Balance standing, squatting, kneeling, sitting

Strength

Coordination

Locomotion skills walking, running, crawling

Projectile skills

Flexibility

FINE MOTOR DEVELOPMENTHand-eye/Hand-foot coordinationInvolves the coordination of the hands/feet with what the child is playing with. Eg; building a tower with blocks, kicking a ballManipulative skillsInvolves the coordination of the hands in manipulating objects and tools eg; sewingGraspInvolves holding objects Release HandednessRefer to hand grasp handoutChoosing which hand to use while completing a taskVisual trackingMaking eye contact and following objects

PERCEPTUAL MOTOR SKILLSRefers to the brain processes in relation to physical motor skillsSpatial awarenessIs the childs general awareness of their body in relation to space. Eg; climbing through tunnel, reaching for an object.

Visual PerceptionIs the childs ability to make sense of what is seen and then respond to it accordingly Eg; telling the difference between shape, size, colour etc.

Auditory PerceptionIs the childs ability to make sense of what is heard eg; telling the difference between rhythm, pitch and volume.

HOW CAN WE DEVELOP A CHILDS 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.

ELEMENT THREE:SUPPORT THE SOCIAL DEVELOPMENT OF CHILDREN WITHIN THE RELEVANT AGE GROUPSOCIAL DEVELOPMENTAttachmentsRelationshipsPro-social behaviour eg; turn-taking, sharingMoral development eg; learning right from wrongSex-role identity eg; gender awarenessSelf actualisation

SUPPORTING CHILDRENS SOCIAL DEVELOPMENTEnsure 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.

ELEMENT FOUR:SUPPORT THE EMOTIONAL AND PSYCHOLOGICAL DEVELOPMENT OF CHILDREN OF THE SAME AGE GROUPAREAS OF EMOTIONAL DEVELOPMENTAttachment trustSeparationIndependenceSelf esteemSelf help skillsSelf concept Empathy

EMOTIONALDEVELOPMENTAL MILESTONESHOW CAN WE SUPPORT A CHILDS EMOTIONAL DEVELOPMENT?Ensure you are sensitive to each child's needs and temperament and respond accordingly.Acknowledge children's feelingsShow children respectEncourage independence skills ensuring these are developmentally appropriate and achievable.Celebrate special occasions eg; birthdays, cultural celebrations. Praise the processes

ELEMENT FIVE: SUPPORT THE LANGUAGE DEVELOPMENT OF CHILDREN OF THE RELEVANT AGE

LANGUAGE DEVELOPMENTLanguage 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.

AREAS OF LANGUAGE DEVELOPMENTEgocentric or private speechInternal speechExpressive languageNon verbal/body languageArticulationHearingListeningReceptive language

RULES OF LANGUAGEPhonemesMorphemesSyntaxSemanticsPragmatics

STAGES OF LANGUAGE DEVELOPMENTPRELINGUISTIC STAGE Birth 12 Months

LINGUISTIC STAGE12 Months - Adulthood

LANGUAGEDEVELOPMENTAL MILESTONESBuzz Groups

Lets document the milestones

HOW CAN WE SUPPORT A CHILDS 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!

ELEMENT SIX:SUPPORT THE CREATIVE DEVELOPMENT OF CHILDREN OF THE RELEVANT AGE

AREAS OF CREATIVITY DEVELOPMENTArtistic expressionMusic, movement and danceDramatisation and role playsStory telling

SUPPORTING CHILDRENS CREATIVE DEVELOPMENTProvide 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.

ELEMENT SEVEN: SUPPORT THE COGNITIVE DEVELOPMENT OF CHILDREN WITHIN THE RELEVANT AGE GROUP.COGNITIVE DEVELOPMENTConceptual developmentMemorySensory perceptionProblem solving skills

SUPPORT CHILDRENS COGNITIVE DEVELOPMENTProvide 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 questionsEnsure opportunities for problem solvingKnow the childrens ZPD and provide relevant scaffolding opportunities.Please take this opportunity to add to the list?

ActivityPlease bring in an experience that is reflective of your childrens 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.

What could be the socio cultural context behind this play space?What areas of development could be supported?

What could be the socio cultural context behind this play space?What areas of development could be supported?

What could be the socio cultural context behind this play space?What areas of development could be supported?

What could be the socio cultural context behind this play space?What areas of development could be supported?

ACTIVITY PRESENTATIONSPlease bring in an experience that is reflective of your childrens 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.

Useful Websiteswww.childdevelopmentweb.comwww.pbs.org/wholechild/abc/index.htmlwww.med.umich.edu/1libr/yourchild/devmile.htmwww.howkidsdevelop.com/developSkills.htmlhttp://ecdc.syr.edu/Developmental_checklists.docwww.uen.org/Lessonplan/preview.cgi?LPid=4411www.zerotothree.org/dev_miles.html