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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

Handbook support for work based learners undertaking level 3 Early Years Educator

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  #1  
Unread 09-06-2012, 05:03 PM
penson87 penson87 is offline
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General question unit 022 - understand child and young persons development

This unit is really testing me!!! im really stuck any help on the following would be really appreciated ...... thanks :

022.2.3 - explain how theories of development and frameqorks to support development influence current practices- im guessing for this i have got to go in to every theory and explain the theory and theorist then link it to how i use it in my setting by giving examples but i dont know how to start it!!!

022.3.1 - explain how to monitor children and young peoples development using different methods

Thanks again for your help!!!! xxxxxx
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  #2  
Unread 12-14-2013, 09:04 PM
yusuf yusuf is offline
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2.3
There are a number of theories that explain how children develop and the way they influence the way people approach their work with children. These theories explain the physical, emotional, social growth that children go through from birth to adulthood. Many psychologists have a variety of ideas of how children learn. Some believe that children are natural good at something that they were born to be good at a particular thing. Others believe that were given the opportunity to learn.

The cognitive development is a theory developed by Jean Piaget. He believed that child build their own thoughts in relation to their experiences of the world around them. He observed his own three children, making detail and developed his own theory. Piaget noticed children were giving the wrong answers to questions and began to think why that is. Piaget suggested that as the child develops so does their thinking and made stages of development that describes the stages of intellectual development from infancy to adulthood. They are the sensori motor stage, from birth to 2 years, where child uses symbols like language to explore and develop permanence. Secondly the preoperational stage, from 2 to 7 years, children begin to use symbols and learn to use words and pictures to represent objects. Next the concrete operational stage, from 7 to 12 years, during this stage, children begin to thinking logically and the child can begin to solve problems mentally. Finally the formal operational stage, from 12 to adulthood, the young adult will start to think about experiences that have not happened to them yet and start thinking hypothetically in their minds. Piaget believed that children develop understanding through schemas to show a final conclusion of a child's thought and response. Like a child was served milk in a blue carton. The child, through their thinking will believe all drinks are served in blue cartons. This theory can help us to understand why children’s thinking is different from an adult’s. Because of Piagets theory schools have now influenced a child centred approach to educating the child, where the teacher can work out the child's needs and plan their activity in advance to ensure every child is participated. Also this approach has managed children's behaviour as it looks at children's moral and social development from a child's point of view.

Sigmund Freud is well known for the psychoanalytic learning theory to explain a person’s unconscious thoughts and actions. Freud stated that a child's personality is made up of the parts. The Id, this is the instinctive part of our personality. This is the biological needs of the person’s body like hunger. Like a baby will cry until they are fed and will not consider the needs of anyone else around them. Freud stated that this is the selfish part of a person’s personality. The ego is the part that works out how the Ids needs and desires are met. As the ego starts to develop the child will come to realise that its behaviour can have an effect on how their needs will be met. Like if a child snatches a pencil from the table, they can have that pencil take away from them, whereas if they wait for someone to finish with their pencil, they can get from someone and eventually get one. The ego part of a person’s personality can be referred to as the common sense of our personality. The superego develops later in the child's life. This stage is where the child controls their personality as the superego controls the ego. The superego is made up of two parts, the conscience and the ego ideal. The conscience part punishes the ego if it misbehaves through guilt and regret. Whereas the ego ideal rewards the ego through promoting confidence and pride. Sigmund Freud’s work and observation about the connection between the child's unconscious actions and mind are still seen today. Like when a child misbehaves and is given detention, as a result of their actions. The child will start to feel guilty for what they have done and will not do it again in future. Another example is when children use the theory as a defence mechanism, like covering their mouth when they are telling a lie to stop the words from coming out.

Abraham Maslow’s the humanistic learning theory looked at the entire person and people’s motivation. He suggested that people had fundamental needs that had to be met before a person can achieve self actualisation. Maslow believed that all people are different with an innate drive to become the best they can be by reaching their potential. He developed the hierarchy of needs which state that all needs have to be met for self actualisation to be achieved. Maslow’s hierarchy of needs consists of 5 parts. The first being the physical needs such as food, water, shelter and clothing. The next being safety and security needs, which is the person feeling safe and secure from danger as well as financially secure. Third a person’s social needs to be met, like feeling loved and being valued, making friend and a sense of belonging. Then the persons self esteem needs to be met, how the person sees themselves, their sense of identity, achievement, need for respect and self worth. Finally the self actualisation where the person feels they have reached their goal and dreams in life through their interests and hobbies, and feel their self fulfilment and feel the mental stimulation. In a school and early years setting this theory is put into practice as it is often recognised that the children's needs for food, shelter and warmth need to be met as well the child's psychological needs need to be met like showing the children love and promoting their self esteem and confidence in life. So within the school teachers and staff create a welcoming, nurturing environment for the children to feel welcomed and self belonging. As well as build a strong relationship with them in order to encourage and motivate them.

