Piaget's Three Stages Of Child Development

All settings should have policies and procedures in place so people no how to deal with restrictive interventions. These should included a risk assessment of the setting and how risk can be reduced and avoided. The names of people who it may be likely that a restrictive physical intervention could be needed for should be available, any notes that relate to the children involved and how certain children should be handled

Context: I was observing one child playing on the playground at the Brookville Center for Children’s Services. The child was female, and her name was Vanessa. She is three years old and is very energetic. During my observation, I noticed her interacting with another child at the daycare. The other child was male and one year older. Both students were taking turns climbing up the ladder to slide down the playground slide.

It is important when planning and co-ordinating an activity your expectations are of the right level to encourage the child to achievement. If you do not expect enough, children rarely complain. However, they underperform and lose

Many children have discovered an interest within a skilled area such as football, athletics, horse riding or netball etc. all using different skills to progress in their desired hobby. From the age of 10/11, girls will show early signs of puberty and another period of rapid physical growth. A skill that is attained in this age bracket is time keeping, children begin to realise the concept of time and their independence is greater. Children’s friendship will become more settled and this is when groups form. They will become aware of what others think, so they start to take care with their appearance and become more conscious about what they say. By the age of 12, children should be fluent speakers of a language and be at a good standard of reading and writing. They should be able to solve problems and carry out skills within a physical activity e.g. balancing, co-ordination and agility.

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

Observations- practitioners ask the child to come over to them and do a task which the practitioner would like to see if the child can do it can be as simple as kicking a large ball to knowing whether a child know which way to read the book left to right.

Piaget’s developmental stages are ways of normal intellectual development. There are four different stages. The stages start at infant age and work all the way up to adulthood. The stages include things like judgment, thought, and knowledge of infants, children, teens, and adults. These four stages were names after Jean Piaget a developmental biologist and psychologist. Piaget recorded intellectual abilities and developments of infants, children, and teens. The four different stages of Piaget’s developmental stages are sensorimotor, preoperational, concrete operational, and formal operational. Sensorimotor is from birth up to twenty- four months of age. Preoperational which is toddlerhood includes from eighteen months old all the

This observation method is used to look at how often and in what circumstances a child shows a particular behaviour such as biting. It can also be used to find out about how often a child talks or plays with other children.

As well as observing children and noticing what they are doing, there are some simple methods you can use to record what you are seeing such as structured recording, tick charts and checklists. A structured recording involves looking out for particular skills or behaviour that children show. Many settings do this by using checklists or tick charts. There are many advantages to using checklists and tick charts. They are easy and quick to use and they can be repeated on the same child at a later date to see if the child has gained further skills. This means that progress can be mapped. The main disadvantage of this method is that it is quite narrow as it focuses the observer on looking only for the skills that are on the checklist or tick chart.

The interaction a preschooler has with the surrounding environment, whether it be physical or social, has a significant impact on the child’s development. Ramani (2012), had taken a look at playful environment versus a structured environment to see which one benefited children more when it came to social interaction and joint problem solving. The interaction shown in the experiment showed that a playful environment benefits children more because they are free to communicate and interact with other children, they were more observant of their environment, would imitate more to get their point across, and were overall more positive. Denham, Bassett, Zisser, and Wyatt (2014) evaluated the child’s engagement with the surrounding physical and social environment, along with taking a look at the ways social-emotional learning can predict how academically ready the children are.

The purpose of an Activity Based Assessments is to combine evaluation of a child’s play through curriculum. Educational activities are planned, so they will provide useful information that can help guide and improve the program, so activities can be planned specifically for the needs and development of the children. Through activity based assessment children’s social interactions, developmental skills, learning styles and behaviors are all evaluated through their play. (Curtis, 2015)

Task 9 Describe typical behaviors exhibited by children linked to their stage of development and key events in their lives

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

To monitor children’s development, schools use formal testing - SATS as well as internal school tests which record a child’s academic attainment and intellectualdevelopment. As a teaching assistant I may be asked to observe a child whose development is causing concern and feedback to the teacher. I would always record information and feed back to parents about the outcome of our findings via the teacher. Observations of test results would be compared against the expected norms and milestones of developmental age statistics. I would use feedback from parents to then check with class teacher, who would discuss with others involved within school. They would look if any further action or interventions were required which I would implement as advised by teaching staff.

It is imperative that practitioners are able to observe and assess each child’s development in order to gain a full understanding of their development and how they can build upon this in order to cater to the needs of the child and allow them to fulfill their potential. This is highlighted by Wheeler (2009, p.63) in stating that ‘Observations are fed into family worker and team planning so that future activities can be based on an individual child’s interests and patterns of behavior and thereby enhance their learning’.