Children's social and emotional development from the age of 4. Factors that can affect learning.
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Sofia shafi Unit 2 D1 - Most children at the age of four are at the expected stage of social development as they are now becoming more loving and caring towards their family and friends. Children also at this stage begin to play more with other children and are most likely to play pretend activities and games. For example if children are in the home corner, they will play with the pretend fruit items, cooking equipment and other items. This helps the children develop their social skills, as they are communicating and take up roles and feel a sense of responsibility. At this stage, the children will show concerns for other children if they see them upset or distressed and begin to make closer relationships and stronger friendships. For example if a child notices another child crying or being upset then that child will be able to comfort the other child and support them. Also at this stage children are feeling a lot more confident during these ages and stages. P, Tassoni (2007) Page 43 states, this is a more settled year for children. They show social skills such as taking turns, sharing and concern for others. Emotionally, children still need reassurance from their immediate carers but are more independent and may play by themselves for longer periods. Children's strong emotions are still felt and quarrels and temper tantrums occur at times. D2 - The expected stage of social development of children aged 5 are that children will be more confident in these ages and stages. A child at the age of 5 will be able to follow the social theory; this means that they will start to imitate adults and other children's behaviour and actions. Children will become more independent and will increase their close relationships more with family and friends and will also make stronger relationships. Children are also able to dress and undress alone but they may have difficulty with their shoelaces.
A child being adopted can effect their development. The child may feel neglected and not wanted as well as their self-esteem being low. Adopted children may wonder what their birth parents look like and have many questions such as medical history and why they were adopted. Adopted children, and even as adults often wonder why they were placed into adoption and whether something was wrong with them when they were born. According to this website http://www.livestrong.com/article/80940-effects-adoption-children/ it explains that Adopted children often want to learn more about their biological family members, such as who they are, why they left them for adoption and what has become of their parents, siblings, uncles, aunts, grandparents and cousins. They wonder if they resemble their birth parents physically and where they belong in terms of their culture, education and social class; what they would have experienced if they had lived with their biological family. B1 - Practitioners can support children through transitions in many ways. When a child is moving schools the practioner can support the child by using the buddy system. The new class teacher could select a child to help the new child settle into the setting and to play with them so they feel included and not lonely. The class teacher could also introduce the child when playing new activities and explain to the class that the child needs to be told how to play certain games. This can support the child as the other children will be communicating with them and this can lead to the child making friends. Also making the child feel as if they belong is also important when supporting children through transitions. One way to do this would be to labeling their coat pegs and draws so they know that some space in the setting is especially for them and given them special tasks such as tidy the book corner or collecting pencils make them feel important.
In some early years settings, the popular children's action song "this is the way we (e.g. tidy up, put away blocks)" has been used to make tidying up into on of the children's favourite activity. This can motivate a child more into tidying up and put them in a secure routine so they know it is tidying up time now. When reflecting on the importance of routines for children, some children might feel scared if they do not know what they will be doing when they go to nursery. This is because there is no structure, the child may feel scared while they are at school, whereas if there is a routine or timetable they may feel happy and reassured to do the activity and socialize with others more. P, Tassoni (2007) states a routine provides a predictable pattern to a session or day. The body tends to like routines, for example you probably get hungry at certain times of the day and tired at others. Routines for children are particularly important as they help children to feel secure. They also prevent children from becoming over tired, hungry or bored. The most important thing is routines help a child build confidence in themselves. When a child has a routine established and knows what is expected out of them and how long they have to get the job done it will help them to manage their time and behaviour. An example of a routine is the bed-time routine. The most important thing is routines help a child build confidence in themselves. When a child has a routine established and knows what is expected out of them and how long they have to get the job done it will help them to manage their time and behaviour. P, Tassoni BTEC National Early Years (2006) states every day routines should ensure that every child is treated as an individual and all individual needs are met. Allow children who require it more time to complete activities or care routines and give appropriate praise and reward.
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