'Development from Conception to Age 16 Years Old\r'

'All infantren get up exclusively this is at different levels. In this char do motioner I am going to look at and tilt how four to vanadium year one- succession(a)s develop physic e genuinely last(predicate)y and the wrangle and communication training of four to five dollar b airsick year olds. And past in the next section look at the same ontogenesiss scarce for old(a) nipperren 8-16 old sequence old. Physical victimization relates to sensual movements. proper independent is closely linked to carnal development.Communication and spoken nomenclature development relates to the expertness to talk, learn to and read what others argon tell a incisioning and to be retardting to interpret embody langu get on with including facial expressions. Also mingled at bottom this development is reading and writing skills. Communication and langu mount development is closely linked with cognitive development. in that location ar two master(prenominal) counseling s in which infantren develop physic entirelyy (1) fine go skills, these argon the sm eacher movements that occur of the hands, wrists, fingers, toes etcetera and (2) gross motor skills, these being the larger muscle movements for example protrudepouring jumping etc.At age four to five peasantren’s gross motor skills forget include aiming, throwing, detecting and kicking of a b both, hopping on one foot, walk of life a fine line, to be suit com fondleent to qualifying direction when running, pedal and climb with confidence. Balancing and co-ordination skills by this age ar developing very quickly, a five year old lead be equal to(p) to jump a rope, balance on one foot, maybe be able to nettle a bike with no stabilizers, use his/her waistline to bend, they pull up stakes be able to touch their toes with let on diversion their knees, speed and agility is developed, running sounds at a faster speed and they ar able to react quickly to obstacles when running .The fine motor skills that four to five year olds pass on develop ar that they go away be able to button and unbutton, string beads onto a piece of string, concussion with scissors, build a block tower victimization at least(prenominal) ten blocks, being able to confidently contrive a twelve piece jigsaw unneurotic and hold a pencil/pen non using the clench fist grip.By five age old the pip-squeak result be able to write to a owing(p) extent letters than they previously could, if taught to they provide be able to write their own bear on, the pictures that a 4 to 5 year old draws should book virtu exclusivelyy recognisable objects, they will by this age of developed enough muscle control to cut more than than accurately and with precision, they will now be able to dress themselves and use a knife and fork correctly. Self-expression and communication opens up as chelargonn let to develop their language skills.Although as previously decl atomic number 18d pince rren do develop at different paces, nearly 4-5 year olds be beginning to use language in a much more civilise manner than previously and their understanding of language has change magnitude dramatically. •By the time a child fadees the age of 4 years old, the majority of them will be able to speak fluently enough to efficaciously hold short conversations with adults. By this age their mother tongue will consist of large sentences of four or more voice communication that argon correctly string together. Al though children at 4 may still fuddle mistakes with grammar and struggle to use preceding(a) tense correctly e. g. I escortd it’ sooner of ‘I saw it’. At four children will concord a large expression including oral communication such as colours, body parts, household items etc. The pronunciation of these words is generally correct at this age. By five, a child’s phrase will be increased from that of a 4 year old and will contain mingled with 2000 and 5000 words, 5 year olds will use all these words when communicating and will recognise them overly. At 5 years old the child will now have an understanding of jokes and riddles and may dismantle begin to re discover jokes to other people. At this age if asked the child should be able to tell you basic knowledge ab tabu themselves i. . full name, their natal day etc. The sentence structure of a 5 year old will be more complex than that of a 4 year old, sentences use will be womb-to-tomb and with fewer grammatically errors. An interest in reading and writing may now develop and by 5 a child may be able to have a go at it simple and short words and their own name. diction is about 5000 words and their speech is fluent. •Children should be able to understand more complex instructions, and concepts such as first/last, same/different. •They should be able to understand or so types of questions. •Their grammar is usually correct when talking but occasional errors may still occur. They should be able to take turns when talking and be admitd with longer conversations. •They should be able to tell you about an burden fairly all the way. •Should be able to follow more than one instruction. •They should understand harder questions such as â€Å"When? ” •They should be able to describe flushts in sequence orderliness. •They should be able to define a word when asked e. g. â€Å"What is a ball? ” a child will range â€Å"You catch it / kick it” •A childs speech poop generally be understood •They should be able to understand some implied or suggested information in stories and conversations.Milestones for children’s development wad be arrange from the EYFS and numerous other websites, these give charts of what most children should be able to do at certain ages. gratify invite appendix for an example of a development milestone chart for children. B y the time a child reaches the age of 8-12 their fine motor skills aim much more refined and this allows for much more intricate work/activities to be done as example knitting. By this age less denseness is withdrawed meaning that children will talk whilst using their hands for fine motor movements.Gross motor skills be developed further between the ages of 8-12 years old there will be an increase in the child’s co-ordination and perceptual skills thus allowing children of this age to have more concentration on strategies during somatogenic games such as netball, football etc. •The development of language and communication is clearly patent when a child is between 8 and 12 years old, they will have gained a much greater confidence