Aspects of children’s development

K2D43 - The Importance Of Play

Why is the role of play important in development?

• Improves language and communication skills extending vocabulary.
• Produces outcomes such as sharing, taking turns and cooperation.
• Improves hand to eye co-ordination.
• Improves eye to foot co-ordination in physical play.
• Develops self confidence and self esteem.
• Reinforces early reading skills.
• Develops interaction and socialising skills.
• Learning through new experiences.
• Extends creative and imaginative development.
• Children become more independent.

What types of play do you provide for the children in your setting?

• Role play (home corner).
• Dressing up.
• Cooking.
• Painting, drawing, modelling and sticking.
• Outdoor physical play, climbing, stepping stones, crates, barrels, Wendy house, hoops, sand pit, gardening, balls and bikes.
• Water play.
• Puzzles.
• Dancing, singing and rhyming.
• Bricks, mobilo construction cubes and lego.
• Trains and tracks, cars and garages.
• Animals and logs.
• Dolls house.
• Play loft.
• Story books and audio books.
• Simple computer programmes.

How do you ensure that your setting provides the different types of play?

• By ensuring that the correct supervision is in place.
• Creating different activities for children to free play that would involve minimal adult intervention.
• Having structured play by controlling the resources available and participating in the play.

What may you have to take into consideration?

• Ensuring they have age related games.
• Any special needs.
• Safety of the children.
• Abilities of the children.
• Individual child’s needs.
• Expectation of the activities.

How do you do this?

• Planning daily activities.
• Planning themed topics.
• Safety and supervision of children.

K2D46 – That children develop at widely different rates, but in broadly the same sequence.

K2D47 – A basic outline of the expected pattern of children’s development.  The pattern of development includes the order or sequence in which development takes place and the rate of development:

Pattern’s of children’s development

	What you might observe	What they need
Newborn	Rooting, sucking and swallowing reflex. Grasp reflex. Startle reflex.	All these reflexes are linked to ensure the survival of the baby. Finding nipple or teat, feeding and swallowing milk. Natural reflex touching and feeling also an instinct from our ape like ancestors. Normal reflex produced from loud sounds or unexpected movements, baby needs reassurance close contact.
Baby of 3 months	Watches movement of own hands and engages in finger play. Visually alert smiles sociably. Responds to familiar sounds.	Normal reflex may need stimulation from toys or mother. Enjoys interaction with others particularly Mother and familiar situations. Response to smiles and playful handling. Gets excited at feeding, bath times. Will quieten to Mother’s voice if distressed.
Baby of 9 months	Explores objects with lively interest, passing from hand to hand. Speech becomes more vocalized.  Shows signs of happiness and annoyance. Large movements on floor, rolling, squirming and crawling.	Age related toys and objects that provide stimulus and are safe. Responds to adults talking, rhyming and singing.  Will try to imitate adult. Requires close contact and stimulation. Provide a safe environment and supervision for them to become more mobile without any danger.
1 year old	Definition by use of everyday objects. Comprehends simple instructions associated with gestures. (waving, clapping, pointing and pat a cake) Pulls to standing holding onto furniture, walks around furniture and may stand alone for a few seconds.	Interaction from adults, response to requests of spoon, shoes, ball etc. imitate adults. Interaction from adults playing rhyming and finger games. Ensure you have a safe environment and toys to aid standing i.e. push and pull toys.
18 months old	Uses 6-50 recognisable words and understands many more. Shows independence in feeding themselves.  Able to hold spoon and cup. Starting to use fine motor skills such as scribbling, using preferred hand or both hands.	Interaction from adults joining in with rhymes and songs and following simple instructions. Ensure there are opportunities to feed themselves with appropriate finger foods. Opportunities to use different mediums i.e. pencils, crayons and paints.
2 year old	Spontaneously engages in simple role play or make believe activities. Defends own possessions with determination, no idea of sharing playthings or adult. Enjoys playing on ride along toys using feet to propel vehicle,	Opportunities to use toys that encourage role play. Adults who can support play alongside them. Opportunities for physical play.
4 year old	Shows increasing skill in ball games throwing, catching, bouncing and kicking. Draws recognisable objects and also can explain what is happening in their drawing. Needs companionship of other children along with the odd disagreement or co-operative play.	Opportunities for physical play outside using correct equipment. Encouragement to use different materials and equipment i.e. modelling, painting and computer programmes. Plenty of opportunities to play with other children with adult help and direction when deemed necessary.
5 – 6 year old	General behaviour more sensible, controlled and independent, understands rules and boundaries. Increased control of forming letters and handwriting. Chooses own friends.	Encouragement and praise to follow boundaries and rules that they can understand. Encouragement and praise from adults and opportunities to use different materials. Lots of opportunities to play with other children.
7 - 9 year old	Able to read independently. Plays co-operative with others and has special friend.  Enjoys making up their own games. Skills constantly improving more dexterity and precision in drawing, colouring and making models.	Encouragement and praise plenty of opportunities of support if needed. Opportunities to play with others and time to enjoy their own creative games. Equipment and materials to stimulate children’s development.
9 -  11 year old	Increased problem solving skills, forming own opinions and making suggestions and decisions. Shows imagination and creatively. Take on increased responsibility.	Encouragement and opportunities to develop problem solving and organisation skills. Try new activities, experiences and challenges to develop new ideas and understanding. Opportunities to help adults with specific duties in and out of school.
11 – 13 year old	Shift their school focus from play centred activities to more academics. Feel anxious about puberty. Feel concerns about outward appearance, wanting to fit in with peers.	Support, encouragement and praise. Adults who can listen and are sensitive to the changes they are going through. Praise and encouragement to support self esteem and adults who can listen carefully to them.
13 – 16 year old	High level of skills in certain subjects. May start questioning parental authority in the quest for more independence. Show signs of struggling to belong in society, spend more time with peers.  May face peer pressure with issues such as sex and experimentation with alcohol and drugs.	Opportunities and support from adults to discuss their further educational or career requirements. Adults who can listen and understand their needs and opportunities to become more independent and take control. Positive adult relationships, with an adult who can listen carefully and is sensitive to the child’s needs. Discuss important issues such as sex, drugs etc.

