unit 3.12 a.c. 2.2 analyse how theoretical perspectives in relation to pse development inform current frameworks

[alaska1983nicky]

hello,

only a few units left till completed. Ive passed everything on unit 3.12 except ac 2.2 my tutor has asked me use more links to theorists in relation to current frameworks? can you help?

Q.S. Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks?

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A.C. 2.2

As practioners it is our responsibility to be well-informed and fully acquainted with the idea and concepts of Personal, Social and emotional development in order to be able to create an environment and relationships where all children feel valued and, which in turn will determine them as individuals for the rest of their lives.

The EYFS requires teachers to review children’s progress through a milestone check list when a child is 3 years old, they are then expected to share this information with parents/carers so everyone is fully aware of the stage they are and create next steps for development. Teachers are then, at the end of reception expected to do the same, this again is shared with parents through end of term reports and observations through out there first school year. In order for teachers to be able to observe and asses a child is where they should be with their development, the Department of Education have designed an easy guide, where it has different tasks and activities that a child should be able to do alongside the age that they should be able to do this. Teachers can use this to see weather individual children are either on target, ahead of behind their developmental stage.

The department of Education 2012 states the stages are separated into three categories;

1.Self-confidence and self-awareness
2.Managing feeling and behavior
3.Making relationships

Despite baby’s in a nursery settings being unable to use the theory of mind theory, it is important we still talk about thoughts and feelings. When a baby cries as a practioner we can say ‘why are you so sad’ it is important for children to learn at an early age about feelings and we have a feelings board at our setting when we ask the children individually how there feeling today and then they can take their name and stick it in the ‘I’m happy jar or the I’m sad jar’ it’s important for us to discuss thoughts and feelings through story’s so the children learn that it’s okay to be sad and they can talk openly about it.

In the EYFS the main policy all settings must adhere to from word go regardless of age is that each child has a key person. John Bowlby stated that early attachments are crucial to a child’s development and are a key part of the way in which we build relationships later and with this every child should have a key person to help the child form strong bonds and encourage friendships early on to help with social skills.The main reason for this is to ensure all the emotional needs are met for the child as being separated from their main career and placed in a new environment can be very daunting and unsettling. As children grow in age and develop through play they will learn to become less dependent of an adult and key worker and this will allow them to adjust to the real world when they are older. In key stage 1 the general set up is a lot stricter and children learn quickly right from wrong and consequences. They also learn to take responsibility and encouraged to do things themselves.