Understand the pattern of development that would normally be expected for children and young people from birth to 19 years

As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.

Describe the expected pattern of children and young people’s development from birth to 19 years, to include:

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

Teaching is necessary to educate children and adults in order to open a wider world and understanding. However, everyone takes in educational concepts differently and all adults and children have different speeds in which they develop. This concept leads to a few proposed theories which were studied by Lev Vygotsky and Jean Piaget in the early 20th century, possibly changing the way educators and psychologists viewed the development of a child and adult although their work did not receive light until recently. Between these educators, there are theories which are effective and some that are not, arising many criticisms. Nevertheless, the changes made as a result of these theories are studied through the scenario of Mr. Gino and Mrs. Van by

Striving to provide high quality childcare provisions that support children’s development to reach their potential.

A holistic approach to learning and development implies that one must look at the child as a whole, as well as the way in which they interact with their surroundings. It recognises that children develop in their own time and are creative, competent and independent thinkers. The Early Years Foundation Stage (EYFS) Development Matters government document provides statutory requirements that early years practitioners must implement (Early Education, 2001, p.1). The document states that there are 4 themes of the EYFS which reinforce the guidance given. These include: the unique child, positive relationships and enabling environments. See Appendix 1. If each theme is successfully practiced, then there will be effective learning and

This experiment relates to what we learned in because in chapter seven, Developmental Across the Lifespan by Robert Feldman, (2017) “Physical and Cognitive Growth in Cognitive Years”. How this relates to the article it's that families of high SCS tend to have their children get a head start in their education. High SCS have this luxury because they have more of an advantage. With that, they can send their kids to places such as family child care's, school child care, and center based cares. This institutions help children help them enrich their environment and help raise their IQ.

Developmental Appropriate Practice is essential for teachers. In order to effectively help a child reach their highest potential, teachers that continue to develop and improve training that provide a good learning environment would definitely help in cognitive growth in their students, this is a key attributes of being a successfully educator. There are several D.A.P principles from this week’s assignment that are extremely helpful in a child’s developmental growth. Understanding the different stages in a child’s development has a great impact on the student. As an early childhood provider developmental appropriate practice set the stage that will assist the teachers in improving a child’s learning

Children age 3 to 6 years old begin to talk in full sentences and begin to learn and use proper grammar and expression. At this age range, children are still learning to tell stories and recall information in correct order. Meaning they can narrate events, by using past and present tense and plurals. They are able to follow series of about 2 to 4 direction and can learn and sing songs and rhymes, enjoy listening to stories and remember with some accuracy. Children would start asking questions about, how, when and why things happen and even talk about imaginary and future things at this age range, (About Education, 2015).

early childhood development when beginning a child careful the decision makers in this child care one of the significant courtesies that you should be equipping into your offices the ethnic diversity this incorporates anything from integration of children to furniture to emotions to development. extensive research is required to locate the right sings for how the kids function exceptionally concentration or to be laid on strengths and well-being after all the focus is managing youngsters here to help with such procedure produce and rundown on gear in regards to all child care such as community within which the child is in things such as conscious iraq raka lon durable cover easy good paintbrushes flannel boards car kitchen microwave oven sink

Once a child hits the major milestone of saying a few words, they start to develop more in depth speech and language skills. It is crazy how fast a child will go from only crying to

In nearly all cases, children 's language development follows a predictable sequence. For example, at 6 - 8 months babbling occurs, 9 – 18 months a child is at a one-word stage or holophrastic stage, 18 - 24 months a two word stage and by 24 - 30 months they are at a "telegraphic" stage where they can form sentence. This is the case with most children however some children experience some difficulties in acquiring language. If a child has not spoken by the time they are 2years of age, it is advised that they be brought to a doctor to be assessed. The most common reason for late or deteriorating speech is a hearing problem. If this is not the

around the age of 18 months, and continues until they begin uttering their own original phrases and

There are many factors in a person’s developmental stages that can either contribute to or hinder their ability to socialize and form close relationships. Specifically, someone who has become a victim to post-traumatic stress disorder (PTSD) as a child can have trouble forming close relationships, and there are certain reasons why they feel the way they do about themselves to have such repercussion on their relationships. It is astounding how easily a terrifying experience can trigger change in a person, whether it happens quickly or sets in over time. The way a person is raised as a child has a huge impact on their perspective of life, and if they go through a traumatic experience, their perspectives can become severely damaged if they are not given the proper nurture and guidance.

Since the age range of basic language acquisition is around 0-5 years old, it is essential for a child to learn at these stages. A child’s brain in the early stages is like sponges, ready to soak up information about language. They are still learning grammatical concepts so at the age of 2 years old, a child is still in the flat way of speaking. Language is still a extensive cognitive demand on the brain so a child’s brain still needs time and guidance to develop.