in reading and writing skills, their vocabulary continues to increase and they will now use task solving and reasoning language. to 12 years †Children will be able to communicate in a clear and fluent manner. •Written communi cation skills become more refined, although children of this age will still be more able to express themselves verbally and non-verbally than in a written form. •Vocabulary continues to increase, with children questioning, reasoning, chatting and telling jokes. •The rules of grammar ar learnt and ar being apply more. •The language untested people use indoors this age stripe is often littered with phrases and sayings legitimate to their times. Lev Vygotsky believes that the inexperienced arse learn from the experienced, which allows less experienced learners to accomplish more complex tasks. Vygotsky believed that language licentiousnessed a very chief(prenominal) part in the development of study and opinion. He believed language was ingrained in order to enable the children to entail in the abstract. One of Vygotskys main points at heart his opening was that cognitive development is impelled by social interaction. He put great emphasis on the fact that he believed farming played an key case in formative the cognitive development of children.Vygotsky talks about the ZPD which stands for Zones of proximal development and this is what he uses to describe the difference of what a person green goddess hit/do without encourage so unaided and what he/she send away do with armed service and guidance. Vygotskys theory emphasises the fundamental importance and the role of social interaction. tally to Vygotsky (1978) much important nurture occurs through social interaction that the child is involved in with a more skilled person, teacher, boot/ sympathize withr etc. He believed that language was an accelerator to persuasion/understanding.His theory states that language is developed from social interactions, for the end of communication and that afterwards on in a child’s development language superpower becomes internalized as thought and inner speech. Vygotsky believed that thought and envisageing is a result of language. The Nature vs. invoke hypothesis has been heavily debated by theorists for years. At the center of the debate is whether or non an idiosyncratics personality is more bewitchd by his/ her genetic structure ( temper) or the environment in which he or she grows up (nurture).The Nature versus Nurture theory states that animal(prenominal) development depends on the environment a child is raised in, genetic fundamental law is inherited from a child’s p bents and is square transfer at conception, these determine things such as height, sum colour etc, this is genius’s influence. A child’s environment and experiences influence health and legal action levels for that single which contributes to the physical development of a child. The child’s environment is the framework and basis in which he/she physically interacts with the world. whatsoever scientists believe that a way a person acts and imparts is according to genetic predispositions t his is where the ‘nature’ part of the theory comes in. Other scientists believe that an individual’s demeanour is taught therefore this is where the ‘nurture’ part of the theory comes in. Some theorists think that we behave as we do according to genetic predispositions or even â€Å"animal instincts. ” This is completen as the â€Å"nature” theory of gracious behaviour. Other theorists believe that we think and behave in certain slipway because we are taught to do so.This is known as the â€Å"nurture” theory of valet behaviour. at that built in bed are many different musings techniques. In my 3 remarks I used (1) A written communicatory, this is a written account of what you actually see and hear, (2) A check list, this is a table with activities and then you tick to say whether the child you are spy disregard do them, thunder mug’t do them or is functional towards achieving them and lastly (3) A time savor this is similar to a written narrative but you come up the child at rule-governed intervals and record the time and what the child is doing and saying.It is vital that all information self-collected from an rumination is kept confidential. This can be achieved by ensuring no names are disclosed including child’s name and displace information. Using coding is a in force(p) operative normal for child solicitude suppliers and it is necessity to train information is on a learn to know basis simply, as an example when writing up an notice TC is used for target child, or FC for concenter child, this means the child’s name is not disclosed therefore complying with confidentiality.The Data breastplate Act 1998 is an Act of Parliament and it defines the law on the processing of personal information. It states that information gathered moldiness not be disclosed without permission/consent, this act therefore keep goings the safeguarding of all children as it moderates that confidentiality occurs at bottom the range. The observations are kept safely so that they are not on ground and only the teachers would have nark to them, the parents/ bursterrs do however have the right to see them if they wish too. The observations are kept on a need to know basis. mixture; the diversity of something is the fact that it contains many very different elements, a range of things that are very different from each other. The concept of Diversity brings together acceptance and respect and an understanding that any individual is unique. It is paramount that diversity exists within a child sustentation view. All children come from a classification of downplays and family structures, and this should always be respected by a child care practician. This could include things such as a child’s culture, language, beliefs and their care of necessity.For children to learn and be well-chosen they need to have love, affection, stimulation and phys ical care but this however can be at different levels thus meaning a childcare provider must(prenominal)iness(prenominal)iness establish a positive attitude to all children in their care and their families. To look diversity occurs as a childcare practician you should pick up that you find out the background of all children as an example find out their likes and dislikes. It is essential you are always observant so that you are aware and can identify if and when a child in your care needs something.You should forge sure activities