In the social learning theory Albert Bandura states that behaviour is learned from the environment through the process of observational learning. In early years settings staff or children would have noticed children copying another child's or adults behaviour. Observing and learning behaviour is not planned or taught, it is spontaneous as children learn to imitate and are not taught these behaviours. It is different from conditioning as it can happen without positive reinforcement. In Banduras bobo doll experiment, Bandura demonstrated that children learn from copying behaviour by children observing an adult acting aggressively towards a bobo doll and when the adult had left and the children were allowed to play with the bobo doll, they began to copy the aggressive actions they had previously seen. The model the behaviour bandura stated 4 stages of developing the behaviour. Firstly, the attention of observing the behaviours of others. Secondly, retention which is remembering the behaviour. Next, reproduction which is having the ability to reproduce the behaviour observed. Finally motivation plays its part through rewards or punishment for doing the behaviour.

By observing the behaviours of others children learn a lot of social behaviours around them. That is why school setting will encourage staff to act as role models to the children they are caring for or seeing a child being rewarded for their behaviour and another child will most likely do it themselves as they would also want to get rewarded.

The behaviourist approach to learning states that learning behaviour is influenced by rewards and punishments as well as environmental factors. Skinner used the term conditioning which means that a person acts a certain way due to past experiences have taught us to do or not to do. There are two types of conditioning, classical conditioning and operant conditioning. Classical conditioning involves learning a new behaviour through the process of association where two stimuli are linked together to make a new learned response in a person. This idea was born from Ivan Pavlov research using dogs. Pavlov noticed that dogs would salivate before food was given to them. He conducted an experiment where he would ring a bell when the dogs were about to be fed. Every time the dogs heard the ringing sound they would salivate as they believed that they would be fed. The dogs associated the bell sound with food even though no food was given sometimes. Classical conditioning is not used on children as part of an experiment but it is useful to understand in terms of children's fears like animals and animal’s noises. John Watson took over Pavlov’s work and discovered that children and adults could also be classically conditioned. He believes that individuals can be trained to behave a certain way. His experiment on little Albert showed this by showing a 9 month year old a white rat, monkey and different masks. Little Albert did not get startled by these but what did startle him and caused him to be afraid was when a hammer was struck on a steel bar. The noise would cause little Albert to cry into tears. When he was 11 moths the white rat was placed in front of him again and seconds later the hammer was struck against the steel bar. This was done for 7 weeks and now every time little Albert saw a white rat he would show signs of fear and cry.

Operant conditioning was developed by Skinner and based on the type of reinforcement that follows the behaviour. Skinner suggested that people learn through exploring the environment and believed that behaviour develops to what people learn from the consequences of their actions. He said the consequences are divided into three parts. First one is positive reinforcers, which is praising and rewarding which will make them repeat the same behaviour again. For children positive reinforcers include stickers, treats and praise and adult attention. Negative reinforcers are also likely to make children repeat the behaviour except it involves the removal of something that is considered unpleasant. Like a child having their name removed off the board as a result of improved behaviour. Punishers are a course of action, like detention, which deters children from repeating the same behaviour again. Operant conditioning is used in school as a form of discipline and promotes and reinforces good work or behaviour.

The aim of social pedagogy is to find ways to work with children and young people that will improve their chances in life, and their social outcomes. Thinking holistically and considerately about the theories of development and the ways that working with children can be brought together to create frameworks for school education and care is known as social pedagogy. It develops children and young people’s knowledge of what is expected of them as an individual in society. It helps them gain skills in learning, coping with emotions and physical skills, it’s there to teach children and young people how to become a valued member of society.

hope this helps

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  #3  
Unread 01-04-2014, 03:13 PM
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Thank you for your help in answering the question 2.3.

I had originally answred it as it was my first assignment, however i was told that it wasnt enough and it needed to go more in depth.

Your post has helped me to identify areas in which i can expand.

Thank you
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Unread 01-04-2014, 03:58 PM
Rotty26 Rotty26 is offline
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Hi need help with "evaluate the effectiveness of speech, language and communication support for children in own setting" thanks for any replies x
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Unread 02-23-2014, 01:25 PM
EmLou110 EmLou110 is offline
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Help SOS Assignment 023

can some help me with 022.5.1 please
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Unread 02-23-2014, 02:01 PM
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Hi, consider what your responses and actions are when you're interacting with the children/young people in your setting ..

eg. if someone shouts what do you do, if someone asks you a question what do you do?

Unit 022 CYP3.2 5.1 Work with children and young people to encourage positive behaviour

Encouraging positive behaviour may include:
  • least restrictive principle reinforcing positive behaviour
  • modelling/ positive culture
  • individual behaviour planning
  • phased stages
  • planning interventions to reduce inappropriate behaviour
  • de-escalate and diversion
  • containment
  • following management plans
  • boundary setting and negotiation
  • supporting children and young people’s reflection on and management of own behaviour
  • anti bullying strategies
  • time out (following up to date guidance)
  • use of physical intervention (following up to date guidance)
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Unread 02-23-2014, 04:18 PM
EmLou110 EmLou110 is offline
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Thank You
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