Research Task

Topics: Maslow's hierarchy of needs, Developmental psychology, Play Pages: 19 (6423 words) Published: September 10, 2011
Aims & Objectives

The aims and objectives of this research task is to look at: The care and educational needs of the children in our care and establish why it is of the utmost importance that these care needs are met at all times, To identify why the care needs of the children are important, and also why the structure of play within our school settings within the Foundation Phase through a theoretical perspective promotes and encourages development, self – esteem and confidence.

Criteria 1
Provide a rationale for the identification of the care and learning needs of all children Rationale
The United Nations Convention of the Rights of the Child (UNCRC) was brought into effect on the15th January 1992 and was brought into force to run parallel with the Children Act 1989. The UNCRC is a comprehensive instrument which sets out rights that define universal principles and norms for children. It not only sets out these fundamental rights and freedoms, but also takes into account the need for children to have special assistance and protection due to their vulnerability. It is the most complete statement of children's rights ever produced and has 42 substantive articles. It is also the first legal instrument to focus solely on the child, regardless of where the child was born and to whom, and regardless of sex, religion and social origin.

Article 23 paragraph 3 states
, The setting should be designed to ensure that the disabled child has effective access to and receives education, training, health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child's achieving the fullest possible social integration and individual development, including his or her cultural and spiritual development’.

The Childcare Act 2006 provides the legal framework for the creation of the new Early Years Foundation Phase (in Wales). From September 2008, the Foundation Phase will be the framework of learning, development and welfare for children in the age range from birth to the August after their fifth birthday the settings will be required to meet the learning, development and welfare requirements in the Foundation Phase package It is important that practitioners identify both the care and learning needs of the children at the outset of the child joining the care or school setting. This is done to establish on the onset the development of the child on entry to the setting through a baseline assessment. Children of all ages can relax and settle within the school setting when all of their learning needs and care needs have been established and met by the teaching staff. The caring of the child involves helping them to become independent and. this includes being responsible for both their nutritional and hygiene needs.

‘Through encouragement and praise, children are given the confidence to continue their learning experience’ (Tassoni.P. (2008) p. 289) Play is the key to a child’s health, growth, and development and overall well – being. This is particularly important in a child’s early years; play is linked to the growth of the cognitive areas such as growth, stimulation and also development. Stimulation and supporting children are therefore essential. This means that practitioners need to have a very good understanding of how children learn and develop. Children’s brains are stimulated when they play, especially when they have varied and interesting opportunities, stimulation for the brain is vital for its growth. ‘Piaget (1951) distinguishes between play, which is performed for the child’s sake, and intellectual activity and learning in which there is an external aim or purpose’. Richard Gross (2005) However children who have play deprivation; stimulation and exercise are likely to have delayed development. A child’s development is shaped both by what they are born with and...

References: Bruce.T, (1996) ‘Helping Young Children to Play’. Hodder and Stoughton, London
Dahlberg (2000) ‘Everything is a beginning and everything is dangerous’: Some reflections of the Reggio Emilia experience’ cited in Penn.H
Dare. A (1997), ‘Good practice in caring for Young Children with Special Needs’ Stanley Thornes LTD
EEC, 2000, ‘integration initiatives: early excellence’ Paragraph 52
Gross .R (2005). ‘Psychology the science of mind and behaviour’ (4th Ed), Green gate Publishing Services, Tonbridge Kent.
Hutchin, V., (1999) ‘Right from the start, Effective planning and assessment in the early Years’ Hodder & Stoughton. London.
Macintyre. C. (2001)’ Enhancing Learning through Play a Developmental Perspective for Early Years Settings’. David Fulton Publishers. London
O’Hagan, M. & Smith, M., (1999) ‘Early Years Child Care Education; Key Issues – (2nd Edition) Balliere Tindall, London.
Piaget .J (1951). ‘Play, Dreams and imitation in children,’ London: RKP
Piaget.J (1968) ‘Six psychological studies’
Rumbold Report (1990) cited in Welsh Assembly Government ‘ Play/ Active Learning overview 3-7 year olds (2008).page 5
Tassoni.P. Beith, K. & Eldridge, H., (2007). ‘CACHE Level 3 Child Care and Education,’ (4th edition). Heinemann. Oxford
Tassoni.P (2008).’CACHE Childcare and Education Level 3’ (4edition) Heinemann
Tassoni.P(2008)’Children’s care, learning and Development’ Heinemann Oxford
Tassoni.P (2008).’CACHE Childcare and Education Level 3’ (4edition) Heinemann
Vygotsky, L.S. (1978). ‘Mind in Society’. Cambridge, MA: Harvard University Press.
.Welsh Assembly Government (1), 2008, ‘Learning and Teaching Pedagogy’
Welsh Assembly Government (2), 2002,’Play Policy’ Department for Children, Education, Lifelong Learning and Skills. Cardiff
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