1. Supporting children'sdevelopmentUnit 10Session1

2. Aims and Objectives forsessionIdentify the difference between growth anddevelopmentExplain growth and development of childrenOutline the meaning of SPICEOutline stages and sequences ofdevelopmentDescribe the meaning of mile stonesIdentify the 6 areas of learning within theEYFSExplain different types of physicaldevelopmentIdentify sequences of development for birth seven years 3. Starter Activity Discuss as agroupWhat is the differencebetween growth anddevelopment? 4. Growth and DevelopmentGrowth is the physical changes inthe body. This is measurable. Eg Height and Weight.Development is the progress ofacquiring new skills in all areas ofdevelopment. Eg Holding a pencorrectly 5. Growth or Development?Johnny hassize fiveshoesMichelle hasgained 2 ibsMoira canhop on onelegAdam canwrite hisnameLayla countedto 5Libby hasgot tallerRachel'shands havegot biggerTyler isstarting tocrawlAaron is age3-4 introusers 6. SPICE Areas ofdevelopmentSocial DevelopmentPhysical - Gross Motor Development- Fine Motor Development/SkillsIntellectual DevelopmentCommunication and SpeechEmotional Development 7. Stages and Sequences ofdevelopmentInfancy from birth to one yearEarly Years from one to three yearsChildhood from four to seven yearsPuberty from eight to twelve yearsAdolescence from thirteen to sixteenyears 8. MilestonesThese are guidelines for measuring achilds developmentYou will compare your own observations,that you complete in Teddy Tots andplacement against these.EYFS curriculum (Please print yourself off acopy for the next lesson)http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf 9. The EYFS Early LearningGoalsKnown as 6 areas of learningPersonal social and emotionaldevelopmentCommunication language and literacyProblem solving, reasoning andnumeracyKnowledge and understanding of theworldCreative developmentPhysical development 10. Physical DevelopmentFine motor movementMoving hands, fingers, feet or toes.For example threading beadsGross motor movementMoving limbs, arms and legs.For example riding a bikeHand eye co-ordinationthe ability to do things that involve your hands and eyes workingtogether.For example catching a ball or passingsomething through a needle.As a group create a table to identify movements that cover each heading. 11. Physical DevelopmentPhysical developmentstarts with smallmovements and developsinto larger movements.Children will start at ayoung age to draw largepictures, before they learncontrol to draw smallprecise pictures 12. Sequences of physicaldevelopmentWork in groups of three to complete thesorting cards to identify sequences ofdevelopment for birth seven yearsBirth to one year One to three years Third year to Seven YerasRolls over from front to back, from back tofront.Beginning to balance blocks to build asmall tower.May be beginning to show preference fordominant hand.Reaches out for, touches and begins tohold objects.Takes first few steps independently. Uses simple tools to effect changes tomaterialsPasses toys from one hand to the other. Holds pen or crayon using a whole hand(palmar) grasp andmakes random marks with differentstrokes.. Shows control in holding and using jugsto pour, hammers,books and mark-making tools.Pulls to standing, holding on to furniture orperson forsupport.Makes connections between theirmovement and the marksthey make.Uses a pencil and holds it effectively toform recognisable letters, most of whichare correctly formed. 13. Getting used to the EYFSIn your EYFS book. Find and write down a milestone foreach various age and area of learningKnowledge and understanding of the world (explorationand investigation) Aged 30-50 monthsCommunication, Language and literacy (reading) age isbirthPersonal, social and emotional development(behaviour) Aged 22-36 monthsCreative development (developing imagination) Aged8-20 months 14. Sequences and rates ofdevelopmentPlease read through the given article,highlight and annotate the importantinformation. 15. Supporting children'sdevelopmentUnit 10Session2 16. Aims and Objectives forsessionIdentify ways to communication with childrenIdentify the difference between communicationand languageOutline the percentage of verbal and nonverbalcommutation usedDescribe emotions used through facialexpressionsIdentify what a theorist is and look at NoamChomsky theory of language.Justify positive and negative elements ofwebsites to develop and encouragecommunicationIdentify sequences of development for birth seven yearsOutline an activity to encourage childrenscommunication skills. 