Unit 2 Childcare Cache Level 2

Topics: Developmental psychology, Learning, Sociology Pages: 7 (2484 words) Published: May 8, 2013
Task 1.
At the age of four, children should be starting to gain confidence in their social development as they start to make friends and play with other children through nursery or day care. They are starting to explore friendships and new ways of playing; ‘Four-year-olds can usually play happily with other children. Your child is learning to understand about the feelings and needs of others’ – (http://www.markedbyteachers.com). Children may be openly affectionate to the people they feel close to – friends, family and careers, being able to communicate with others more effectively then before is a huge step in social development, understanding knew words and meanings which means they can have conversations understanding what is being said and what they are talking about to a certain extent, this is great for making and understanding jokes from children of their age, and having age appropriate conversations and games with peers ‘Most children will:…play with other children, mostly pretend play.’ – (pg. 43, Tassoni, 2007). Children may be learning to help and want to please adults by contributing to what someone may be doing for example if a mother is hovering a child may ask to help or have a turn on the hoover, the child may be given tasks to contribute to the hovering like picking up little objects, lifting feet and moving things. As children at this age often crave adult approval and encouragement in what they are doing.

At the age of five years old, after most children have been at nursery or day care, children understand how to be social, acceptable social behaviors, they have an understanding of others – emotions, behaviour and social expectancies. Children are often willing to ‘start playing cooperatively with others, take turns and share’ – (http://www.aboutkidshealth.ca). Some children may start to develop close friendships but often start to play with children of their own genders which could help towards their understanding of gender roles ‘They come in contact with different ideas and ways of behaving at school and also have to fit in to a whole new system or rules that might be very different to those at home’ – (http://www.cyh.com), they become more independent and in control of their behaviour so leading to fewer tantrums because they should become a little more aware of what kind of behaviour is acceptable and what is not. Children may be very keen to show others of their achievements, showing pride in what they’ve done and wanting praise and encouragement from familiar adults. In turn they may be starting to follow and understand rules and how to be fair ‘However expect at times that it may be too much to cope with, and they may cheat or get upset or not want to play.’ – (http://www.cyh.com). They are starting to grasp the basics of what is expected as proper behaviour in the social world.

Task 2.
D3, D4, B2&A1:
One method of observing and recording the social development of children aged 5 years is structured recording ‘which involves looking for particular skills or behaviour that children show’ – (CACHE, Tassoni, 2007. Page:53) this can be done with check lists, one advantage of this is how quick and easy it is to carry out the observation with the checklist, where as one disadvantage is that it is mainly focused on only the skills shown on the check list therefore skills that aren’t written down can be easily recorded. Observations can be used to support the development of children, by being able to study and record how children are learning through play practitioners can gain a view into what activities to promote more often in order to aid their learning and development. ‘This means considering how children use materials or play and then working out what their next steps might be.’ – (CACHE, Tassoni, 2007. Pg.52) carrying out observations on children will help practitioners find out more about children as individuals, this can be used to spot early signs of anything to be...
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