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Development from conception to age 16.

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Unit 2 - Development from Conception to Age 16 Years E1 Social development is learning the skills to communicate with other people becoming independent and learning to do things on their own as they get older. Emotional development is the growth of feelings and the ability to express and control your feelings; it is also about developing your self esteem/self image. Children go through all different stages of development. In the very first year the child's first relationship is with the mother, who they make an instant connection with and then perhaps with the father because in the first year children only form a bond with the immediate family and maybe with others such as grandparents, aunties or uncles, depending on their location and the frequency of their visits, and also it depends on their social background. At around 8 months they also develop a fear of strangers, they show this by getting really upset. At 15 months children are very changeable in their emotions and can be unstable, for example throwing toys when angry. They tend to show off but do not react very well to getting told off. They can also help dress and undress themselves. At 2 years children have temper tantrums over little things, also making choices can prove very difficult for children at this stage because they want it both ways, and they enjoy doing household tasks and imitating adults, for example, toileting their teddy or feeding their dolls. At 3 years of age they start calling themselves 'I' and have a set of feelings about themselves and see themselves as they think others see them. They also want the approval of adults and adopt the attitudes and feelings of adults. They show affections for younger siblings and can share things. They are also able to go toilet themselves and can wash their hands. During this short time children develop at a very fast rate, but they can only do this with the love and support of others and their experience through social interactions. ...read more.


The main reason for this is that observations might involve very personal things that should not be disclosed, mainly to help protect the child and their families. There are different ways that practioners and others can make sure they maintain confidentiality. Examples of this are doing things such as, not using the child's name, or child's date of birth, store the information in a secure place such as a locked cupboard or a drawer and should not be easily accessible, so hidden in a office or closed room, and away from public places of the school. It might also be kept on a computer although it would need to be password protected to avoid accidental leaks of information of any kind. The information should only be shared with anyone if essential because this way it helps gossiping and does not embarrass the people concerned. You should also not feel superior by knowing this information and the information should not be given or received for your own curiosity. The Data Protection Act 1998 was established to help protect individuals and to prevent the breach of private information. The Act is to be followed by all settings whether or not they have computerised records. D1 We can see the child's needs in relation to physical development by looking at observations of the child. By looking at the checklist observation, which is focused on gross motor skills we can see that Child A can do hopscotch. This means that this child is at the correct stage for his development, since he is five years old. Aswell as this Child A can also ride on a bike and avid obstacles. Child A is developing normally since he is able to do most things at a normal rate, such as hopping, skipping, running, etc. For Child A the next stage of development would be gross motor skills for a 6 year old. ...read more.


The written narrative is good because there is no preparation needed, you can just pick up a pen and paper and start writing, also it is very versatile, although it is difficult to record everything if you are recording for a long time, meaning that things could be missed because it is impossible to not every single thing that is happening. It is necessary to observe children, the reason for this is because it helps us spot if there is anything wrong with the child and if they need support doing anything, also helps when teaching to help the child learn and effectively and develop correctly and can be used to gain information for other teachers, parents or health care professionals, etc. Another reason for observing is not just to focus on the child but also can be used to focus on the practice and what you are doing and how you might be able to improve for next time. The name for this is to be a 'reflective practitioner'. The Tassoni childcare book states, 'The term 'reflective practitioner' is often used in this context. It means thinking about the impact you have on the children's behaviour. By observing children's responses during sessions and activities, you can reflect upon how effective you are and from this reflection consider ways in which you might become more effective.' (Page 89) Also when observing children, in order to get reliability, the observer needs to pick the best time in which to observe, for example if you observe a child on a Friday at around 2 - 3 o'clock, the child might be tired after week and will probably not be at there best meaning that the data from the observation is not valid and should not be used to give an overview of the child's development. Also if the child knows you are observing them they might not act normal and therefore you are not seeing the entire child and are then not getting a full picture of the child making your observation, neither valid nor reliable. ...read more.

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This assignment covers social, emotional and physical development of children aged 0 to 6 years. Strengths of the assignment include the links to practice through the observations made, for example in the evidence for D1, D2 and E7. Reliability and validity of observations have also been covered well in order to achieve B1. However, some areas lack the specific detail needed in order to pass a criterion, for example E2, E3 and E8. Nevertheless, with minimal amendments using the feedback provided, this assignment could achieve a B grade, as long as a bibliography is also provided.

Marked by teacher Jenny Spice 02/08/2013

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