CYP 3.1: Understand child and young person's development
Level 3 Children & Young People's Workforce
Aspects of children' development:
- Physical
- Intellectual / cognitive
- Communication / language
- Social, emotional and behavioural
- Moral
*Sequence of development refers to the pattern of development. The stages of development are the same for every child.
*Rate of development refers to the pace of children' development.
Although the pattern of development is the same for every child, the rate of development is different for every child because every child
is unique and their development is influenced by various factors (listed below).
It is important to understand this difference so that children who achieve the milestone
later are not perceived as poor developers, but instead provide support to promote
learning and development in a healthy and safe environment; this standard is set
by the Early Year Foundation Stage.
Factors that can influence rate of development include:
- Personal experiences - some children may have wider exposure to situations, resources and people.
- Poverty and deprivation - low income family will have fewer opportunities to engage in healthy eating, exercising, buying learning tools such as a computers.
- Family environment and background – some cultures may not allow girls to go to college after leaving school or not allow them to go swimming.
- Disability or medical conditions - Child in a wheel chair may not be able to ride a bike or climb a frame
or play hop scotch.
Some children with respiratory conditions may not attend school regularly, hence fall behind academically. - Child whose second language is English may have communication difficulties.
Can you identify other external or personal factors that
affect the rate of development?
Theories of development and frameworks to support
development influence current practice
| Theorist | Theory | Influence on current practice |
|---|---|---|
| Jean Piaget |
Construct knowledge: Children construct knowledge by exploring. Theory of cognition: Children’s intellectual development is dependent on their maturity/age. |
Provide resources, toys and equipment so that children can explore and create schemas ( mental structures of ‘how’ things are done’ . Schemas help children to understand the world and will
use these in future to make sense of new experiences. |
| Vygotsky |
Children learn through interaction with experienced peers and adults. |
In current practice, use scaffolding to provide children to learn from
those who are more experience and then give them the chance of being
independent to apply the knowledge. Interactive play with other experienced or older children. |
| Albert Bandura | Social Learning Theory: Children learn through observing and copying others (modelling) |
In current practice , practitioners can act as role models so that children will learn good practice. Since children are quick to imitate adult, it is important that adults display positive behaviour. Practitioners can present themselves in a positive light. Example: to enforce the rule: Everyone must sit and eat or wash hands before eating, practitioner should wash hands and sit to eat, so that children too will imitate this behaviour. Example: to enforce the rule: Everyone must sit and eat or wash hands before eating; practitioner should wash hands and sit to eat, so that children too will imitate this behaviour. |
| Ivan Pavlov and Burhus Skinner |
Behaviourist approach: Children learn behaviour by conditioning - associating a stimulus with a response. If experience is positive where children are rewarded, they will learn to repeat behaviour. |
In current practice, when children have done something good or displayed good behaviour, they
will be reward through praise or a sticker, this will encourage children to repeat this desirable behaviour. When a child tidy’s up, he/she will get praised and they will realise that that it is desirable behaviour that rewards them – make them feel good and so next time they will repeat that behaviour. |
| John Bowlby | Attachment Theory: Bonding between child and primary carer is important as it helps them to form good relationship with others. |
In current practice , allocating a child to a key person in the setting will support children through
the transitions ie from home to nursery and result in a positive relationship between child and practitioner. Key person is responsible for settling the child into the nursery and work with parents to ease the transition. |
REFERENCES
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
DFE (2014). Statutory framework for the early years foundation stage
DEF(2014). Early years (under 5s) foundation stage framework (EYFS)
DFE (2014) Keeping children safe in Out of hours provisions
DFE(2014) Early Years Outcomes
Parents - guide to EYFS (2014)
What to expect and when (2014)
The British Association for Early Childhood Education
(Supported by DFE)
Every Child Matters 2003)
Effective Pre-school and Primary Education 3-11 Project (2003-2008)
DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)
Parliament (2003) Every Child Matters
Tassoni et al (2010) Level 3 Diploma Children and Young People's
Workforce (Early Learning and Childcare). Pearson: Harlow Essex
Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's
Workforce Diploma: Early Learning and Child Care.
Hodder Education: London
www.gov.uk/government/
publications/
2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk