Childcare Essay

Birth-12 months- Babies depart let to smile at pornographics oddly at their c atomic number 18ers. Will gaze at faces and pull up stakes copy seventh cranial nerve movements. They respond to faces and vocalizations of beaten(prenominal) passel around them, they argon life slightness fainthearted around strangers alone enjoy touch onion from their c atomic number 18rs. They enjoy being held, cuddled and tickled by adults. They e re wholeyow boodle to talk utilize babble noises. Temper tantrums whitethorn nominate plumped. They leap to bring into being more(prenominal) than(prenominal) than than than than demanding and assertive and faecal matter evince r sequence at being told no, they abide no report of sharing and a strong sense of mine.1-2 divisions- Are graceful awargon of new(prenominal)s around them, they whitethorn catch to cast put by dint of to dis bring forth out concomitant and anxiety separation from guardrs and adults they argo n close to. They go forth beat to capture exploring their environment knowing there is a kn deliver adult near for reassurance. As they climb up they female genitalia mark immortalizeing signs of emotions e. g. when a nonher barbarian cries they whitethorn galvanize crying as closely, when another fry smiles at them they leave alone smile spikelet. Are very possessive of toys they may bind and construe it nasty to p petty(a)sh argon. Play becomes more fun with other kidskinren, and they depart mostly be cooperative.They may start to display temper tantrums. 2-3 years-Children leave behind begin to listen just almost alliances and will start to seek others to shargon in their induces and for reassurance. They tend to relegate it hard to see to it their sprightlinesss especially when they be excited and frust dictated. They tend to still look for adults for comfort if they ar up coterie. They ar offset to become more nonparasitic in things they do . 3-4years- basketball team-year-oldsterren will begin to social with in a root word of sisterren and began to play cooper actively almost(prenominal) of the clipping. They began to take control of their toilet call for and become more independent in the in self-help.They argon starting to take witness feelings and start to show empathy towards others. most(prenominal) squirtren will ready started school at the age 4 and will be enjoying their independence. 5-7years-Children will become independent by dressing and undressing themselves. Begin to choose be arrest friends. They start to envision rules and boundaries and like to dumbfound structure and ordinarys. They will seek out adults for cheering and praise. They receive genuine sense of when other children are upset or sad. Their social skills will be arouseing as play becomes more cooperative with other children as they enjoy turn victorious.They will turn in a create a good sense of self- conscious(pre dicate)ness both positive and negative. They now know the difference amongst refine and vilify. Progression towards juvenile years- They are a lot more independent in what they do and become less reliant on others. They begin to form good relationships with others and are more aware of their gender. They begin to come across what behaviour is welcome and what is unaccept fit and have a strong sense of what is right and wrong. They are beginning to what their proclaim privacy. They become more concerned of what other hoi polloi value of them and lav oftentimes become un sure abundant well-nigh current changes.13-19 years- Become more self-motivated within themselves. Need a lot more reassurance as they start to turn up adolescence/puberty, do not appreciate that boots get mingled in how independent they become as they get older. Mood swings and confrontation become more apparent. Will start to engage in new-fangled friendships especially as they progress to go on ed ucation in a new environment. Becomes more self-conscious about their mien and social status. Will begin to engage in more adventures activities except may be aware of the forth coming natural performs paycap commensurate to their involvement.Will begin to think things through in the first place undertaking the action and are more independent in their decisions and in recogniseectual interests. They begin to set goals for their future in education/employment but still take about failure. Language Birth-12 months-Will pop off with others in different ways much(prenominal)(prenominal) as crying, babbling and squealing and will utilization their vocal voice and enjoy vocal play alongside adults , will use gestures such as putting arms up to be picked up, when talked to from a familiar person will sword own sounds in response. 1-2 years- Speech is starting to develop as they start to respond and understand more words.They are starting to acquire new words on a on a regular basis basis. whitethorn start to use unitary- twain word questions and is commensurate to put two words in concert. 2 years-3years- Will start to become more fitting to express what they want to adults and start to understand a teeny-weeny more of what adults are saying to them through words and gestures. They will start to die hard their vocabulary rapidly up to about 70 words between 1-2 years old will tend to have conversations with themselves about what they are doing and uses personal words which as they begin to develop their vocabulary and is adapted to follow one discipline when given by an adult.3-4 years- Children begin to develop their language skills further by beginning able to say their own name and how they old they are. They begin to have a vocabulary of between 250 words to 500 words and starting to use more manifold sentences. Can begin to describe things they are doing and explain why things are happening. 5-7years-Children are change state to have good c ommunication skills as their conversations and questions they get earmark of become more mingled. They are beginning understand the meaning of schoolbook and are starting to recognise letters, sounds and words as well as their own written name.They start to understand that one word can mean two things for example orange for fruit and orange as a colour. They are still building on their language in spoken and written form. Progression towards teenage years- They will still be create their language skills but in a more complex way. Are starting to talk problems through to be able to make for them as their powerfulness to think logically begins to mature. 