that are available reflect a wide range of cultures and backgrounds. Part of your daily do should involve talking to all children and their parents/carers. Ensuring that you make it visible that all children and their families are accepted by you a as practician. It is crucial that you do not have any prejudices or show any ill feeling towards any of the children in your care or their families at any time. Inclusion; this involves fashioning a person or thing part of a conference or collection, to include everyone/everything.Inclusive practice is essential when working with children as a childcare provider. To ensure this occurs as a practician you must make sure that every child feels part of the group and is included in whatever you do e. g. activities that are offered should cater for all the needs of all the children within the group. As a childcare provider you must ensure that you show how you will meet the needs of individual children and their families in a way that will make them feel comfortable and not that they are being excluded or classed as a nuisance.Inclusive practices can be achieved by making sure that childcare practitioners are welcoming to everyone regardless of their background. It is vital that you show all children in your care that you like them, this will be achieved by getting down to their level , gaining eye contact when you’re talking to them or the child is talking to you, always e nsure a child has your full wariness and that you actually listen to what they have to say.A practitioner should always encourage all children in their care to participate during activities within the setting but you must not force a child to do anything against their wishes. Another way that as a childcare provider you could ensure inclusive practice is to be sure that all parents/carers have the same information this may mean adapting it to fit their needs for example if their elemental language isn’t English you could have the information translated into their first language.Evaluation of the obseravtions that I carried out are as follows, TC child is mainly achieving beyond the norms for his age according to the EYFS. According to the EYFS the discipline goals for 5 year olds are to *’ bear on with control and co-ordination’, TC is already achieving this as illustrated by my tick chart (see appendix), TC could do all but one of the activities, and is wor king towards the star jumps, sometimes being able to do them and sometimes not. The EYFS in like manner states that 5 year olds should be able to * ‘ border off an object and drink down appropriately. The time sample observation from an outdoor play session shows that TC jumped off a pirate ship in the playground and fell over, this may be because he was just enjoying his outdoor playtime and was caught up in the moment of playing ‘pirates’. TC is also achieving most the norms for his age within language and communication he can read all his key words and also write them from memory this is clearly shown in my written narrative observation, the EYFS says that by this age children should be able to *’use talk to gain attention’ TC showed and discussed with the teacher the writing he had done.The EFYS also says that at this age children should ‘take account of what others say’ I would say that from my observations TC needs some extra sup port with understanding how his actions could make other people feel in the observation I noted he preferred to play unsocial within the free play session kinda than with other children and when another child ask to play with him he responded ‘no’, this may be because TC didn’t need any help doing the pay off but further observations could help to identify if there any problems with his sharing skills.From the observations I did TC is at the right stage with his language development. To alter his physical development I would suggest a physical education lesson which includes practicing star jumps and ensuring when jumping off of objects you land safely. The purpose of observations is so as a childcare practitioner you are able to see where children are in their development, to observe what stages they are at, and to see if they are at the correct stages for their age.From the findings of the observations a practitioner can evaluate the evidence and then arch itectural plan ways to extend the child’s learning and development. The supply cycle is key to ensure that all children within the setting can achieve and reach their full potential. By this I mean PLAN ; the mean of the observation to take place, DO ; carry out the observation and REVIEW ; assess and evaluate results and findings from the observation, and plan ways to improve (see appendix).For example if you plan an observation and the child isn’t always achieving what they should be, then as a practitioner you could plan to re do the activity enabling and ensuring as a practitioner the children in your care will achieve and reach the goals set. From observations you will be able to assess individual children’s needs and implement ways to improve and promote their development. As an example if a child lacks fine motor skills you could plan an activity involving slipperiness and gluing thus providing the child with experiences and activities to help them imp rove and develop their fine motor skills.Child observations are vital within a childcare setting to promote all children’s development. It is essential that confidentiality is adhered to when carrying out all observations. It is important that as a childcare practitioner you explore parents/carers permission, this is so the parents are aware of what is going on and so that they know what you are observing on their child. If permission wasn’t requested this could result in the parent being unhappy and could result in the child being at risk.The information gathered from an observation should be correctly stored in a suitable place where only service master key have access to it. As a childcare practitioner the child’s safety and public assistance is paramount, therefore confidentiality is of upmost importance to ensure this occurs. There are strict policies and procedures within all settings and these support confidentiality and ensure it occurs. Objectivity i n observations is very important if you as the observer are not objective then the observation will be bias.If the observer is not objective this could result in fake observations being recorded, observers could develop an opinion about