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unit 2 the developing child - cache level 2 . Stages of development, influences and transitions.

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Introduction

Unit 2- The developing child D1. The expected social stage of social development for a 4 year old is that they are more aware to talk to new people; the children are more friendly and caring towards others. Children are a lot more confident in these ages. Children are more understanding and can engage in a conversation and understand how to share and co-operate with one another. According to this website: http://www.greatschools.org/special-education/health/724-developmental-milestones-ages-3-through-5.gs (11/05/2011) children show anger verbally instead of physically. Children understand the concept of past present and future. Tassoni, P (2007) page 43 explains how children are more affectionate towards family, friends and careers. D2. 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. Children can also choose their own friends. Meggitt, C (2004) Page 86 explains how children ask about abstract words (for instance, what does "beyond" mean?) 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. At the age of 5 children should be able to be more independent and they also like to copy other children's actions, behaviors and comments. Children also begin to understand about values and the correct way to behave. D3. At my placement the teacher was observing a child, she was writing a written commentary, the child had problems holding a pencil in the correct way. While I was observing the teacher would write everything that he would do for example, the child picked up the pencil, how much pressure he used while holding the pencil, which hand he rights with etc. A suitable way to observe a child is by sitting next to them, and just looking at what they do, an observation is not telling the child what to do because this is what you have said not them. ...read more.

Middle

I asked the child to explain what had happened in the book, she told me the description but also added that she felt like that to, instead of me just letting it pass by I thought I should ask the child why she felt like that because she was very upset from a few days know, she felt happy telling me and she said that her mum was expecting a new baby, she also said that she was scared her mum would not enjoy spending time with her after the baby was born, I was very upset to hear this and asked her why she thought this, she said she didn't know but she loved her mum and didn't want to lose her, I explained that her mum would not forget about her because her mum loves her very much. I also decided to tell her about how my mum had a baby and I was very excited I explained to her that for a short period of time I thought as well that when my mum would have the baby she would not spend time with me, whereas this was not the case, I told her that my mum spent a lot of time with the hole family when I was younger and I also told her that I loved having a new member of the family. She was very happy and started to talk about how her little brother or sister would look and what she would like to name him, after talking to the child I understood that she felt a lot better and felt happy that I had a talk with her, I also tried to help her by reading story books about siblings to the class so she would not feel alone while this transition took place. A practitioner should try to and talk to a child to understand how he or she is feeling, for example, talking to a child before something important is going to happen such ...read more.

Conclusion

Whereas if the children did not know what they would be doing because the nursery doesn't have a routine for the children, they might feel like nursery is boring and they may not feel happy because they're constantly on edge and anxious about what they will be doing throughout the day. Routines are important for children when they're at school and nursery because by seeing a timetable of what they will be doing and at what time, they will also be able to recognize and acknowledge what activities they'll be doing throughout the day as they'll already be in a routine. This is important because the children feel like they are a part of the class and feel welcome because they know what is going on, whereas if the children do not know what is going on because the setting doesn't use a routine, they will not feel welcome and they could feel scared, anxious, worried and upset as they don't know what to expect when they're at the setting. 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 because there's no routine so there's no structure, they are going to feel scared while they spend their time at school, whereas if there is a timetable/routine they might feel happy and excited to do that activity which wants them to socialize with others more and wants them to come to school more because they enjoy the activities and they know what to expect. According to this website: http://www.rexanne.com/routine.html, "Routines help establish security and peace in a child's life. Children will thrive with schedules that are easy to understand and accomplish, yet flexible enough to change if circumstances warrant. Good routines will keep a child's life and stability organized and will establish an environment of tranquillity for the staff and children at the setting. . ?? ?? ?? ?? Mohbeen Khan ...read more.

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Here's what a teacher thought of this essay

4 star(s)

A good essay with some good descriptions and examples. The examples are relevant and enhance the work by placing what the writer is discussing into context.

The work could be enhanced by trying to develop the explanations about the effects on the child. The writer often attempts but does not always explain why things are important.

****

Marked by teacher Sam Morran 18/07/2013

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