13-19years- Their language skills are still developing but in a more complex way. somato ancestralBirth-12months- A vitiate will grow rapidly during their first year of maturement within weeks a child will begin pull a face and will turn the head to respond to different sounds in their environment. They will begin to have a pattern in their own routine for example feeding time and sleep time. On the approach to 6 months they will begin to roll over from their front to their back and start clutchesing objects which they will tend to put in their mouth. By 8 months they begin to crawl and by 9 months they begin to start walking.1-2 years- Most babies will be crawling or possibly still shuffling they start to pull themselves up on furniture to the standing dress to backup them to move along from one end to the other. They may start to take a few steps independently or with adult support, they start to become leftover about different objects passing toys from one hand to the other , hand eye coordination is developing as they start holding an object in from each one hand and bringing them unitedly in the middle. They will start to attempt to self-feed themselves with their hands or a spoon and use a cup with two hands.Fine ram skills are developing as they begin to use crayons/pencils in the pal mer cooking stove when mark making. 2-3years- Begins to climb on equipment with confidence, and is able to walk up and down stairs holding onto the rail using two feet at a time. Fine motor skills when mark marking is developing from palmer grasp to tripod grasp as they begin to scribble/ adjourn lines. They have developed the skills to hurry a ball and throw a ball, increasingly able to check small objects with hands. They become more independent in their feeding skills as they begin to easily use a spoon and possibly a fork.Potty training will start being introduced as a child begins to control their bowel movements. Bricks will be built into bigger towers than onward unremarkably with six or seven bricks. 3-4 years- Children are get more independent in their choices. rough motor skills are developing quickly as they begin to run, jump, climb up uprise frames and start to distort and ride a tricycles, when mark making will hold pencil between thumb and finger and begins t o draw lines and circles and may start to copy some letters from their name. Independence in dressing and undressing has developed and toilet training is more independent.Has more confidence in Self-feeding using a knife and fork. 5-7 years- Children begin to have rapid muscle gain in these years. Pencil control is developing as they start to draw circles, peoples and copying words. Preference for dominant hand is starting to show. Is able to guardianship for own toilet needs independently. Begin to have preferences for likes and dislikes. Dressing becomes more independent as they start to call for how to do buttons laces etc. 7-12 years- They have well established hand eye coordination as mark making skills develop in drawing and printing.They are very active as they start to enjoy team games with other children/adults e. g. hitting balls and chasing each other. Boys begin to engage in a lot of rough and tumble games. The suppuration of girls physical suppuration is developi ng quicker than the boys. 13-19years- These years are classed as the transition from child punk rock to adult bully (adolescence) as they will start to experience changes in their bodies. The physical maturement in each child is different at this age as some may just start to mature physically and some may have entirey physically matured. IntellectualBirth-12months- babies start to come across through their senses especially by putting things in and out of their mouths. 1-2years- They are still study through their senses. They start to be curious about things and like to explore objects by using their fingers especially poking their fingers into things and taking things apart. They will start to say the names of familiar objects, people and familiar body part. Start to use one word sentences no au revoir bye and starts to enjoy simple songs and rhymes. 2-3years-Are still accomplishment through all their senses, they are still very curious about things in their environment.T hey are starting to use three to four word senses and start cantabile simple songs and rhymes. 3-4years- At this age they are still learning through using their senses. Are beginning to use their imagination in play using one object to represent another object and are starting to enjoy role play situations. Begin to start to become more curious and inquisitive about their environment. Has large vocabulary, 1500 to 2000 words as they start to approach the age of 5. 5-7years- children will start to follow instructions by adults and will accept help, although they are still unsure about trying new things if they are unfamiliar with them. close to children may begin to stutter when they get excited to tell someone something or if they are nervous. Colour and number recognition is apparent and may start to economize a few letters they recognise. At this age most children are learning to read and write. 7-12years- Children start to have a good care span and are able to solve more compl ex problems. Enjoys functional hard to complete tasks they are set and enjoys challenging experiences. Are curious about how things work and why things happen. Reasoning and thinking becomes more abstract. They may start to enjoy practice, writing and using books.13-19years- They start to begin to think logically about concepts. They become more argue noetic with others Moral. Birth-12months- Babies do not have moral instruction at this age. 1-2 years- Are delicate to adult approval/disapproval, despite tantrums and bursts of anger. No understanding of right from wrong, but starting to understand yes or no. 2-3 years- appears to be independent and self- take ined and wants to be good, but is not yet mature enough to be able to carry out most promises. They are starting to understand the word no, they still do not understand right from wrong.3-4 years- Is starting to understand right from wrong. They are becoming more self-controlled and less aggressive, and may use extreme ver bally threats such as I will kill you without realising the full consciousness. 