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Communication and child development theories.

Extracts from this document...

Introduction

Unit 2-Child Development Section One Criteria E1 Communication and language development is a really important part of a child's life. To socialise is essential so they have the ability to communicate with others. Communication takes many forms including body language, facial expressions, and pictures and symbols although many communications involve the use of language. Communication and Language Birth to 1 year: Babies recognise familiar voices; they will stop crying when they hear voices and when they do hear them they will automatically turn their heads towards the noises. Also during this stage of development a baby looks for an object that has been removed and when asked they can place an object in a container. They also can find an object that they have seen and hidden. Babies at this stage learn to say first real words, usually the names of animals and everyday things, they use gestures to emphasise word meanings. 1 year to 2 years: As their development continues they can begin to point to parts of the body and point to a named picture. Usually at this age they can have a vocabulary of about 300 words, and they can name the main body parts. They can take out objects one by one from a container also do scribbles. 2 year to 3years: By this stage a child can complete a three piece puzzle and can match three colours, and they can copy a circle. At this age they can use more terms of speech associated to adults language such as 'that', 'this', 'here', and 'then' etc. A child at this stage of development can ask questions in which to find out more information, they can also sing songs and nursery rhymes, enjoying books and stories at this age. 3 year to 4 years: Children at this age can begin to understand the concept of time. They remember events in the past and can anticipate events in the future; therefore they talk about things in the past and future. ...read more.

Middle

Bruner's theory effects practice because without this theory childcare settings wouldn't be as advanced on intellectual, communication learning and play development as they are today. His key word 'scaffolding' sets a structure for parents and practitioners to support, assist and help children achieve. Bruner's theory helps practitioners/parents get more of an insight to their child's learning and development and then more tasks can be set for the child to improve and further their learning. To do this Bruner has had to observe children and researched the normative development. Once practitioners have set the task for a child the child is observed doing the task and then the practitioner will make some improvence and if the child is finding the task a little easy a more challenging task is set for them. That is how Jerome Bruner's theory affects practice. Communication and Learning Development: Using areas of Piaget's theory in practice would be effective in many ways and will have positive progress. Piaget has found his theory through observing children through play and activity. This gives the practitioner any ideas of what individual needs each child may require through an assessment. Practitioners then can go onto determine what improvements they need and could use to encourage a child's development. Things such as more challenging activities that would simulate the child's communication and learning development. For example 'rhymes and C.D ROMs that they can listen to or sing-a-long to either in a group or independently'. Piaget has always believed that children learn more when it is 'hands on' so for example in communication and learning development, when teaching children the alphabet instead of the practitioner saying the letters let the child copy and imitate the sounds and maybe even show them something that starts with the letter so they will have a way of remembering it. So doing this Piaget believes it will help the child's communication and learning development. ...read more.

Conclusion

meaning a child will be observation for a longer period of time When observations have been taken the parents/carer can view them at parent meetings and can discuss the weakness and strengths and improve on areas they feel they need to, taken into account the ability of the child. Then it can be discussed to try and solve any problems or weakness. Always taking the parents view into consideration. From doing observations it gives a good foundation for practitioners to build upon. All areas of development can be monitored such as: * Communication development * Cognitive development * Social and Emotional development * Intellectual development Some observations can just to be aimed at one particular area of development. To observe communication development watching an activity were a child or a group may be sharing what they have done over the weekend or an experience they would like to share. Observing cognitive development could be reviewed from free play activities and social and emotional can be observing a large group of children, learning to share and understand when each child should be allowed to speak. Intellectual and learning development can be observed from an activity including group of children learning letters and sounds, or as a writing exercise. Keeping records and monitoring all of these stages of development can be an important key part of information each the child, practitioner needs to know. All observations must be an ongoing processor has an objective to them. A good practice involves: * A cycle of observations to inform parents * A key person observing as part of the team involved in planning, observing and assessing * A daily record of routines aspects of care e.g. feeding, sleeping, toileting * Regular observations of a new child * Observations of every child for planned and ongoing assessment * Record of responds to parental concerns or requests. ?? ?? ?? ?? Natalie Jones CACHE Childcare and Education Level 3 Wirral Metropolitan college Twelve Quays Campus Birkenhead 485.000 ~ 1 ~ ...read more.

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