17. Starter Activity Write on thewhite board as a groupHow many ways can youidentify that we couldcommunication withchildren? 18. What is the difference betweencommunication and language ?Communication - Is the exchange ofinformationLanguage - The method and wordsused to communicate. 19. Varity of language andcommunicationVerbalNon VerbalPre-linguistic (the stage up to 12months)linguistic (words now used withmeaning) 20. FactsChildren communicate before they are bornA new born baby communicates throughcryingWe recognise different cries: hungry, tired,cold, fed upThe speed of development depends on theinteractions with the childParents often become concerned that a childis late in talking 21. Demonstrate ExpressionsUse the laminated blank faces, thatshow the following emotions:1. Worried2. Bored3. Surprised4. Sad5. Aggressive6. Happy 22. Theorist What are they?They are ideas and concepts thathave been shared over the yearsgiving reasons/evidence as to whypeople do the things they doMany theories have different views onthe same aspectYou will see these in practice whenyou begin placement. 23. Noam ChomskyBelieves that children have a structure in thebrain which enables them to understand therules of language. LAD (language AcquisitionDevice)Believes children can apply the rules ofgrammar in their daily languageBelieves all children, regardless of theirintellectual ability, become fluent in theirnative language within five or six years 24. Development of encouragingcommunicationhttp://www.letterland.com/products/school-ukhttp://jollylearning.co.uk/overview-about-jolly-phonics/Make notes to discuss with the group 25. Sequences of language andcommunication developmentWork in groups of three to complete thesorting cards to identify sequences ofdevelopment for birth seven yearsBirth to one year One to three years Third year to Seven YerasTurns toward a familiar sound thenlocates range of soundswith accuracy.Enjoys rhymes and demonstrateslistening by trying to join inwith actions or vocalisations.Focusing attention still listen ordo, but can shift ownattentionListens to familiar sounds, words,or finger plays.Has a strong exploratory impulseListens to stories with increasingattention and recallConcentrates intently on an objector activity of own choosingfor short periods.Listens to and enjoys rhythmicpatterns in rhymes and stories.Maintains attention, concentratesand sits quietly duringappropriate activity.Moves whole bodies to sounds theyenjoy, such as music or aregular beat.Pays attention to dominant stimulus easily distracted bynoises or other people talking.Is able to follow directions (if notintently focused on ownchoice of activity). 26. How can we promoteCommunication and Language inchildren?In pairs you are going to plan anactivity to use with your children inplacement to encourage childrenscommunication skills.You will share with the rest of the groupat the end of the session 27. Supporting children'sdevelopmentUnit 10Session3 28. Aims and Objectives forsessionIdentify that everyone sees thingsdifferently so equality and diversity isimportantOutline what a scheme isExplain how a scheme relates tochildrens developmentDescribe how own learning, thinkingand ideas have be influenced byexperiences.Explain different theories of cognitivedevelopment 29. Starter Activity As an individual can youdraw a monsterWhat do you think the word Schemameans? 30. What do you see?1.2.3. 31. Schema ExamplesA young child may first develop a schema for a horse. Sheknows that a horse is large, has hair, four legs and a tail.When the little girl encounters a cow for the first time, shemight initially call it a horse. After all, it fits in with herschema for the characteristics of a horse; it is a large animalthat has hair, four legs and a tail.Once she is told that this is a different animal called a cow,she will modify her existing schema for a horse and create anew schema for a cow.Now, let's imagine that this very young girl encounters aminiature horse for the first time and mistakenly identifies itas a dog. Her parents explain to her that the animal isactually a very small type of horse, so the little girl must thistime modify her existing schema for horses. She nowrealizes that while some horses are very large animals,others can be very small. Through her new experiences, herexisting schemas are modified and new information islearned. 