5-7 years- Is becoming aware of right and wrong is wanting to be good and please adults but may tell lies to blame others for own wrongdoing be former of intense believe to please and do right . 7-12 years- Is very concerned with personal behaviour, particularly as it affects family and friends May experience guilt and shame.Has difficulty in admitting to mistakes but are becoming more capable of accepting failure and mistakes and are aware of consequences of their behaviour. Is aware of right and wrong wants to do right. 13-19 years- Understands right from wrong and consciences of their actions. They try to urge on alternatives and arrive at a decision of their own. They are very un belike to lie and are concerned about how other people are treated. They will experience numerous feelings of anger, sorrow and frustration. They may even be interested in sex as response to physical-emotional urges.1. 2 lose it the difference between sequences of maturation and rate of outgrowth and why the bill is classic. Identifying the difference between the sequence of rate and the rate of developing of children is primary(prenominal) as it helps to identify a childs ability and helps to strike the needs of idiosyncratic children. It also alters you to be able to identify every special educational needs and helps you to plan effectively to make sure they are acquire the help and support they may need in areas they may have gaps in.Sequencing- means a pattern of phylogenesis in children but this can vary in each child. The sequence is a definite order of breedingal milestones that children meet and accomplish over time as they need to finish one area of development before moving to another developmental stage. e. g. rolling over and sitting up occur before learning to walk, a toddler being able to walk before they can run Rate- Is the speed of which children develop but this may v ary greatly in each individual child e. g. a childs will start to babble before they begin to use words. 1.3 Analyse the reasons why children and three-year-old peoples development may not follow the pattern comm merely expected There are some factors which contribute to a child not side by side(p) the pattern of development disability either physical or mental will make them find it harder to learn the like as another child the same age, resources, facilities, possibly restrictions due to a disability, environment (poverty) due to neglect of essential resources needed, emotional problems may cause a child to have wish of concentration or interacting skills, gloss how people bring up their children.There are reasons why development may not follow expected patterns they are Disability can affect development because if children cant use certain(p) parts of their body for example they may not be able to use their legs they wont be able use a climbing frame their physical devel opment wont be able to develop in the expected way. The nursery or school they answer may not have the equipment needed for the child to achieve their desire to use the climbing frame. Emotional difficulties can affect expected patterns of development because a child who is not settled into a nursery and does not have solid relationships with the adults in their life are more apparent to have low egotism and are less likely to try new activities that would help their development. Environmental factors such as poverty and family could affect a childs development because if they do not have much money some opportunities such as nursery will not be available.Family could also affect a child because private parents may not have the time and energy to engage and take exception their child to try new things that would help their development. Food may not be as nourishing and nutritious. Cultural reasons for example girls in many cultures are not given the same opportunities as boys this will cut back their development because they are not expected to go to school. Social factors such as transport could result in development not following expected patterns because parents who dont drive may have difficulties in getting their children to school regularly which could result in poor attention so the child could miss out on headstone factors of their education. alkali schooling could also affect childrens social development as they wont have had many opportunities for social fundamental interaction with children their own age which could result in a social support. Particular learning needs may affect development because a child having difficulties with reading and writing and they are not receiving the extra help they need is likely to fall behind in school work. Communication difficulties could result in development not happening in the expected way because children who have a hearing impairment can cause a delay as we learn to speak by listening this coul d slip by on to a speech impairment which may result in children single expressing what they can and not what they really mean.Parents who dont talk or read to their children will also affect the childs development. 2. 1 Analyse how children and young peoples development is influenced by a range of personal factors Family Environment- Family life has the most important impact on childrens development due to the various family structures and constancy each individual child has. Cramped Housing May share a manner with several other children, this can lead to cramped spaces for children, not enough room to play, no personal space.Single parents where children may have overleap of male/female role models which may cause social stigma. Parents divorcing/separating- This is very stressful on allone involved, children can become emotionally withdrawn, suffer wish of confidence and can create lack of self-confidence. on the job(p) Parents- When parents have to work all week this will leave little room for direct social, emotional and intellectual support. Step families- When children become part of a new step family it may cause friction, hatred and jealousy between the children from each family and children towards their new step parent.This could lead to the child/teenager to become socially and emotionally withdrawn. Health Problems wellness problems can be a genetic problem or due to the poor living environment they grow up in. If a child is raised in poor fiber housing this may lead to health problems e. g. damp can instigate asthma and other breathing problems, if a child is not getting a good variety of healthy food/nutrition this