Introduction
The subject of this case study is a male aged four years (48 months). The setting is a voluntary aided faith nursery which follows a religious syllabus. It has children from a specific Islamic background. Within the nursery each child is assigned a key worker, who works with the child on a one to one basis and performs in partnership with parents or/carers to assist their child’s learning and development. There are about 17 children to 6 adults. Child A (as he will be known) has no special educational needs, is an only child and English is his original dialect.
Physical
There was a specific observation of mention when Child A was in the indoor environment drawing/writing on the whiteboard. Child A represented an image of a
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Consequently child A, through the scaffolding cycle, would be able to utilise his fine motor skills to do his zip up himself. Hence, child A’s skills are developing through the process of scaffolding, as he will retain this information.
Intellectual
There was a specific observation of mention when Child A was in the computer corner playing a water themed counting game. When estimating the number of objects on the screen, he used his fingers to count the sea animals, “1, 2,3,4,5, 6 animals” and looked at me for confirmation asking, “is it 6?”. This shows that Child A is developing within the usual ranges of development, “Estimates how many objects they can see and checks by counting them”, (Development Matters in the EYFS, 2012, p.34).
Piaget believes children learn best by doing and that they must be additionally active in their own understanding. He also believes that knowledge must be assembled and reassembled by the child. Subsequently Child A, within the stages of schema, would experience a new notion of dealing with numbers. The existing schema does not work as child A has no prior knowledge on counting sea animals. Thus disequilibrium arises until Child A is able to assimilate and accommodate the contemporary knowledge and attain equilibrium. Hence, Child A uses his fingers to count aloud and signify each finger with a specific number. For future recommendation, I would have Child A complete sums where he can count the objects in two
As I started to observe, two children name Theodore and Stella both of them was doodling lines in a paper. Theodore sat in chair drawing lines in paper
The teacher could place two cups that have the same amount of liquid in the cups but because one of the cups is taller than the other the child is going to think the taller glass has more liquid in it. The third stage is the concrete operational stage which occurs during ages seven to eleven. The term concrete operational means the child can reason only about tangible objects presents. So the child can conserve and think logically but only with practical aids. Thinking becomes less egocentric with increased awareness of external events. The fourth and final stage is the formal operational stage which occurs during ages eleven to fifteen. This stage focuses on hypothetical thinking and scientific reasoning. Piaget believed that only children can learn when they are ‘ready’ to learn. He also believed that development couldn 't be ‘sped up.’ Piaget believed that children learned through the resolution of disequilibrium (self discovery, active participation). He believed that teachers should ‘bend’ to children’s needs, provide an appropriate environment, promote self discovery, exploratory learning, self-motivated learning, and set challenges to existing schemes.
Piaget suggests that development in children occurs in four stages: sensorimotor, preoperational, concrete operational and formal operational.
The Concrete Operational Stage (7-11): - A this stage the child can operate objects and understand them providing they can se them and/or are holding them. The child can count, spell, read etc. Although the child still needs some objects i.e. fingers, toys to count there is still a need for visual assistance. The child is developing a less egocentric perspective.
If any problems occur to the child, they can return to their secure base which is their key worker, who can offer them comfort. Although key workers are not there for children who have not formed an attachment with their parents, they are they to offer support and comfort. The strength of Bowlby’s approach is that it has introduced the key worker system, which has helped a great deal with supporting children’s needs and development. Key workers can track their progress and plan and implement activities which promote their development. While working at my last year’s placement in a nursery setting, I was informed that each child had a key worker assigned to them. I observed that when parents would leave their children, some would cry and get upset, the key worker would then take them aside and comfort them or try to distract them. Having the key workers there for them made the child more emotionally secure.
Approaches to working with children and how has this influenced current early years provision in the UK?
‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other
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.
Jean Piaget, a Swiss psychologist, made substantial findings in intellectual development. His Cognitive Theory influenced both the fields of education and psychology. Piaget identified four major periods of cognitive development: the sensorimotor stage, the preoperational stage, the concrete operations stage, and the stage of formal operations. The preoperational stage includes children two to four years of age and is characterized by the development and refinement of schemes for symbolic representation. During the preoperational stage lies, what Piaget coined, the intuitive period. This phase occurs during the ages of 4-7 and during this time, the child’s thinking is largely centered on the way things appear to be rather than on
I chose to base my studies on J because we shared a lot in common; we are both Christians living in a predominantly Muslim country. He is eleven years old. His parents are Jordan nationals who have lived in Bahrain for at least two years. J goes to school at Naseem International School where I work. The school offers PYP programs. Lessons are conducted in English; however, Arabic lessons are also offered per week. Majority of kids in this school are Muslims most of whom are Bahrainis. Other nationalities making the student population are Saudis, Lebanese, Jordanians, few South Africans, and other Arabian Gulf countries. Teachers are a mixture of nationalities. Some of them are Arabs, others South Africans, while some are Europeans.
Piaget believed everyone had to go through each stage of development. Although some kids may show characteristics of more than one stage at a time, he was certain that cognitive development always followed the sequence of the stages, stages cannot be skipped, and each stage is marked by new intellectual abilities and more complex understandings of the world. With this experiment I will prove how each toy can improve, or dismantle each stage for children. While in the toy store I watched how kids were interacting with one another, and how they handled some of the toys. Having, a niece, nephew, and Godson who are infants it was easier to find
Piaget was a Swiss Psychologist and is most famous for his work and research on cognitive development. He put forward the Theory of Cognitive Development and key elements in this theory include the formation of “Schemas” and “organisation”. A “schema” is an individuals thoughts and beliefs about an object or event and “organisation” refers to the ability of the child to put stages of each period (eg. Sensori-Motor Period) into a logical order (Miller,
In practice, the method which Kelly, Child’s A key worker, will be implementing is social constructive based. Such method will involve Child A and his key worker identifying what Child A is capable of doing independently, such as putting clothing in a basket rather than on the floor and then noting areas which could be promoted via the zone of proximal development (Vygotsky, 1978). This term was coined by Vygotsky (1978) to define the distance between what an individual could achieve independently and what they could potentially achieve when given guidance from a more knowledgeable peer. Wood and Middleton (1975) study in which children were asked to build a tower beyond their capabilities illustrated Vygotsky’s (1978) concept of the zone and proximal development through a method they identified as Scaffolding, whereby children were more likely to achieve success when in receipt of support which was holistic and best suited to their required need.
Next, the "pre-operational stage" is the second stage of Piaget’s theory. This stage lasts from around 2 - 7 years. In this stage, Piaget proposed that a child fails to understand the concept “conservation” - the belief that things remain constant in terms of number, quantity and volume irrespective of variations in appearance. In experiments to test number conservation, Piaget showed the child two sets of checkers, which had exactly the same number of checkers in each set. He then changed one of the checker sets, keeping the same amount of checkers in it, so that it was only different in appearance. When the experiment ended, the results showed that the children believed that the sets were of different quantity, thereby, proving Piaget’s theory factual. (Piaget 1952)