Unit 2. level 2 Developing children and Time Sampling

by super-girl (student)

Samantha Gilbert pin number-08/518942 centre number -491.000

Unit 2

The expected social stage of social development for a four year old is that they are able to start to use and understand symbols for example ready or writing and they begin to grasp that pictures and symbols and represent real objects According Tassoni p (2002:40)” 4-6 year old start to use and understand symbols writing and reading” four year old are also friends and caring towards other as the gown in confidence with allows them to make new friend and play with others. By the time a child is four years their language and physical skills have developed .According to Tassoni p(2007,47)”they grow in confidence as they are able to make friends and play with others “Children at the age or four can also play with other without help from a parent or adult. Children are more understand and can engage in a conversation and understand to share and co-operate with others children. Children may also show signed of verbal abuse when they get frustrated with an activity which is either too easy or too hard for them According to children expresses anger verbally rather than physically.

According to kate beith eal (2002,231) “children are increasingly able to plan and carry out activates. They also need to lean about their gender-role-similar to freud’s phallic stage

The expected social stage of development for a five year old is, he or she is very co-operative. Engages in conversation, A 5 year old can speak clearly and use different connectives properly in a sentence.

According to Middleton cn (2012)“Children want to belong to a group and also choose their own special friends”According to http://www.greatschools.org/ “At the age of five years old children distinguishes right from wrong, honest from dishonest, but does not recognize intent”

Children at the age of fi9be become less concerned with adult approval and more with peer approval. http://www.education.com/reference/article/Ref_Social_Emotional_End/ according to this website by the end of 5 years children want to please friends, agree to rules , likes singing, dancing.

D3 Time sampling

Time sampling is an unstructured or free recording which is used to get brief information about a while observation is taking place. When doing a time sample you are able to choose the information that you want to record about the Childs development or the interest you get this information by sampling what a child or a group are doing. According to Tassoni,p (2007,54) “ A time sample collects information by sampling what a child or group of children are doing at regular interval” . To do a time samle you will need pen ...

This is a preview of the whole essay

D3 Time sampling

When doing a time sample you are able to choose the times when you want to record your information on the child, example observers could do it every ten to fifthly minuets. According to Tassoni p (200& 54) “ An observed might chose to look what a child is doing every ten minuits this mean that every ten minuets the observer will note down what the child is doing at that moment

Time samples can be used to observe a child’s behaviour to identify possible concerns. For example a shy child who does not relate to other children. The observed need to be aware of not making it obvious to the child that they are being observed when doing a time sample you sit quietly and try not to draw attention to yourself as you interaction may affect the behaviour of the child.

according to

Time sampling is often used where there is a concern about an aspect of behaviour. It

involves observing a child for an extended period such as a whole morning/afternoon

session, or even a whole day. A record lasting for a predetermined length of time (e.g.

30 seconds or 1 minute) is made at regular intervals (e.g. every 10 minutes or every hour)

about what a particular child (or group of children) is doing. It is a useful technique for:

w Observing a child’s total behaviour and to find out what a child does typically

during the course of a day.

w Focusing on a selected aspect of behaviour to reveal the frequency of that

behaviour.

w Focusing on an activity involving a group of children using a particular resource

e.g. the book or home corner, to evaluate the appropriateness of the provision.

The advantage of a time sampling is that you are able to see a child over a long period of time. you are also aloud to chose the time that you observe a child According to tassoni p “2004,54) “the main advantage of the time sample is that you can see what a child does over a long period of time”

the disadvantages of the time saple is that you could miss what a child is doing or you might not have enough time to write all the noted down ACCORDING TO TASSONI P (2007,54) one disadvantage is that the child might show some interesting behaviour or skill out side of the sample time which could not be captured.

according to “Disadvantages of this technique are in being tied to clock watching and being restricted to only recording events that happen in the predetermined period.

However, if appropriate it will give an objective record of behaviour and will show if concerns need intervention.

Before starting any observation you must ensure that you have clear aims. Without an aim and focus no useful conclusion can be drawn.”

D5- The main influences that may effect children’s social development are

A child’s social development may be affect if they have a medical problem this can affect the Childs confidence while playing with others as children like to feel the same. According to Tassoni,p (2007,60) living with a medical condition may make a child feel different. This can cause children to lose confidence. Having a medical problem will also make it difficult for a child to make friends as the child may have to miss days of school to attend a medical appointment. Children how also have a medical problem may find it hard to do physical activates such as playing tag as the may not have enough energy or they even might be in to much pain to join in with there children. this can affect the child social development as they’ve been out of school for a long period of time and then may not have the confidences socializ.
Type of housing, the area they live in – May live in a poor estate so could affect their living environment; the area may be anti-social so the children may be shy in school
According to Tassoni,p (2007,59) child care and education, children’s emotional and social development can be affect by events that happened in their lives. They may have to cope with moving country home, or learning a new language. Some children have to deal with losing a parent thought separation or thought death. other children may have to lean to be in a new family if they are being adopted
Siblings... children who have no brothers or sisters can become selfish and not want to share with other children as they are not used to sharing at home as they have no one to play with so they tend to play on there own, where as children who have more brother and sisters are able to share and play with others. Children with too many siblings can feel abandoned and unwanted.. According to Tassoni,p (2007,59) siblings can help children to lean to socialise but sometimes they can source of conflict in the child lives.
A child’s social development may be affect by there religious as the child may be restricted on what they can and cannot do e.g. Jewish don’t send out Christmas cards as they don’t celebrate Christmas. This can affect social development of a child will feel left out and the child may be come jealous and dislike there religion.
A illness in the family can affect the child socials development, as the child could show his or her felling threw negative behaviour and trying to get attention as there member of the family is getting all of the attention.

D6- During snack and mealtimes children are able to have a conversion

with each other or at least silently communicate, have the company of others and interact. They learn how to share, how to eat in a social type setting, and all the essentials needed for children to develop social skills needed to interact with people as they get older. It would also support proper table manners and allow them to interact with different groups of children that they may not interact with socially elsewhere.

Table manners: this is part of what they learn at snack and mealtimes - not guzzling, eating with closed mouth, using tools and not fingers (where appropriate)

.teaching the child to do things independently also if the child is pouring drinks into cups they are working on their eye hand co-ordination.

Developing children's language by introducing new words when preparing for a meal and meal times are sometimes where discussion takes place so you can encourage the child to take part. children learn to wash their hands after toileting and always before meals also children are helped to understand others' beliefs, probably through the sharing of different holidays and festivals foods.

D7-

Within D1, diversity and inclusive practice has been met through describing the expected stage of social development of children aged 4.

Within D2, diversity and inclusive practice has been met through describing the expected stage of social development of children ages 5

Within D3, diversity and inclusive practice has been met through describing one suitable method of observing and recording the social development of children ages 5 years.

Within D4, diversity and inclusive practice has been met through explaining one advantage and one disadvantage of this method of observing children.

Within D5, diversity and inclusive practice has been met through identifying the main effects that social development of children

C add pilles