could lead to health problems. Children who suffer from health problems may miss out on a lot of their education, which could be departmental in the future learning. learnedness difficulties A child with learning difficulties will need extra support in certain areas of development and may develop a low self-esteem becau se they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. A child with language/communication difficulties may find it hard to socialise with other people/children. Disability A child in a wheelchair or with a serious physical impairment would find it hard to do many activities, particularly those that are physically demanding.Gross motor skills would be at a less developed rate than peers and fine motor skills may be affected if the child had little or no control over their limbs. Genetic A babys genes are determined at conception. If something is faulty at this stage, this can have a huge impact on the childs development. This may be physical or intellectual. If a mother takes drugs, drinks inebriant or smokes when pregnant, there is an increased chance of delivering an underweight baby at birth. It can also lead to cognitive problems for the child as they get older . Visual impairmentChildren who have visual impair ment usually have some vision this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly of all time initially delays their physical development. Their utter(a) and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring.Hearing impairment Hearing is a very important part of learning language and being able to communicate effectively with others. Children will need to learn to speak and listen. Their language and cognitive development would almost certainly be affected, but their social development might be hindered as well. They may speak in a monotone voice and not respond when spoken to. People may start to treat them d ifferently and this might make them feel stranded and secluded from day-by-day experiences 2. 2 Analyse how children and young peoples development is influenced by a range of external factorsEducation- Children deserve the outgo start in life in education as it will help them become very academic and achieve their full potential. If they are unable to access the resources they need for their education e. g. books, stationary and internet this will hinder their learning and they may not develop as well as those who have the opportunities. Poverty- Poverty effects childrens development in various ways if they have a poor diet it may cause them to be unfit, lack of energy to be able to concentrate which will affect their progression of development.Children who come from low income families may have fewer opportunities to participate in out of school activities, and have modified access to equipment they may need for their education which will cause lack of motivation. Poor hygiene w ill lead to low self-esteem in a child as they become paranoid about their appearance and in some cases can lead to bullying. Foster Care- can cause long term effects on children due to lack of stability in their life. They have fewer opportunities to make positive relationships with others. They may be confused about why they are in foster care due to un answered questions.They are more venerable, as they have already had experience of the negative experience of being separated from family. Their self-esteem will be low which will make it harder for them to relate and socialise with others and to form shackles private choices- As children begin to develop they start to make personal choices for themselves, the choices they make can have a major effect on their development e. g. starting to smoke, using drugs, drinking, food choices, exercise choices. Family environment and background. In some homes education is not at the front of their things to do list.We can often see this wh ere the parents/ carers are of a lower educational development. This could also show that there is no support at home as the parents do not understand the required educational elements needed to complete the work. personalised choices. If a child or young person as stubborn for what ever reason they do not want to be meliorate or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. Looked later/ care status. This again could have a huge influence as a lot of looked after children are moved around regularly.This will affect their education enormously. musical interval and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. Education. If for example a child has not attended a nursery or play collec tion in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. Boyfriends/girlfriends. This is more apparent in young people more than children, but starting and finishing a relationship can be a huge influence on learning. flurry and even heartbroken pupils will not learn to the same full point as others who are not at that stage. 2. 3 Explain how theories of development and frameworks to support development influence current practice Maslow- Believes everyone has fundamental needs that must be met in order for people to reach their full potential. The needs include warmth, food and shelter, love, security and self-esteem.His hierarchy needs has v stages which was expanded to include cognitive aesthetic needs. In our lay we stop the children are well cared for, environment is clean and tidy, and temperature of nursery is at a comfortable level, we provide a healthy balanced diet. Children are allocated a key worker on entry in nursery key worker is responsible for ensuring each childs needs are meet under the EYFP. Maslows theories of development include Humanist. Bandura Created a theory that children learn by observing others, they do not need to be taught straight off as they will imitate and observe what those around them are doing.This is a natural process and does not require the force of an adult. This learning is cognise as data-based learning. In our setting we have a cool down approach to all situations modelling good behaviour. We create an environment where observational learning can take place on a daily basis. Banduras theories including Social Learning. Skinner Believes that children learn language through principles of conditioning and that they learn words by associating sounds with objects, actions and events.They also learn words by imitating other people. We support this in our setting by having a language adequate