Linking observation of children to developmental theory and policy

Linking observation of children to studyal possibleness and policyWritten Report Linking Observation of Children to Developmental Theory and insuranceWatching and listening to children is an important part of a Nursery Practitivirtuosors role. This is how we gather up what stage of move upment a child has reached. Bowlby states a further rule of the theory of learning is that an individual send wordnot learn a skill unless he has a friendly feeling towards his teacher. (pg65) Observations enable you to comp atomic number 18 to the expected development milestones which are the basis of our Social policy they are Practice direction for the Early Years launching Stage and the Every Child Matters documents. As all children develop at their cause pace, there are influences that make the rate at which a child develops, and these are environmental and similarly genetic. A childs surroundings, their family, and culture are very important in placing limited emphasis on some aspects rather than others. Rousseau proposed that development proceeds tally to an inner, biological timetable we read a picture of development unfolding somewhat independently from environmental influences. Children are no longer simply wrought by external forces, such as adult teachings and social reinforcements. They come up and learn largely on their own, according to natures plan. We call this method biological Maturation. Within the kickoff week of a child starting in the nursery climb, an initial child profile checklist is carried out. This profile receives the basis for the give a bureau psyche to advert at what stage of Early Years Foundation Development the child has currently reached it also aids the key person in planning activities to assist in the childs development in miserable on to the next stage. Practitioners will also be able to suck up any child development concerns. This arouse assist the key person in devising an individual educational plan if necessa ry.The methods of observations used for this compensate are a Sociogram and a Developmental Checklist. However these observations are unless a snap shot of the overall development of the child. The aim of this Sociogram is to discover what child As interests are who she interacts with and what stages of development she has reached.Art Area movie Choosing painting Putting apron on correctly Asking for dish up Painting lines and circle Writing L for name Speaks to child BHome Corner Dresses doll Speaks to doll Has conversation with child C explains what she is doingBook Area Talks to faculty about rules Speaks to child D and E about rules Reads story to two children.The checklist focuss on the bodily and understanding development of child A as we can see from the checklist, the childs physical development is on line with the milestones stated. Also intellectual assessment is on line with Early Years Foundation Stage and Mary D Sheridan From birth to Five Years. E. Y. F. S. Pe rsonal, Social, EmotionalMaking Relationships 30-50 months Form friendships with other children. exhibit flexibility and adapt their behaviour to different events.40-60 months Value and contribute to own well-being and self-control.Early LearningGoal 40-60+ months. Form good relationships with adults and peers. Sheridan 4 historic period prepared to verbal impertinence with adults and quarrelling with playmates when wishes crossed.Bandura said in social settings, we learn a great deal through imitation, and imitation involves cognitive processes. (Cited Theories of Development). Dispositions and Attitudes 30-50 months levels confidence in linking up with others for support and focusing.E.Y.F.S Communication, Language, Literacy Language for Communication 30-50 months practice session intonation, rhythm and wording to make their meaning clear to others. Responds to simple instructions. 40-60 months Have confidence to emit to others about their own wants and interests.Linking safes and letters 40-60 months Hear and say the initial sound in words and go through which letters represent some of the sounds. Vygotsky states the science of speech is of a major importance to the growing child, it enables the child to introduce in the social life of his or her group. Sheridan 3years Hearing and Speech king-size vocabulary intelligible even to strangers, but speech still shows galore(postnominal) infantile phonetic substitutions and unconventional grammatical forms. Speech modulating in flashiness and range of pitch.4 years Matches and names quartette primary color correctly.Reading 30-50 months Handle books carefully. Begin to be aware of the vogue stories are structured. Know information can be relayed in the form of print. hope books the correct way up and turn pages.Writing 30-50 Sometimes give meaning to the marks they make.Montessori claims four year olds usually master composition before reading. This is because writing is the more concrete an d sensory activity and so better suits the young childs style of learning.(Cited Theories of Development).Handwriting 30-50 months Use one reach tools. Draw lines and circles using gross motor skills.40-60 months Begin to form identifiable letters.Sheridan 4 years Holds and uses a pencil with good control in adult fashion.Montessori says first, the child is shown how to hold a pencil and then practices order of payment by staying within outlines. (CitedTheories and Development).E.Y.F.S Knowledge, Understanding of the WorldExploration and investigation 22-36months Use others as sources of information and learning.Brunner believed children can do more if they have guidance and help from another person who is more invited than themselves whether it is peer or an adult. His scaffold approach, giving the child more support at first then reducing that support as the child becomes secure (Brunner 1973). time 30-50 months Remember and talk about significant events in their own experien ceE.Y.F.S Creative Development Developing Imaginative play 40-60 months Play aboard other children who are engaged in the same themeE.Y.F.S fleshly DevelopmentUsing Equipment and Materials 30-50 months Engage in activities requiring hand eye co-ordination. Show increasing control over c parcel outhing and fastenings.Sheridan 4 years carriage and Large Movement Walks or runs alone up and overcome stairs using one foot to a stair.Advantages and DisadvantagesThe methods of observations used had advantages and disadvantages the Sociogram disadvantages- Subject to long distortion. Another child whitethorn deprivation your attention therefore you may have to stop and start again. Also another member of ply can not take over form you. A plentitude of language can take place which is not obvious in the Sociogram. Not explanatory for parents.Advantages-1. Shows how many contacts a child has during the time observed. evoke to test out the theories that young children are more likely to havechanging friends states(Sharman C et al)Checklist disadvantages- Children dont always perform to order. A lot of language can take place which is not obvious in the checklist. Parents can miss interpret results. Information is closed data.Advantages- You can put checklist down and return to it later. Quick and easy way to record. Any colleague can take over from you. You are able to identify a need while you are doing this. Does not require completion in one day. Does not require to be filled in the order given. Its an on going profile for the Early Years Foundation Stage Development. ratingThe milestones for a four year old (Sheridan) states walks up and down stairs alone one foot to a stair and matches and names four primary colours correctly (pg 55) child A is 3 years 3months. This shows us that she is above her milestone development. Child A interacts well with staff and relates well to her peers she thoroughly enjoys books and taking the lead and reading stories to her peers a lot of the time from memory. The information gathered does not give a holistic view of the child but of her performance on the day the observations were carried out. end point As we have assessed child As milestones through the observations we now know that she has reached the milestones relevant for her age range. We also note that she has reached several developmental milestones in the next stage of her development. Other methods of observation used in the setting are Target child and Time sample along with photographic observations. We know that childrens development is not straight forward and that they all develop at a different speed, so for the practitioners to be able to varan these milestones they need to have the knowledge and social policies in place to be able refer to them. Sharman, Cross and Vennis say The most appropriate way to monitor progress and compare it with what we are learning, or know, about the way children and young people mature and develop, is to understand observation. ( Sharmon C, viii 2006 ).