Australian Government Department Of Education

All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific.

A child development is influenced in many ways such as their background, health and environment. These factors will have an impact on the child’s different areas of development.

60% of aboriginal children are significantly behind non-indigenous Australians by the time they start years one. Only 40% of aboriginal children stay at school through to year twelve. Causes of this include language because English is their second language, inappropriate context; material being taught does not relate to the aboriginals lives. Over crowed house where aboriginal children cannot learn to do homework is a big factor in them being behind in education.

Australian government today recognises that educational policies regarding Aboriginal people cannot be made without considering social and economic policies aimed at improving outcomes for Aboriginal communities in general (TICHR, 2006). Main contemporary issues facing Aboriginal communities are proving land ownership, remoteness, health status, education and employment status and social attitude of Non-Aboriginal population towards the Aboriginal communities (Challenges facing the Indigenous communities today, n.d.). Tackling this issue is not a simple task: the document “National Indigenous Reform Agreement” (2010) which aims to improve outcomes for all Indigenous Australians recognizes that this process needs approach from different aspects, taking into account “seven key building blocks: Early Childhood, Schooling, Health, Economic Participation, Healthy Homes, Safe Communities, and Governance and Leadership” (as cited in DET Queensland,

Early Childhood Education illustrates the teaching and care of children in other environments outside of the home. Early childhood centers on the development of all children no matter their gender, race, abilities, or ethnic orientation and gives knowledge of early childhood learning process, which entails values, culture, desires of parents for their children, and especially a child’s need for knowledgeable functionality in society.

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person Development.

On top of the expected pattern of children and young people’s development including “physical, communication & intellectual & social, emotional & behavioural development there are also “personal and external” factors which will affect how they develop.

Children gain skills and abilities as they grow,the changes in their capabilities and personalaties develop with age. There are many factors which distinguish each child such as diet, stimulation, environment,medical conditions,and illness. But most children generally develop at a similar rate.There are four key area of developmet which are; physical, social and emotional,cognitive(intellectual), and language developmet. Younger children between birth and five generally develop at much more rapid rate in comparison to older children. Growth and development begins at the moment of conception and continues until much later in life. Below i have listed the sequences and rate at which children develop.

Closing the gap between Indigenous and non-Indigenous students is a relevant and ongoing issue in early years care and education. The Council of Australian Governments developed this framework to improve the outcomes of Aboriginal and Torres Strait Islander people. The three targets addressed in this essay focus on early childhood education, school attendance and literacy and numeracy achievement, however there are other targets for the nation. When analysing these three areas in regards to closing the gap, the importance of culture will be recognised. The closing the gap framework shows significant progress towards achieving the targets and teacher can assist in this process through engaging in particular strategies that develop their literacy

Over the last decade, the province of Ontario has invested heavily in publicly funded education (Achieving excellence:, 2014). Being established as having one of the best educational systems in the world, Ontarians pride themselves on constantly improving their educational institutions through policies that promote high scholastic benchmarks. Accomplishing high academic achievement is a goal of education and schools achieve this by focusing on student learning and performance, as they continuously work to improve their standards.

This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.

Investing in the Early Years- A National Early Childhood Development Strategy shares a vision with the Commonwealth and state and territory governments that by the year 2020 all Australian children will have the best start in life to make a better future for not only themselves but the entire nation (Council of Australian Governments [COAG] 2009). The strategy understands the importance of early childhood development and wants to ensure all children have a positive

Human growth and development is an incredibly complex process, influenced by both genetic and environmental factors. At certain times and for certain developments, genetic influences dominate, whereas at other times, environmental influences are more powerful which emphasizes the fact that genetic and environmental forces are always working together (Sigelman and Rider, 2009).

“You cannot predict the outcome of human development .All you can do like a farmer create the conditions under which it wellbeing flourish"(Robinson.K.2001)This essay will discussed social , family and environmental influences on human development ,across in whole life-span .And relate three theorist 's respective concepts including Vygotsky ,Bronfenbrenner and Bowlby who has made great contributions in early childhood education ,combined their theory as well give more conclusion .

Every builder knows "A house is only as strong as its foundation". They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the