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Report on how children develop and learn

Extracts from this document...


EDE 128 A REPORT ON HOW CHILDREN DEVELOP AND LEARN Setting - Small traditional village school with 5 mixed year classes in a rural setting. 10th January 2008 Author - Louise Sheldon Position - Teaching Assistant within Reception Total Word Count - 2,635 CONTENTS This report forms the basis on how the author believes children develop and learn within the wider context of the family and society, including the environmental influences which can impact on their development and learning. Within Section 1, the author has identified and commented upon the following specific areas and how they impact on child development. 1.1 The social context on how children develop and learn. 1.2 The role of parents 1.3 The value of play in child development 1.4 The Importance of language 1.5 External and environmental factors 1.6 Government Initiatives to support child development and learning 1.7 Equality of opportunity for all children Section 2 - Conclusion. Section 3 - Bibliography and Electronic Referencing Appendix - Observations 4.1 Social Observation 4.2 Emotional Observation 4.3 Language Observation 4.4 Physical Observation 4.5 Cognitive Observation 1.1 The social context on how children develop and learn. Children learn and develop socially and emotionally through the love, care and emotional stability provided by their parents and this early social bonding between a child and their principle care giver is known as an attachment. John Bowlby was a psychiatrist working from the mid 40's to the mid 70's whose studies tried to explain the early attachment behaviour of infants and believed "that the development of attachment of specifically between baby and mother was an innately driven set of behaviours that protected infants at a vulnerable time." (Lindon, 2005, pg 21.) However, research by Barbara Tizard (1978) has shown that it is not only the mother who forms a secure attachment with her baby, but this attachment bond can be between any two people, where sense of commitment and personal security is integral to the relationship. ...read more.


Child 1 then said "Oh Miss, my sleeve's gone right up my arm now". The Teacher said to Child 1 next time it would be a good idea to hold onto the cuff of her sweatshirt before putting her arm in the sleeve of her coat. Child 1 looked puzzled and said "Miss I don't know how to do that". Child 2 was putting her own coat on and said to Child 1, "Watch me, I can do it. Hold here on your jumper like this, then push your arm in your coat". Child 1 watched as Child 2 put on her coat. Child 2 then said to the Teacher, "This is how my mummy said I have to put my coat on." "I can do it all by myself, can't I Miss?" The Teacher said "Well done, yes you can do it all by yourself, thank you for helping your friend with her coat" "How kind you are to your friends." Child 1 then said "Miss I can do it by myself too can't I Miss?" Child 2 fastened the zip on her own coat then turned to Child 1 and said "Do you want me to pull your zip up, cos I can you know." Child 1 shook her head and said "No, I can do that myself." Then she smiled and pulled her zip up. The teacher then said "Come on my little love bugs, playtime will nearly be over, hurry up and get outside so you can play in the fresh air." Child 1 grabbed hold of Child 2's arm and said to her "Can I play with you?" Child 2 said "yes" and they both went skipping up the corridor to the door that lead's onto the yard. Once in the playground, both children ran up and down holding hands and smiling to each other before talking and holding hands with two different children. ...read more.


The TA explains to him that the side with his Christian name on is yellow, which is the side he will need and not the white side showing the surnames. With this information, H then precedes to turn them all over to the yellow side. The TA then reminds him that his name begins with the letter H and uses the jolly phonics sign to job his memory of which letter to look for. He then uses his index finger on his right hand to point to the first letter on each card until he finds the one beginning with H. He then picks it up and walks back over to the TA, where he asks her if it is the right one. The TA tells him it is, praises him again for finding it so quickly and asks him to write his name down by copying the letters on his name card. He does this slowly and methodically, copying the letters down in the correct order, then puts it in the happiness box and comes and sits back down on the carpet. Evaluation It is evident from the observation that Child H learns better and is able to stay more focused on the task when he can handle the shape, suggesting he is a kinesthetic/tactile learner. Howard Gardner cites evidence that "some people have a natural propensity to learn through verbalising, others through visualising and others through 'doing'". (Moyles, 2004, pg. 71) Unfortunately for kinesthetic learners, our educational system favours those who learn most effectively through the auditory mode. When H receives praise from the TA and a possible reward of putting his name in the happiness box, he manages to think of the name of the shape. According to the behaviourist, Skinner, his theory "recognises the importance of rewarding or using positive reinforcement when the desired behaviour occurs, in order to increase the chances of it being repeated." (MacLoed-Brudenell, 2004, pg. 123) ?? ?? ?? ?? Louise Sheldon Page 1 Registration Number 079051075 ...read more.

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