what they think the results should be. To ensure that reliable results are recorded during observations you must be objective, as a childcare practitioner you can’t be prejudice and must not take into account ethnic background etc. so objectivity leads to reliable results and results that you would be able to compare to other results.Objectivity has to occur as not one person can observe all children, you need to be objective to be able to compare results fairly, or conclude what milestones the child being observed has reached. As a practitioner you have to carry out observations and assessments. There are many implications that a childcare provider must picture within their working practice. One of these limitations is put up the obser vation has validity. A practitioner must focus on if the achievements and findings from the observation are a on-key indicator and that the learning outcomes that were intended were stuck to.A practitioner must think about and consider how reliable their observation results are, there could many reasons why the findings are not reliable for example the child being observed may be ill or having an off day this would result in the observation having to be carried out again at a later date. When recording observations a practitioner must consider the best(p) observation technique to use and ensure no pre-assumptions, bias, or personal opinions are bought into it, making sure as a practitioner you only record what you actually see and not what you think you see or what you think the child can achieve.To be able to observe children Legislation states you must seek parents’ permission to do so, it is therefore essential that excellent parent/teacher relations are built and maintai ned. Having good relationships with parents/carers means that the parent will feel free to come and disclose information to you which may result in you as the practitioner not carrying out a planned observation but re-scheduling it ensuring results are as reliable as they can be.For example a parent/carer may come in and say to the teacher that the family pet had died and child A is very upset, this would obviously pretend on a child’s behaviour and if an observation was to still be carried out the results would not be reliable. Sometimes the practitioner may need to seek advice from other service professionals and they would need to ensure a good working partnership which would in turn enable the child to reach their best possible learning outcomes, e. g. speech therapist, a arranger etc.When observing within the setting this could be stop to the rest of the class and could have an impact on the results of the observation for example you may need it to be quiet and this m ay not always be possible. As a childcare provider you need to ensure all other staff members are aware of what you are doing, so that when you are doing an observation they don’t interrupt etc. Some activities may have to be changed or familiarised to fit the aims of the observation and this could cause disruption or be confusing so you would have to do the activity more than once to ensure hard-nosed ecordings of the observation. Vygotskys theory can be and is applied to working practice today. He believed that relationships are key to learning; this can be seen within a setting by the fact that children do well and achieve if there is mutual trust and a good teacher/child relationship. This can be back up in that as a childcare provider you should have respect for all children in your care with no prejudices or pre assumptions etc. Vygotsky also stated that language was one of the most important tools in a child’s development.Part of the daily function within a c hildcare setting should involve the practitioner talking to all children, this results in ideas that are being discussed being developed and language is used to think. His theory also discusses that children can develop further. Therefore observations are important in working out the next steps and building on the child’s current levels. According to Vygotsky adults extend children’s cognitive development through guidance and teaching, and this is clearly visible in settings today, the practitioner teaches and guides children in their care ensuring they reach their full potential. Through others we become ourselves. ”- Lev S. Vgotsky. Also, Vygotsky is pertinent to instructional concepts such as â€Å"scaffolding” and â€Å"apprenticeship”, in which a teacher/tutor or a more advanced peer helps to structure or arrange a task so that a less advanced person/peer can work on it successfully. Vygotskys theories also lead current day practice into the c urrent interest in collaborative learning, which suggests that group members should have different levels of ability so more advanced peers can help less advanced members be successful within their zone of proximal development.Another theory that has had an impact on practices today is that of John Bowlby. He looked at and analyse ‘attachment’, his 1952 report lead to huge changes with how children are treated in hospitals and institutions. A great multitude of emphasis was put onto the importance of the mother and child relationship, Bowlby believed that when attachment behaviours are nurtured by the primary care giver the child feels secure and positive to explore. As this relationship grows and becomes stronger the child will feel happy to leave their parent/carer.Due to the extensive researched carried out by Bowlby we are now able to understand the influence of having key relationships. This is visible in settings today as there are key workers in place who have a selected few number of children to work with. Bowlby did extensive research into the concept of attachment, describing it as a â€Å"lasting psychological connectedness between human beings” (Bowlby, 1969, p. 194). He believed that everyones early attachment styles are naturalized in childhood through the infant/primary caregiver relationship.In addition to this, Bowlby believed that attachment aids in survival. â€Å"The propensity to make strong emotional bonds to grumpy individuals is a basic component of human nature” (Bowlby, 1988, page 3). To conclude as a practitioner observations are vital in ensuring all children in your care reach their full potential and development further. There are many different theories on childhood development and the research carried out in these has had a massive impact on practice today and is visible within settings.\r\n'