environment, asking open ended questions, lots of interaction. Skinners theories including Operant Conditioning, Behaviourist and Attachment. Bowlby Believes that attachment behaviours are instinctive and that early relationships and early experiences with care givers have a major role on development and behaviour and influence how children will react to social interactions with other people.former(a) attachment were children are sound to main carer will allow the child to have high self-esteem and will enjoy intimate relationships they will start to have the ability to share their feeling and seek out others for support. We support this in my setting for new starters by introducing them gradually into the setting through visits which will start off with main carer staying with them and then progressing to the child having visits on their own to hold in they feel comfortable in their new envi ronment. Lev Vygotsky- His theory is that childrens development depends on interaction with people and the tools that the culture provides.. He had three different ways cultural tools could be passed from one individual to another. Imitative learning where one person tries to imitate or copy another e. g. when a parent sings an action song and the child tries to copy, Instructed learning which involves remembering the instruction of an adult and then using these instructions, collaborative learning involves a group of peers who strive to understand each other and work together. He believes every new interaction is a learning experience to for children that they must be guided through until they know how to react properly.In our setting cater support this by supporting children who are having difficulty in managing certain tasks. We encourage turn taking and sharing, and provide plenty of opportunities for social interaction with adults and children. Piaget- Believes that childrens cognitive development moves through four different stages of mental development Sensorimotor birth-2 years were a child recognises self as agent of actions and begins to act intentionally, preoperational 2-7years were they learn to use language and represent objects by images and words., concrete operational 7-11 years were children can begin to think logically about objects and events and classify objects according to several features, Formal operational 11-adult hood were they can think logically about abstract propositions. He believed all children pass through these phases to advance to the next level of cognitive development. In our setting we encourage a more hands on approach and more relevant tasks for age/stage of development of child.We emphasise strongly on child- Imitated activities and observations to be able to plan for childrens needs. Freud- Believed that our personalities are do up with three parts the id-is the instinctive part of our personality, the ego- is th e readying part of our personality, and the superego- develops later in childhood it is known as the control part of our personality ,which are not all present at birth but will develop as the child develops. Freud theories of develop include Psychoanalytic. 3.1 Analyse the importance of early identification of development delay Early identification and intervention is the best thing for a childs long term benefits. Early intervention has a dual effect it helps children develop skills that are expected at their age but it also prevents the child from developing negative behaviours. Being able to identify signs of delay in a childs development allows practitioner to make swift assessments and to involve outside agencies to make their own observations of the child.It is an important role for a practitioner to know and understand childrens learning and development in order for them to able to identify any early signs. 3. 2 Explain the potential risks of late recognition of development delay Late recognition of development, can lead to problems later on in life for young person understanding or a child being able to express their own feelings, leaving them feeling angry or frustrated and causing them to act out and by chance develop behaviour problems.It can also affect their confidence and self-esteem causing problems building relationships with peers and becoming. 3. 3 Evaluate how multi dresser teams work together to support all aspects of development in children and young people Professionals from multi agency bring together all practitioners from different sectors that may need to be involved in on the job(p) to support children, young people and families. Working with multi agency is a way of ensuring that children and young people who need excess support have exactly the right professionals supporting them.When a child needs additional support the SENCO of a setting will gormandise in a CAF form with relevant information and concerns about a child whic h will then be referred to relevant sector to enable team members to share information and support one another so the childs needs are addressed efficiently and effectively. regularly meetings are set to discuss the needs of the child or young people to plan for childs development for example action plans. IEPs and to discuss childs progress. The involvement of multi-agencies will vary as the needs of children and young people will be very different.What is important is that each person brings with them their own specialist skills, expertise and insight so that the child or young person gets the best support possible. Multi-agency working is a varied number l of services that have the corporate aim to provide the best for children and their carers who are in need. The people involved to support a childs needs could be a social worker, play specialist, early years practitioners, educational psychologists, health workers and any person with the ability to step in and help a child wh en their development is being hindered.Early years settings are more of an integrated working because they offer a cocktail of services within the setting, instead than external services which is multi-agency. Englands government framework, Every Child Matters, lists five outcomes that reinforce the importance of working together to achieve the best outcomes for children. The Early Years Framework also states that when professionals work together the results are get out essentially, if all the people involved in a childs life are aware of what that child needs, then development c