32. What is Cognitive Development?This can also be know as intellectualdevelopmentHow children learnHow children thinkHow children develop ideasThis area is strongly influenced byexperiences 33. Theories of cognitivedevelopmentWork together in groups of four toresearch one of the following.Jean Piaget Cognitive developmentLev Vvgotsky Development ofchildrens reasoningChris Athey Identification of schemasJerome Bruner Theoretical frameworkUrie Bronfenbrenner Humandevelopment 34. Theory PresentationsOver toyou! 35. Supporting children'sdevelopmentUnit 10Session4 36. Aims and Objectives forsessionIdentify what emotional development can consist ofIdentify what is meant by attachment and bondingOutline Bowlby theory of multi attachmentsOutline basic need of children forming multiattachmentsOutline information about separation anxietyOutline information about self-concept andpersonal identityIdentify Freuds theory of ID, Ego, superegoOutline information about social developmentIdentify different social development theoriesExplain ways to support childrens emotional andsocial development within a setting 37. Starter Activity PaireddisucssionShare with a friend the lasttime you were emotionaland what caused this. 38. What is emotional development?Attachment and bondingMultiple attachmentsSelf concept and personal identityMoral developmentTemperamentPersonalityBuilding relationshipsExploring emotions and feelings 39. Boosting group confidenceChoose one of the cards on the floorWrite two positive things about yourfirst impression of this person. 40. Attachment and bondingAttachment is the emotional bondbetween carer and parentBonding is the development of feelingsBonding is a baby's way of making surethey are well cared for and safeMothers could have a special bond do tobreast feeding their baby 41. Multiple attachments theoryJohn BowlbyChildren need to have consistent carers toallow them to develop attachments andstart to form loving relationshipsIf bonds are not received in early life mayhave difficulties forming relationships inlater lifeChildren can form relationships withanyone affection required 42. How can we encourageattachmentIn small groups discuss ways we canencourage attachment ..Skin contactSmellTalking and listening to voicesFeedingBathingPlayingEye to eye contact 43. Multiple attachmentsIf children have formed close bondswith several important people they willbe more secure in themselvesClingy children may have difficulty inearly years forming relationships 44. Separation anxietyStarts around 6-7 months and cancontinue until 3 years oldScreaming/crying/upset (distress)Children learn about objectpermanence 45. Self concept and personalidentityLinked togetherHow someonelooks/perceives themselvesand whyPeople who harm othersmay have had negativeexperiences as a child andhave a poor self-concept 46. Theory of ID, Ego, superego(Freud)Explored the 3 parts of the unconsciousmind.The Id- governs our desires and needs(unaware of needs of others)The Ego- we are able to work out howto manipulate to get what we wantThe Super ego conscious minddevelops and we are able to learnwhat's right/wrong 47. Ourselves through otherseyesDraw a picture of yourself..In blue pen, write around it positivewords, phases and attributes todescribe yourselfPass it to your neighbour, in black penwrite around it positive words, phasesand attributes to describe yourneighbour that they may have missed 48. Social DevelopmentSocial Skills sharing /taking turns/ co-operativeLanguageBehaviour aggression/upset/challenging/moralsDeveloping personalityIncorporates attachment and bonding 49. Theories of SocialDevelopmentConditioning Skinnerhttps://www.youtube.com/watch?v=MOgowRy2WC0Social Learning Bandurahttps://www.youtube.com/watch?v=NjTxQy_U3acReinforcement Pavlovhttps://www.youtube.com/watch?v=cP5lCleK-PMThe Big Banghttps://www.youtube.com/watch?v=JA96Fba-WHk 50. Emotional and SocialDevelopmentBuilding and encouraging childrenssocial and emotional development isvery important for us to do.In twos please create a posteridentifying ways we can do this withina setting. 