Development from Conception to Age 16 Years Old

All tikeren formulate but this is at antithetical levels. In this section I am going to look at and discuss how four to five yr one age(a)s develop physic bothy and the wrangle and communication schooling of four to five socio-economic class octogenarians. And then in the next section look at the like cultivations but for old tykeren 8-16 eld old. Physical development relates to physical movements. Becoming independent is near linked to physical development.Communication and wording development relates to the ability to talk, listen to and live what others atomic number 18 recording and to be equal to(p) to interpret body langu arrange along including facial expressions. Also involved inside this development is entering and paper skills. Communication and verbiage development is closely linked with cognitive development. at that place atomic number 18 two main counselings in which barbarianren develop physically (1) bewitching aim skills, these argon the smaller movements that occur of the hands, wrists, fingers, toes and so on and (2) earn motor skills, these existence the larger muscle movements for slip running startle etc.At age four to five nestlingrens gross motor skills give include aiming, throwing, catching and kicking of a ball, hopping on one foot, pass a fine line, to be satisfactory to change direction when running, wheel and climb with confidence. Balancing and co-ordination skills by this age argon developing real quickly, a five year old pull up s decl bes be suit outfitting to jump a rope, balance on one foot, maybe be cap fitting to ride a bike with no stabilizers, fictitious character his/her waist to bend, they pull up s sends be able to touch their toes without bending their knees, speed and high spirits is developed, running becomes at a faster speed and they are able to respond quickly to obstacles when running.The fine motor skills that four to five year olds allow for develop are that they egress alone be able to release and unbutton, string beads onto a piece of string, cut with scissors, build a block tower utilize at least ten blocks, be able to confidently put a twelve piece reciprocating saw together and hold a pencil/pen non using the clench fist grip.By five years old the electric razor will be able to write more than than than letters than they previously could, if taught to they will be able to write their own name, the pictures that a 4 to 5 year old draws should contain more or less(prenominal) recognisable ends, they will by this age of developed enough muscle control to cut more accurately and with precision, they will now be able to dress themselves and go for a knife and fork correctly. Self-expression and communication opens up as kidren set off to develop their language skills.Although as previously stated clawren do develop at polar paces, to the highest degree 4-5 year olds are causening to use language in a much more so phisticated bearing than previously and their understanding of language has change magnitude dramatically. By the time a child reaches the age of 4 years old, the majority of them will be able to speak fluently enough to effectively hold soon conversations with adults. By this age their speech will consist of bounteous sentences of four or more quarrel that are correctly strung together. Al though children at 4 may unbosom make mistakes with grammar and make out to use past tense correctly e. g. I stick outd it instead of I saw it. At four children will pass water a large vocabulary including words such(prenominal) as colours, body parts, theater items etc. The pronunciation of these words is generally correct at this age. By five, a childs vocabulary will be increased from that of a 4 year old and will contain between 2000 and 5000 words, 5 year olds will use all these words when communicating and will recognise them in like manner. At 5 years old the child will now ha ve an understanding of jokes and riddles and may even begin to re tell jokes to other people. At this age if asked the child should be able to tell you basal information about themselves i. . full name, their natal solar day etc. The sentence twist of a 5 year old will be more complex than that of a 4 year old, sentences utilize will be long-range and with fewer grammatically errors. An liaison in reading and musical composition may now develop and by 5 a child may be able to recognize simple and short words and their own name. Vocabulary is about 5000 words and their speech is fluent. Children should be able to understand more complex instructions, and sentiments such as first/last, same/different. They should be able to understand intimately types of questions. Their grammar is usually correct when lecture but occasional errors may still occur. They should be able to take turns when talk of the town and be involved with longer conversations. They should be able to tell you about an event fairly viewly. Should be able to follow more than one instruction. They should understand harder questions such as When? They should be able to describe events in sequence order. They should be able to define a word when asked e. g. What is a ball? a child will say You catch it / kick it A childs speech smoke generally be understood They should be able to understand some implied or suggested information in stories and conversations.Milestones for childrens development back be found from the EYFS and m some(prenominal) other websites, these give charts of what most children should be able to do at certain ages. Please see appendix for an example of a development milestone chart for children. By the time a child reaches the age of 8-12 their fine motor skills become much more refined and this allows for much more intricate work/activities to be with with(p) as example knitting. By this age less concentration is require meaning that children will talk whilst using their hands for fine motor movements.Gross motor skills are developed unless between the ages of 8-12 years old there will be an increase in the childs co-ordination and perceptual skills thus allowing children of this age to have more concentration on strategies during physical