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The aim of the observation was to determine the cognitive ability concentrating on child A's concept recognition

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REFERRAL SHEET: Observation: - Matrix 3- Concepts. This observation took place indoors on the arts table within the nursery setting. There was enough space available in order for me to carry out this observation on child A. 2 adults and 4 children were present at the time the observation was carried out, this is a usual number for the setting on the particular date. The aim of the observation was to determine the cognitive ability concentrating on child A's concept recognition. Child A was 2:6months at the time of the observation and is of the female sex. The checklist method was used in order to record the information gained from the observation. The record of observation is as follow: Aspect of development Record of ability Shows a basic understanding of weight and relative weight when lifting and pushing. YES Call out watch how fast I can..... YES Understands when food is hot and blows on food to cool it down. YES Sorts animals into groups e.g. cows altogether, dogs' altogether ECT. NOT OBSERVED These aspects of concept development indicate the normative abilities of a two year old child taken from the book Lindon, J(2003) Child Care and Early Years Education, Thomson Child A was fully within the range of the normative milestones for 2 year olds, showing the ability to * Shows a basic understanding of weight and relative weight when lifting and pushing. ...read more.


When linking the developmental milestones to the age of the child observed and making recommendations of appropriate ways to meet the developmental needs of child A, it is important that I understand whether the child was affected by my expectations of her because of her age and how this may have affected the observation when considering child A's individual needs also I needed to consider any allowances that I may have needed to have made for the child's abilities. I needed to be aware of Being able to meet children's diverse learning needs as clearly stated in the reference below which states how important this issue is. "All children can learn, but not all children learn in the same way, at the same time or at the same rate-learning is an individual process. Meeting children's diverse learning needs means identifying needs, developing individual goals and objectives for a child, selecting or designing appropriate supports and services, and then choosing the best learning setting." http://ednet.edc.gov.ab.ca/educationguide/spec-ed/partners/chapter3.pdf The information gained from this observation can be used in many ways within the setting. The information gained has helped to point out areas within the observation which child A found difficult or more challenging than other areas with the observation. ...read more.


At the moment there is a lot of Information and computer technology (ICT) around. There are a lot of commercials that are keen to sale computer software for children, with the message the earlier the better. This relates closely to child intellectual development of under three year olds in the way that they do not need computers in order to develop more intellectually as they do not yet have an anywhere near complete understanding of the world around them , Jenny Lindon explains how computers are not necessary for development of children under three years of age: "You will encounter commercial interests who are very keen to sell computer software for toddlers, with the message that earlier must be better. But young children have plenty of time to become computer literate and they do not yet have the understanding of their social world to make sense of screen images" Lindon, J(2003) Child Care and Early Years Education, Thomson. Linking this statement with my observation I could use it in order to develop my recommendations further although possibly testing Jenny Lindon's idea at the same time as to whether computers can help with child development in relation to helping children form concepts or not. For example the computer could be used for colour concepts e.g. a game in which the child has to put everything in orange on the orange blob and so on. ...read more.

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