51. Flipped LearningPlease complete Unit 10 - HighlightingSocial and Emotional Developmentwithin the EYFS for next sessionSEB = Social, Emotion andBehavioural 52. Supporting children'sdevelopmentUnit 10Session5 53. Aims and Objectives forsessionIdentify at what ages and stages of physicaldevelopment are norm for children.Outline factors that may influencedevelopmentIdentify what early intervention isExplain what early years action isStudents to identify what early years actionplus isOutline Global development delayIdentify cultural factors that may affectdevelopmentJustify how biological and environmentalfactors can influence development 54. Starter Activity Crawling and walking research task 55. Factors that may influencedevelopmentBiological FactorsHealth conditions present at birthDisabilities that are present at birthHereditary conditionsEnvironmental FactorsExperiencesHousing conditionsFinancesOpportunitiesDrug/alcohol dependency 56. Early InterventionWhere a child is experiencing particularor general learning difficulties, theEarly Years setting or school shouldoffer that child different opportunitiesor alternatives to learning. 57. Early Years Action This is the first stage of support available This is when the Early Years team or theInclusion coordination (INCO) identify achild with Special educational needs(SEN) The parent/child will be consulted The childs progress should be monitoredand reviewed 58. Early Years Action Plus This is the second stage of support This is when the Early Years team or INCOidentify that the child requires furtherassistance to make progress This will usually take the form of externalsupport services.Parents/ carersGPHealth VisitorSpecialists within identified area of need 59. Global development delayModerate LD children are only able to workat a level significantly below age expectationsSevere LD children experience moreserious difficulties in all aspects of thecurriculum and will require adult support inschool and with life skills.Profound and multiple LD- these needs areeven more severe and complex. They alsoexperience physical and sensory impairmentsand slight communication needs as well.Children will require individual support andpersonal care. 60. Cultural factors that may effectdevelopmentIn some cultures girls arent encouragedto take part in physical play and activitieswhile boys are encouraged to be outsidemore.Education can be seen as better forboys, or as girlish or maybe seen as notnecessary.Children whose culture is a minority canface discrimination and isolation 61. SummaryPlease complete the given hand-outas individuals. This will help you withyour final task 62. Factors that may influencedevelopmentLets make a mobile highlighting bothBiological FactorsandEnvironmental Factors 63. Present and explain mobilesOver to you! 64. Supporting children'sdevelopmentUnit 10Session6 65. Aims and Objectives forsessionOutline the meaning of transitionIdentify childrens possible feels,behaviour and experiences withtransitionsIdentify impacts that transitionscan have on childrenDescribe a plan to prepare a childfor the identified plannedtransition 66. Starter Activity ReflectionHow did youfeel when youfinishedschool andcame tocollege? 67. TransitionThe process or a period ofchanging from one state orcondition to another.www.google.co.uk 68. Types of TransitionWork as a group to annotate worksheet, highlighting children's possiblefeels, behaviour and experiences 69. Impact of transitionsPhysical impactGrowth spurtsLosing or gaining weightBehavioural impactAnxietyWithdrawalLoss of self esteemSelf harmingIncreased interestDevelopment of selfidentityLack of friends Mood swings Use of illegal substances Rudeness Loss of interest Motivation Reluctance to participatein activities Difficulty to buildrelationships Delayed emotional andsocial development Lack of trust Lack of motivation School refusal 70. Preparing for transitionFrom the type of transitions that are onyour table, create a plan to prepare a childfor a planed transition.Remember to a add information aboutActivities that could support understandingWho else may need to be involved in planningInformation that child will need to know andexperiencePossible behaviour, feels and experiences of thechildHow to support the needs of the child through thetransition 71. How to prepare children fortransitionPlease make note to feedbackhttps://www.youtube.com/watch?v=l0EnKuLTHpQ 72. Assessment task supportAssessmentis due inFormative 3rd OctoberFinal deadline21st October