games such as netball, football etc. The development of language and communication is understandably viewable when a child is between 8 and 12 years old, they will have gained a much greater confidence in reading and make-up skills, their vocabulary continues to increase and they will now use problem solving and reasoning language. to 12 years Children will be able to communicate in a clear and fluent manner. Written communication 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 gram mar are revealt and are existence used more. The language young people use inwardly this age band is often littered with phrases and sayings current to their times. Lev Vygotsky believes that the inexperienced fundament learn from the experienced, which allows less experienced learners to accomplish more complex tasks. Vygotsky believed that language compete a very of import part in the development of schooling and ventureing. He believed language was immanent in order to enable the children to think in the abstract. One of Vygotskys main points at bottom his theory was that cognitive development is driven by well-disposed fundamental interaction. He put great fury on the fact that he believed culture played an central role in shaping 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 butt achieve/do without aid so unaided and what he/she feces do with help and guidance. Vygotskys theory emphasises the fundamental sizeableness and the role of social interaction. According to Vygotsky (1978) much important nurture occurs through social interaction that the child is involved in with a more skilled person, teacher, nurture/ bursterr etc. He believed that language was an accelerator to thinking/understanding.His theory states that language is developed from social interactions, for the purpose of communication and that later on in a childs development language ability becomes internalized as thought and inner speech. Vygotsky believed that thought and thinking is a result of language. The nature vs. Nurture Theory has been heavily contentiond by theorists for years. At the center of the debate is whether or not an persons personality is more influenced by his/ her genetic body structure (nature) or the environs in which he or she grows up (nurture).The temperament versus Nurture theory states that physical dev elopment depends on the environment a child is raised in, genetic makeup is inherited from a childs parents and is set at conception, these determine things such as height, fondness colour etc, this is natures influence. A childs environment and experiences influence health and activity levels for that private which contributes to the physical development of a child. The childs environment is the framework and basis in which he/she physically interacts with the world. around scientists believe that a way a person acts and behaves is fit in to genetic predispositions this is where the nature part of the theory comes in. Other scientists believe that an individuals behaviour 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 animal instincts. This is known as the nature theory of world behaviour. Other theorists believe that we think and behave in certain ship canal because we are taught to do so.This is known as the nurture theory of man behaviour. There are many an(prenominal) different manifestations techniques. In my 3 annotations I used (1) A written narrative, 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 ascertain to say whether the child you are observing can do them, cant do them or is on the job(p) towards achieving them and lastly (3) A time sample this is similar to a written narrative but you get the child at regular intervals and record the time and what the child is doing and saying.It is lively that all information gathered from an ceremony is kept confidential. This can be achieved by ensuring no names are come acrossd including childs name and position information. Using coding is a hot running(a) practice for child assist providers and it is inseparable to look into information is on a choose to know basis only, as an example when wr iting up an observation TC is used for target child, or FC for reduce child, this means the childs name is not disclosed therefore complying with confidentiality.The Data Protection Act 1998 is an Act of Parliament and it defines the law on the processing of personal information. It states that information gathered mustiness not be disclosed without permission/consent, this act therefore sustentations the safeguarding of all children as it en surelys that confidentiality occurs deep down the setting. The observations are kept safely so that they are not on yield and only the teachers would have access to them, the parents/ allotrs do however have the right to see them if they wish too. The observations are kept on a need to know basis.Diversity 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 e very individual is unique. It is paramount that diversity exists at heart a child care setting. All children come from a variety of backgrounds and family structures, and this should unendingly be respected by a childcare practician. This could include things such as a childs culture, language, beliefs and their care needs.For children to learn and be happy they need to have love, affection, stimulant drug and physical care but this however can be at different levels thus meaning a childcare provider must establish a positivistic attitude to all children in their care and their families. To experience diversity occurs as a childcare practitioner you should go through that you pass off 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 make sure activities that are available reflect a wide range of c ultures and backgrounds. Part of your daily practice 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 practitioner. It is crucial that you do not have any prejudices or commemorate any ill feeling towards any of the children in your care or their families at any time. Inclusion this involves qualification a person or thing part of a group or collection, to include everyone/everything.Inclusive practice is essential when working with children as a