Unit 26

Topics: Developmental psychology, Psychology, Maslow's hierarchy of needs Pages: 12 (5316 words) Published: March 19, 2013
Unit 023
Task A2
1)Sequence of development is the order of development that all children need to go through. It is linked to body, mobility and intellectual growth. It us a definite pattern of development. For example a child will learn to walk before they can run or they will learn to sit up before they can stand. All children will achieve the sequence of development but it may not be at the same rate as others. The sequence can include an order that is positive and negative- deterioration The rate of development is when the child reaches a milestone. It is linked to a timeframe of age. All children will go thought the sequence of development but it will vary in every child at what rate they achieve the development at. For example a child of 8 months can crawl but another child might never crawl but walk at 10 months.

2) All children are different, for example a child might be really good at spelling but cannot grasp numbers as well. That is why the Sequence and the rate of development are so important so that we as practitioners can get an overall view of how the child id developing and in what areas they may need support in. In our setting we observe the our own key children when they are taking part in activities so that we can then look in the EYFS to see how the child is doing compared to what they should be achieving. If there are any areas that we feel our key children need help on developing we then can adapted our planning for our key children, this involves making sure the activities we have chosen suit the child’s individual needs.

Task B2
Cognitive is exploring the internal mental processes. It is how people remember, speak and think. Jean Piaget
Jean Piaget (1896-1980) Piaget was a zoologist; he originally worked on intelligence tests before becoming interested in a child’s cognitive development. He studied the behaviours of children which led him to look at the development of their reasoning process. He used his own children to make detailed observations. Children use their own thoughts and experiences of the world around them. Piaget came up with 4 stages of development. 1)The sensorimotor stage- from birth to 2 children learn through their senses. 2)The preoperational stage- from 2 to 7 children will use objects in the environment to aid their play, using their imagination. 3)The concrete operational stage- from 7 to 11 children become more physical within their play. 4)The formal operations stage- from 12 to adulthood children will think about things in a lot more detail, and have logical thoughts. This links to my practice, and tells us that we need to be more hands on. We should also have a child centred approach about what the child’s needs are and make sure that we plan activities based on this. We must make sure that we encourage individual learning and development. Lev Vygotsky

Lev Vygotsky (1896-1934) Vygotsky theory is based around the role of social interaction. Children learn through play and hands on experience. When children have some adult support this is known as the zone of proximal development, where children learn new tasks with support from adults. Children are also able to help other children to learn thought social interaction. Children need to be active in their learning, so play is considered to be a holistic part of this as it will cover many areas of their development. Links to practice- children will learn from the adults in the setting as well as other children this can be thought role play or an adult joining in their activities. In our setting we observer the children to find out what they like and dislikes are and what their learning ability is we also use this to make off achievement that they may have. This would then be linked to the EYFS. We are able to use the information from the observations where the child is in the development stage and what the recommended stage they should be at by their age. And...
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