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Describe the expected stage of social development of children aged 4 years. Describe ONE suitable method of observing and recording the social development of children aged 5 years.

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1. Describe the expected stage of social development of: * Children aged 4 years. D1. Most of the children aged 4 years likes to: * Play in groups with other children * Takes turns and shares (most of the time) e.g. when using drawing crayons * Wants explanations of why? And how? When engaged in conversation * Enjoys role play and acting out e.g. super hero * Likes to talk, carries on with conversation * Changes the rule of a game as he/she goes along * Demands for things e.g. for a certain toy * Plays more imaginary, acting out like a mother * Children aged 5 years. D2. Most children aged 5 years will: * Now choose their friends e.g. has certain friends they like to play with * Takes turns, shares (sometimes) e.g. when drawing and sharing pencil crayons * Enjoys co-operative activities and also group play * Says please and thank you when offered something to eat or drink * Shows kindness to other children, inviting them to play and being helpful * Resolves conflicts before seeking adult help * Carries on with conversation with adults and children * Seeks adult approval 2. Consider how and why practitioners observe children in the setting: * Describe ONE suitable method of observing and recording the social development of children aged 5 years. ...read more.


for example: * Where they live * And the people they meet So it is important for practitioners to understand how and why children develop in that way that they do. Practitioners will need to be aware of the way children develop in order to plan and provide for they needs. Practitioners need to understand the Milestones, which are listed below: To be able to plan and provide appropriate activities for their individual needs. 1. It is necessary for practitioners to be aware of the milestones so that they can plan activities suited for their individual stage of growth and development. There would be no point in planning a paint activity e.g. if the child it was aimed had not used their fine motor skills and found handling a paint brush difficult. To be able to supply parents and other professions with accurate information. 2. Practitioners would be expected to let parents know what their child has been doing during the day by this the practitioner will be sharing information and also involving the parents into the setting and building friendship on trust. From time to time with parents consent practitioners might share information with other professionals. The information supplied to other professionals should be accurate and up to date. ...read more.


At the snack time the child can look for they name card, which will help them recognise, they name. Encouraging the child to help you tidy up the snack table and help with washing up will give the child life skills which they will use when they grow up. This can also include a child on a wheelchair who can be asked to come and help with washing up, using the lower sink which will help the child by reaching to the sink and making it much easier for that child to wash up. All should be included regardless of abilities. Snack and mealtimes will help children to chat with one another, talk about food and the taste, will teach the child on how to use a knife and fork, also they will know about different culture foods and how they taste. Snack/ meal times brings many positive learning outcomes for children to develop they social skills, some examples: * Washing hands before meals * Learning about different foods * Noticing the texture of food * Laying table * Clearing away at the end of snack time with adult help 5 Write about: How children's development may be affected when they experience transitions. C1. Some children will find moving to a new class a challenge. Children who are Shakila Hanif 1 ...read more.

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4 star(s)

This is a well laid out essay which makes it easy to read. It meets all the criteria that is listed.

The writer could expand in a few areas by discussing why things are done or how they can help the child.


Marked by teacher Sam Morran 01/12/2012

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