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Aspect of Children’s Development

K2D40 K2D41 K2D42

Observations:-

Who do you need to have permission from?

• Early Years Co-ordinator (Teacher).
• Key Worker.
• Parents / Guardian.

The importance of checking your findings with other staff.

• Monitor and identify child’s development gains and needs.
• Share and past on information.
• Confirm findings.
• Idea’s for new activities.

Who do you share your findings with?

• Early Years Co-ordinator (Teacher).
• Key Worker.
• Parents / Guardian.

Where to refer concerns you may have about children’s development.

• Early Years Co-ordinator (Teacher).
• Parents / Guardian.
• Special Education needs Co-ordinator (if required).

Policies and procedures relating to confidentiality and data protection.

• All information stays within the setting.
• Early Years Co-ordinator (Teacher).
• Key Worker.
• Head teacher.

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K2D39 – The purpose of careful observation and noting what children do and how they behave.

The main purposes of observations are to find out the child / children’s needs what they are interested in and what they can do.  Recording information noting child / children’s responses to different situations highlighting their achievements or particular development needs. This should be ongoing assessment process involving the child / children’s parents or carer.

Different types of observation can be used.

Naturalistic - Is a way of observing a child or children doing what they would naturally do within the settings environment, looking at how they behave, interact and respond in different situations also gauging their language and socialising skills.

Structured - Is a way of observing a child or children within a small group performing a planned activity which can provide useful information and starting points for further stimulates and development.  This can also be a useful tool in comparing a child or children with their peers and identifying any delayed development.

Snapshot - Is a way of observing a child or children in that moment of time, capturing a small picture of their physical development, socialising or language skills.

Longitudinal - Is a way of observing a child or children over a period of time, building a bigger picture of their development.  This can be a useful tool for seeing the effects of the child or children maturing and overall picture of their development and behaviour progress.

Methods of observations:

Time Sampling

Observations of child or children are recorded at a fixed time.  For example over one hour every ten minutes record what activity the child or children are performing for one minute. Time Sampling can be a useful tool in focusing on particular skills or areas of development. This will give you an overview of what they enjoy, how they interact with each other and can also highlight any concerns in their development.  This can build precise data to gauge development over a longer period of time.

Event Sampling

Observations are focused on a child or children at a particular activity recording their behaviour patterns.  This can be a useful tool in detecting any unwanted behaviour and how often the behaviour is repeated.  This method can also build a picture of how the child or children play co-operatively with others, how they interact and communicate.

Tracking

Observations method can track what activity a child or children enjoy performing, how long they stay focused at an activity, builds a pattern of what they play with or who they interact with highlighting their language and socialising skills.

In observations there can be advantages and disadvantages to the practitioner participating or the non participation:-

Participate	Advantages	Disadvantages
	Encouragement. Confidence. Help self esteem. Making it fun. Listen to them. Praise	No independence. Not letting the children play their way. Low self esteem. Low confidence. You may lead. Not natural play. May feel they have failed the task.

