Unit 2 - the Developing Child

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Unit 2- The developing child

D1.

The expected social stage of social development for a 4 year old is that they are more aware to talk to new people; the children are more friendly and caring towards others. Children are a lot more confident in these ages. Children are more understanding and can engage in a conversation. Also understand how to share and co operates with one another. According to this website: http://www.greatschools.org/special-education/health/724-developmental-milestones-ages-3-through-5.gs (11/05/2011) children show anger verbally instead of physically. Children understand the concept of past present and future. Tassoni, P (2007) page 43 explains how children are more affectionate towards family, friends and carers.

D2.
The expected social stage of development for a five year old is that he she is very co operative. Engages in conversation, A 5 year old can speak clearly and use different connectives properly in a sentence. Children can also choose their own friends. Meggitt, C (2004) Page 86 explains how children ask about abstract words (for instance, what does “beyond” mean?) http://www.education.com/reference/article/Ref_Social_Emotional_End/ according to this website by the end of 5 years children want to please friends, agree to rules , likes singing, dancing and acting children are more independent are like to do things alone.

D3.
At my placement the teacher was observing a child, she was writing a written commentary, the child had problems holding a pencil in the correct way. While I was observing the teacher I realized she would write everything that he would do for example, the child picked up the pencil, which fingers he put the pencil in between, how much pressure he used while holding the pencil, which hand he rights with, how fast he rights in a specific amount of time etc. the observer should right as much as they can , the observer should right clearly and use good vocabulary, according to Tassoni, P (2007) level 3 “The language that is used to record can also be subjective. Observers will not have the time to consider carefully the vocabulary that is being used and will probably put the first word which comes to mind. Afterwards, notes need to be written out so they are legible”. While observing the observer will have to write in present tense while it is happening, The teacher has to write as much as she can so that if any other person reads it he or she will get an image of the child and the problem he has. Tassoni, p (2007) level 3 explains how a “written record is straightforward; it requires the observer to put into writing what is being seen.” This quote expands on my point, which explains that even though observers have to write each aspect of what a child does the observer should right in detail and use good vocabulary so the person who reads it can understand.

D4.
The different types of advantages that come with doing observation is that they can be done very easily for example you do not need any specific documents that need to be filled in you just need paper and a pen, because you only need a pen and paper you can record something at short notice, because you can use any paper. Whereas the information which is written should be written in detail and have good vocabulary. While doing observation there are also disadvantages as well as advantages, for example an observation can only be used for a short time so the observer will have to keep doing observation after a period of time. It is also difficult because the observer has to right down every detail and might find it hard to keep up with the child’s activities. Another disadvantage is that the notes need to be written up quickly, because if they are not then they might either get lost or might be forgotten.

D5
The main influences that may affect the social development might be, moving house, separation between parents, death in the family, death of a parent, death of a sibling, poverty,...
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