Ball games helps in the gross motor skills development. Social and emotional development As an early year practitioner, it is very important to support the child development and confidence, help them learn about how to manage their feelings and behaviour and making relationship with others. The EYFS states and practitioners can help parents and children by the following factors: • Encouraging children and families to have a strong cultural identity • Respecting and listening to the view of parents • Encouraging a sense of belonging for children and families • Making opportunities for children to be successful • Understanding why happy, sociable children learn better • Understanding and managing the behaviour of children and staff …show more content…
By studying a child and early year practitioner can spot any issues that may be present and make sure that the child is given the best support should this require. The holistic approach is based to allowing children to play outdoor and discover their environment, doesn’t concentrate much to give memories facts, and learning things by committing them to memory, by this practitioner can do a study and focus on the development of a child and can see how each area is connecting to the others, this connection of development can be seen things like language and how this connects to a range of others like social development, reading, writing and play. If a practitioner see that the child is struggling with certain things, there could be an influence on other areas of development, because as we know each area of development are connected, and practitioner can use special screening programmes what can help the to pick up any areas of difficulty that child maybe suffering. Speech, language and communication development contributes to holistic learning and development: Child`s development must be seen holistically as each area of development are connected with and affects every other area of development. Personal, social and emotional development is linked with communication development, because both are based in the formation of relationship. Children experience difficulties when they are not being able
Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages of development
When communicating with children, a number of skills need to be demonstrated to communicate effectively. Children learn to communicate through the responses of others, if they feel they have not had there contributions valued they are less likely to initiate communication themselves appropriate responses reinforce the child’s self-esteem, values this is important in building relationships initiating conversations and finding out the answers to questions builds on the language skills that are integral to child’s learning. In the setting working with children with
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.
Here we will be looking at each child’s physical development, social and emotional development, intellectual development, and language development. Not one area of development is less important than another, and they all have an impact on each other.
A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.
There are different things that can affect a child’s development in their background these are just a few of them: -
Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the
3.1 Describe how communication with children and young people differs across different age ranges and stages of development
Approaches to working with children and how has this influenced current early years provision in the UK?
Effective practice can support children’s well-being and development when looking at a child’s health and physical development. Effective practice means ‘About ensuring that all children get optimum benefit from their experiences in the EYFS. This apparently simple outcome can only be achieved when adults work together to get to know the children s that they can support their play, development and learning.’ (Early years’ matters,2017.) Children’s well-being means the quality of the child and how their life is, and to ensure that they child is happy, comfortable and stable throughout their everyday life. Children all develop at different stages, whether this is through additional needs or family issues or they might have a gap in there learning.
The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.
‘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
‘Good communication skills are essential for children to reach their potential in life: in friendships and relationships, at school and emotionally.’
As an early education and childcare practitioner you should respect and value children as unique, whole individuals who have a right to participate and be consulted about what they want to do and how they like things done.