knowledge specification K3D215

im coming to end of my course and im stuck on this knowledge specification amongst many others what is the recognition that development depends on the child' level of maturation and their prior experiences and that adult expectations should be realistic and take this into account

getting worried now if im goin 2 get the remainder of my knowledge specs done before june 30th as im starting a full time swn :)

[Heidi]

Originally Posted by steve-o

im coming to end of my course and im stuck on this knowledge specification amongst many others what is the recognition that development depends on the child' level of maturation and their prior experiences and that adult expectations should be realistic and take this into account

getting worried now if im goin 2 get the remainder of my knowledge specs done before june 30th as im starting a full time swn :)

It might be easier to look it the other way round - maturation is the process of maturing; and the more mature (older) a child is, hopefully with the right experiences they will/should develop. I said 'right' experiences as the environment around a child has influence on their experiences and therefore their learning.
If a child is in an environment where they are spoken to, played with, loved etc - along with their maturation they should progress.

Some books that you might like to dip into :-

1.Piaget's Theory of Intellectual Development by Herbert Ginsburg/Sylia Opper

2.Children's Cognitive Develoment by Ruth L. Ault

3.Understanding Children's development by Peter K.Smith & Helen Cowie


A book of purely development milestones :-

4.From Birth to Five Years (Children's Development Progress)

and a very old book ut so easy to read and still relevant today:

5.The Nursery Years (The Mind of the Child from Birth to Six Years) by Susan Isaacs


,,,,,and to your last point about adults having realistic expectations about a child's progress - well children should be allowed to develop at their own pace, moving through the stages one to another when they feel ready ( although playing with, role modeling from other children and scaffolding from adults will help them progress); but an adult should have realistic expectations of a child and let them learn/practice/reinforce their knowledge until they wish to extend or 'move' themselves.

We wouldn't want to give a child a 12 piece puzzle the moment they'd just managed a 6 piece puzzle, they may wish to do that puzzle (and should be allowed) for quite some time. The old adage 'walk before you run', a child will perfect their walking for quite some time before they attempt to run - as with any learning.