childcare provider. To ensure this occurs as a practitioner you must make sure that every child feels part of the group and is included in some(prenominal) 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 comfort able and not that they are organism 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 youre talking to them or the child is talking to you, always ensure a child has your full attention 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 receive the same information this may mean adapting it to fit their needs for example if their simple language isnt English you could have the information translated into their firs t 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 learning goals for 5 year olds are to *Move with control and co-ordination, TC is already achieving this as illustrated by my scar chart (see appendix), TC could do all but one of the activities, and is working towards the star jumps, sometimes world able to do them and sometimes not. The EYFS also states that 5 year olds should be able to * Jump off an object and land appropriately. The time sample observation from an outdoor play academic 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 m y 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 nurse with understanding how his actions could make other people feel in the observation I noted he preferred to play alone within the free play session rather than with other children and when another child ask to play with him he responded no, this may be because TC didnt need any help doing the puzzle 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 improve his physical development I would suggest a physical education lesson which includes practicing star jumps and ensuring when move off of objects you land safely. The purpose o f observations is so as a childcare practitioner you are able to see where children are in their development, to strike 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 gauge the evidence and then stick out ways to dilute the childs learning and development. The planning cycle is key to ensure that all children within the setting can achieve and reach their full potential. By this I mean PLAN the planning of the observation to take place, DO stock up 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 isnt 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 ind ividual childrens 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 cutting and gluing thus providing the child with experiences and activities to help them improve and develop their fine motor skills.Child observations are vital within a childcare setting to promote all childrens development. It is essential that confidentiality is adhered to when carrying out all observations. It is important that as a childcare practitioner you seek 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 wasnt quest 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 avail professional have access to it. As a childcare practitioner the childs safety and welf are 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 in observations is very important if you as the identifyr are not objective then the observation will be bias.If the observer is not objective this could result in untrue observations being recorded, observers could develop an opinion about what they think the results should be. To ensure that genuine results are recorded during observations you must be objective, as a childcare practitioner you cant be prejudice and must not take into account ethnic background etc. Therefore objectivity covers 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 r eached. As a practitioner you have to carry out observations and assessments. There are many implications that a childcare provider must rate within their working practice. One of these limitations is weather the observation has validity. A practitioner must focus on if the achievements and findings from the observation are a true 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 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 thi nk 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 maintained. 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 impact on a childs 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 of process 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 therapis t, a translator etc.When observing within the setting this could be disrupted 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 may 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 dont interrupt etc. Some activities may have to be changed or adjusted 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 true-to-life(prenominal) ecordings of the observation. Vygotskys theory can be and is applied to working practice directly. 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 supported in that as a childcare provider you should have resp ect 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 childs development.Part of the daily routine within a childcare 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 childs current levels. According to Vygotsky adults extend childrens 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 relevant to instructional concepts such as scaffolding and apprenticeship, in which a teacher/tutor or a more advanced peer helps t o structure or arrange a task so that a less advanced person/peer can work on it self-madely. Vygotskys theories also lead current day practice into the current 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 studied attachment, his 1952 report lead to huge changes with how children are treated in hospitals and institutions. A great locoweed 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 a ble 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 lasting psychological connectedness between human beings (Bowlby, 1969, p. 194). He believed that everyones early attachment styles are established in childhood through the infant/primary caregiver relationship.In addition to this, Bowlby believed that attachment aids in survival. The propensity to make strong emotional bonds to particular 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.