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Practice Evidence Record Diary. Over a period of two weeks at the nursery I helped child X to gain self-reliance and self-esteem

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Introduction

´╗┐Jasmine read Child care and Education level 3 Practice Evidence Record Diary PERD Unit 2: Development from conception to age 16 years CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Task 1: Write a reflective account of TWO (2) activities or experiences which you have been involved in within your setting and which have promoted either: ? children?s sensory development OR ? children?s self reliance and self esteem OR ? children?s physical development OR ? opportunities for children who are learning English to describe their experiences OR ? opportunities for encouraging children to share Include in your account: ? how the activities or experiences are planned ? what you considered when providing the activity or experience ? a review of how effective the activities or experiences were ? an evaluation of how you encouraged and supported the children during the activities or experiences P2.1 Describe the TWO (2) activities or experiences P2.2 Evaluate ways in which you have encouraged and supported the children during the activities or experiences P2.1 Describe the TWO (2) activities or experiences P2.2 Evaluate ways in which you have encouraged and supported the children during the activities or experiences P2.3 Reflect on the effectiveness of the activities or experiences to promote your chosen option. P2.1 Describe the TWO (2) activities or experiences DEVELOPMENT Over a period of two weeks at the nursery I helped child X to gain self-reliance and self-esteem ...read more.

Middle

the water everywhere and she will get a cross face from her key person, so I encouraged her say she don?t have to do it but it will be good to learn and I can teach her anytime she wants, so as I was about to leave to get her some water, she jumped off her seat and said ?don?t worry funmi mine will get it? I looked at her with a calm and sweet face and said do you remember what I said to you about ?mine? she laughed and said ?I will get it? but can you help me not to spill it, I replied ?don?t worry child X I will help you. She picked up a cup and picked up the jug and I knew it was bound to spill on the floor, I said to her that it will be better to leave the cup on the tray and use her two hand to hold the jug and even if it spills it will go on the try and not on the floor, so she did what I told her to do and she was so happy not a drop went on the tray, I don?t she I knew she could do. She hugged me tight so tight and said ?you are my be tested friend in the whole wide world because now I won?t spill anymore water? I told her to tell her key person and her key person gave her a big hug and a big sticker. ...read more.

Conclusion

If a person gets 'butterflies in the stomach' before public speaking, those with low self-efficacy may take this as a sign of their own inability, thus decreasing their self-efficacy further, while those with high self-efficacy are likely to interpret such physiological signs as normal and unrelated to his or her actual ability. Thus, it is the person's belief in the implications of their physiological response that alters their self-efficacy, rather than the sheer power of the response.? (Bandura, Albert (1997), Self-efficacy: The exercise of control, New York: Freeman, p. 604) P2.3 Reflect on the effectiveness of the activities or experiences to promote your chosen option P2.3 I think activity 1 was particularly effective because child X self-reliance skills, bandura?s modelling theory when I was showed her what to when her jacket was inside out. Fortunately, most human behaviour is learned observationally through modelling; from observing others one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action. Observing a model does not guarantee learning or later ability to perform the behaviours. Rather, models serve informational and motivational functions by providing information about probable consequences of actions and affecting observers' motivation to act accordingly. Factors influencing learning and performance are developmental status of learners, prestige and competence of models, vicarious consequences to models, goals, outcome expectations, and perceived self-efficacy and this this also linked to social persuasion ...read more.

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