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Child development from 0-3 years. Evidence from placement observations.

Extracts from this document...

Introduction

E1 + E2] "Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. Children think differently than adults. Piaget then proposed a theory of cognitive development to account for the steps and sequence of children's intellectual development." http://psychology.about.com/od/developmentecourse/a/dev_cognitive.htm 08/02/12 Cognitive development for children aged 0-3 years is very important for the child's overall development. By this age children are learning by watching others and exploring the world through different objects around them by simply placing them in their mouth, holding them and also by using their other senses such as their hearing and sight. As children develop they learn by observing and listening to others around them; children at the age of 3-5 years begin to ask many questions such as 'why?' and 'how?' due to curiosity and being concerned about everything and anything that is happening around them. Social and emotional development for children aged 3-5 years is also very important for every child's development at this stage as it starts to have an effect on their overall health and wellbeing; this is due to the child becoming aware of whom they call friends and their friendship groups but also family and familiar faces. They begin to show empathy for others around them in their day-to-day lifestyle. An example of this is children at this age usually like to play along side others; this is known as parallel play. A child is happy to play in company of another child however they are not playing together, this may be due to children not being able to co-operate with others properly yet and because they may not have mastered sharing with those around or in the child's company. However by the age of 5 years children begin to find friendships important and begin to seek to play with others rather than along side or alone. ...read more.

Middle

If confidentiality is breeched, practitioners and parents may not trust you due to putting the child's health and well being at risk. This links to Erikson's first stage of development about trust and mistrust. He stated that if we did not successfully pass through the development stage of trust we would find it harder in the future to trust those who care; this would be due to a lack of confidence in others leading to frustration which in turn would have a negative effect on how individual needs are met. Erikson theorised that those who became frustrated due to their needs not being met became mistrusting towards others and the world as a whole. When carrying out observations in a childcare setting, as a practitioner you must not identify the child in any way. You must not include your opinions of the child into an observation as this effects the observation from being factual also the information obtained will be incorrect. An example of this may be seeing the child bang a toy on top of another and saying the child is frustrated. However you are unable to tell if this is how the child is actually feeling unless you have a close bond with the child. A limitation of this may be that you are unable to meet the child's needs due to not knowing what is upsetting the child or causing the child to become distressed; this in turn has a negative effect on the way you deal with the situation due to not knowing the child's emotions and mental state. Also it can be very difficult to keep your opinions to yourself and not include them into observations as it is so easily done; due to this I get my placement supervisor to check any observations which I carry out so that I am not objective during the observation and the information gained is factual. ...read more.

Conclusion

Checklist observation - started 10:45am Thursday 26/01/12 Candidate signature: KJ Clemmet Date: 26/01/12 Title of Observation: Checklist Date carried out: 26/01/12 Details of Environment (e.g. day care, school) Nursery Immediate context (e.g. in the book corner) Moving around the baby room (caterpillars) Aim of observation: To determine the child's developmental level and skills by assessing their milestones so that I am able to provide activities that will meet his needs. Time observation started: 10:45am Time observation finished: 11:15am Number of adults in the setting: 3 Total number of children in the setting: 5 Roles of adults ( e.g. Mrs. A, teaching assistant) Mrs J - Room leader and supervisor Mrs R - Child care practitioner Level 3 Miss T - Child care level 3 apprentice Children identifier e.g. child: A (N.B. protect the identity of the child) Child J Ages in years and months: 1 year 7 months Method e.g. checklist Checklist of milestones Background information: Child J is moving around the baby room from one activity to another while I assess his developmental milestones. I also asked to look through his personal folder to read what his key worker Mrs J has written about his development over the past few months that I have not been in the setting; this was so I could gain more information on his developmental level and skills. I confirm that permission has been given and that this observation was undertaken as stated above: Supervisor signature: Print name: J. POCKLINGTON Social Emotional Intellectual Communication Physical 3m * Enjoys sucking * Smiles in response to an adult * Enjoys being played with, laughs and chuckles * Will stop crying on seeing or hearing mother * Demands a lot of attention * Smiles and babbles when spoken too and cuddled * Will cry for attention if lonely or bored * Mood change from unhappy to happy very quickly * Has bonded with mother * Can imitate low and high pitched sounds * Begins to react to familiar situation e.g. ...read more.

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