Child Development Ideas and Practice

Keywords: mery sheridan child development theory, bowlby theory

The Scottish Authorities (2010) has granted national rules for adults working with children from pre delivery to 3 years informing them of the four key ideas which promote positive results for small children and people. Nine features have been identified to put the key ideas into practice. The four key concepts are rights of the kid, relationships, responsive care and attention and value.

Research has shown that delivery to 3 years is a crucial age for development and brain development. The Scottish Federal (2010 pg 15) note that "Forming and reinforcing links are the key jobs of early on brain development. It's the early activities and developing associations that cause the relationships in the mind to increase rapidly". It is vital that staff form warm and particular relationships with young children. Quality relationship with adults at this era is important in order for the child to develop cognitively.

Attachment sometimes appears as one of the features of the key principles. It's the process by which small children form close interactions with a few well known people ie parents or grandparents. Bowlby the theorist at the forefront of the theory taken care of these relationships act as a prolonged template for shaping the child's capacity to make and keep successful human relationships with relatives and buddies. It is thought these early activities with the first people who taken care of us may form our long-term psychological wellbeing (Birch 2007). Mary Ainsworth (1969) built on Bowlby's work. She managed that caregivers should be sensitively responsive, be familiar with the young baby or child's alerts and be able to interpret them accurately and respond correctly and promptly. Through my observations it was evident that the kid had a solid connection to both his parents, see appendix 1, observation 1. Within my project I was available and approachable with both parents, learning about the child's character, routines, needs and wants, making both parents and child feel comfortable in my own company. Matching to Learning and Teaching Scotland (2010 pg 24) "one of the most effective ways of demonstrating admiration for children and households is where staff express a genuine fascination with them". I have already been able to witness the benefits associated with working with a family in a home environment and believe that home goes to should be assemble to ensure that a romantic relationship can be built up with parents, children and practitioners before younger children attend an early on years setting. This will make the changeover from your home to the setting run smoothly, enabling the kid to feel safe and sound in a fresh environment. Matching to Dryden et al (pg 81) "Having a secure attachment to their primary carers and a key employee in a nursery environment appears to impact on a child's capability to cope with major life changes. This emphasises the value of stable and sensitive look after very young children in an early on years setting". Goldschmeid was influenced by Bowlby's work and introduced the keyworker concept (The Early Years Foundation Level 2007). This approach sees a grown-up being in charge of the care and attention of a little band of children, getting to know their exercises well and tuning into their needs. Ratios of staff to children could be a challenge of the system. It is not always easy for the same person to attend to the needs of younger children. Also rotas and turnover of personnel may imply that other colleagues and a child's keyworker will be required to know children's regimens and preferences.

There are various models you can use to monitor the growth and development of children in the first years. The medical and checklist models can lead to a deficit view of the child, focusing on what the child cannot do. Learning should focus on what the child can do. The conventional method of learning child development has been to use the Normative Development model. Mary Sheridan carried out research in the 1950's. This work was used to build up a platform for child development. This uses the milestones procedure and suggests that children should be able to achieve certain things at a certain age group. Although there are recognized sequences of child development it is thought that as children develop at different rates it is more appropriate to look at a child's development holistically (Dryden et al 2007). The EYFS (2007) has divided learning and development into the pursuing six areas: Personal, Community and Emotional Development, Communication, Language and Literacy, Problem Solving, Reasoning and Numeracy, Knowledge and knowledge of the World, Physical Development and Creative Development (Department for Children, Academic institutions and Family members 2008)

Observations and assessments should be completed in order that children's development can be monitored and progression can be seen. It's important that there surely is a good record keeping system set up. Experiences offered during this project weren't predicated on learning final results as this kind of curriculum is not well suited for a child of this age. It is not appropriate to plan weeks in advance. By observing the kid, as well as information gained from parents I was able to go on to plan experience predicated on his specific needs, see appendix 1, observation 3, I advertised play and reinforced and long the child's learning where appropriate. I'll take this into account when working in an early on years setting up, building children's learning around their daily encounters and encouraging those to connect to others in the environment. Lev Vygotsky was a respected theorist of cognitive development whose thoughts are incredibly current. He is viewed as the creator of the social constructivist procedure who assumed that through public interactions with parents, children learn ethnical tools and interpersonal skills. He sensed that culture and community were essential elements of children's cognitive development (Linden 2005). Children learn to think and apply their thoughts consequently of social connections. Dryden et al (2005 pg82) records "the most important element of a superior quality play and learning environment for infants and children up to three is the adult". I realize that I must offer an environment rich with child initiated learning to enable children to develop their vocabulary and cognitive skills and recognize that I am going to have to make representation a part of my work routine. This allows me to look at the opportunities of play that are provided and ensure children are being given the tools to make alternatives and decisions regarding their play and learning.

Throughout my project I demonstrated to the child which i was interested in his learning by interacting with him and responding flexibly, tuning into his interests, allowing me to plan responsively for his learning. During observation 3, see appendix 1, the child was wrapping himself in curtains and on further conversations with his mother I found that he liked to cover in the understairs cupboard and under desks and chairs. On reflection I thought this may be an envelopment/containment schema. Chris Athey (2003) discovered schemas as a pattern of repeated actions. Children show schemas when they are playing and trying to discover more about the entire world. Practitioners can use schema theory to interpret children's activities and go on to aid and lengthen children's learning by giving appropriate resources. It may be difficult to explain schema theory to parents and I believe it may be beneficial to use a video camera as a means of observation which may help the parents better understand their children's learning. Observation of children's learning from both home and setting can be shared and their learning considered forward after that. Working in relationship with parents is one of the features of the key ideas in practice (Scottish Federal 2010)

Language acquisition is one of the main element milestones in early on years as a child development. BF Skinner the theorist associated with Behaviourist Theory thought that children imitate the words of their father or mother or carers. The behaviourists think that children learn through positive and negative reinforcement, using reward whenever a child's spoken phrase is acknowledged and ignoring unsuccessful attempts at speaking. This type of thought was challenged by Jerome Bruner a Community Interactional Theorist who presumed that language development is both biological and social and that language is affected by the desire of children to talk to others. Bruner thought that through using a Dialect Acquisition Support System, various methods can be used such as directing out and naming items and responding to children's utterances all help children to obtain the words skills necessary for cognitive and interpersonal development. Bruner called this scaffolding the child's words acquisition (Birch 1997). I put this into practice during observation 2, appendix 1, talking to the child throughout, naming things and giving an answer to his gestures. The kid seems to have good understanding of words but has a reasonably limited vocabulary but this will increase rapidly around this age.

After taking into consideration federal government initiatives and advice, various theories of child development and my observations of a kid it has become apparent to me the importance of creating a relationship between keyworkers, children and parents which is both respectful, reactive and nurturing. Research about the swift development of babies brain development means professionals must be aware of the impact of the practice on very young children's communal and cognitive improvements. I realise the importance of carrying on professional development to keep up to date with government legislation and any developments in child development which will help me make prepared decisions regarding my practice. I really believe it is important to put in place regulations and methods in early years configurations that will accomplish the reflection on practice with professionals, colleagues and parents.

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