403 k4d385

[Heidi]

Originally Posted by Little Miss Giggles

Pleas please please can anybody help me as i am so near to completing my nvq and just have a few outstanding questions...this being one of them.
Its -
Recognition that development depends on the childs level of maturitty and their prior experiences and that adult expectations should be realistic and take this into account.

Any help very greatfully recieved

Thank you

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Link onto below it has one or two answer on it:


http://www.silkysteps.com/forum/show...ght=403+k4d385


You'll be needing to write why children develop/mature at different rates - single parent/depessed mother/family unit/lives with extended family/illness-child or family member/poor housing/high rise flat/house and garden/industrial city/polution/countryside/only child/siblings/multiple siblings/low income/comfortable income/educated/non educated parents/ encouraged to play/stuck in front of the television all day/spoken to/not spoken to/social interaction/neglected/given lots of love -secure attachment.

Adult expectations - children work best if they feel happy, secure and confident. If you saw a child do a 6 piece puzzle quickly one day - what would you do?
Think "That's fantastic, they did it so quickly, it's obviously too easy for them, I'll take it away and replace it with a 24 piece puzzle"

The child goes to the puzzle, picks one ot two pieces up, can't make head nor tail of it and wanders off elsewhere. They check now again on the puzzle table, but everytime they do - they are given a bigger puzzle instead of the puzzle they'd only just got the hang of and they wanted to practice over and over to consolidate their skills, and it had their favourite puzzle with a vehicle - a fire engine on it.

Practitioners have to take into account a child's whole development (holistically) and see it's not just their skills but emotionally where they are.

The jump may have been far too great, leave the 6 piece puzzle out, place another 8, 10 or twelve next to it. They may have the opportunity of watching another child (not necessary an older child) doing it, the other child may allow them to help them (scaffold) and so the child has a natural progression or a practitoner can be on hand to scaffold/chat and share in the activity - you may find you have a fire engine floor puzzle where a few children can work together. The other factor is we as adults are the same - we may be able to cook elaborate desserts for a dinner party, but we don't do them every day, we may decide to rustle up a quick crumble that we can do 'with our eyes shut' - their 'crumble' may be that puzzle that 'some adults' feel they should have moved on from.

From observing children you will build up a holistic picture of them and be able to understand why they are all different.


When a practitioner or parent sees a child has reached a development stage in the EYFS practice guidance book and feels they need to go onto the next stage or shouldn't be doing that stage they 'left behind' I explain these are just guides of learning progression and although I learnt to walk at about one years of age, I'm still doing it as well as acquiring other skills along the way - such as being able to do a handstand - I'm afraid I've lost that skill, as noone wants to see me doing that, nor could I!

I hope this helps.