Non Participate	Advantages	Disadvantages
	Independence. Confidence. Play more naturally. Encourages socialising Skills. Encourages language skills. Encourages child to perform a new challenge or task.	Loss of confidence. No encouragement. May miss develop needs. Child may feel lost. No understanding of task. Miss opportunities.

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K2D45 – Children’s development is holistic and each area is interconnected.

K2D46 – That children develop at widely different rates, but in broadly the same sequence.

Nature V Nurture

Are we born genetically programmed or because of our experiences?

I feel that it is both nature and nurture that play an important role, but however I also believe that the environment, influences and care can be a deciding factor.

We are all made up from our parent’s genes inheriting:

• Physical traits.
• Personality traits.
• Inherited illnesses.
• Characteristic.

We are all made up from our nurturing:

• Influences.
• Cultural influences.
• Environment.
• Social factors.
• Care.
• Experiences.

In conclusion I feel that they have an effect on the child in equal amounts.  Whilst inherited traits give a grounding in personality and ability, social factors such as extreme poverty will have a major effect on how the children will grow up.

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K2T1112 Support children through transitions in their lives.

Transitions in children’s lives for each of the following are ranges:

Birth to 3 years

• Being born and entering the outside world.
• Learning and developing new skills.
• Eating solid food and learning to feed them selves.
• Learning to sit up.
• Learning to crawl and walk.
• Learning to communicate.
• Learning toilet training.
• Attending Day care.
• Going to a child minder.
• Leaving Parents.
• Starting Pre-school.
• Arrival of a new sibling.
• Introduction to different family members.
• Family structure change.

Transition from supported sitting to sitting up unaided is around the age of 8 months.  The changes start from the age of 6 months when the child will sit held with their head firmly erect and back straight they may also sit alone momentarily and by the age of 9 months the child will be able to sit alone for 10-15 minutes on the floor giving them a whole new view point on their surroundings.  They can lean forward to pick up an object without losing their balance.

Transition from Rolling over to being mobile and crawling starts around 9 months of age.  The child will be able to lift themselves onto their hands and knees and push back on their knees and rock they will practice this movement over and over again.  This movement will help develop strong hand and leg muscles most children learn to crawl on their own and naturally understand how to move opposite limbs at the same time.

3 – 7 years

• Learning and developing new skills
• Attending School Nursery or Pre-school.
• Changing between different settings i.e. new school, new classroom and teacher.
• Leaving Parents.
• Going to a child minder.
• Joining after school clubs.
• Leaving friends.
• Moving house or relocating.
• Family structure change.
• Arrival of a new sibling.
• Starting new activities such as sports.
• Completing homework.

Starting Nursery or pre-school children may shows sign of separation anxiety as this may be first time they have been left by their parents / carer.  This could also be the first time for some children when they have had to interact with other children of the same age.   At this age most children have limited socialising skills and are still learning and adapting to new experiences.

The arrival of a new sibling will impact the child / children in several different ways, having to share their parent’s attention, love and time.  The child / children may feel left out and excluded. This may even result in negative behaviour to seek attention.

7 – 12 years

• Changing to different settings.
• Starting new school.
• Leaving friends
• Arrival of a new sibling.
• Moving house or relocating
• Family structure change.
• Meeting new friends.
• Completing homework.
• Onset of hormones / puberty.

Some children may face very particular and personal transitions when either a close family member has a serious illness or the death of a close relative which will impact and change the whole family structure.  Most children will experience delayed grieving until they feel that their parents are moving on and it is their turn to express their feelings.  Children can also regress back in their development for a while because of sadness, anxiety and a new awareness of death and loss.

When starting a new school most children will feel nervous and anxious with mixing with older children and being in a larger environment.  They will have greater expectations and responsibilities and may be entering a more structured curriculum.  The child / children may find it hard returning back to being the youngest year group within the new school.

12 – 16 years.

• Moving on to college, university or starting a job.
• Leaving friends.
• Leaving home to start at university.
• Family structure change.
• Completing homework.
• Choosing options / career.
• Examinations.
• Hormones / puberty.
• Moving house or relocating.

The onset of puberty will affect all children with hormonal changes.

• In boys these include the production of the sex hormone testosterone which will result in the rapid growth of their forehead, jaw line and facial hair.  This also triggers the voice to break, sweat glands to produce a different type of sweat.  The boy’s testicles and penis will start to enlarge and pubic hair will grow.
• In girls these include the production of two sex hormones oestrogen which initiates puberty and progesterone which prepares the body for pregnancy.  This also triggers sweat glands to produce a different type of sweat, the enlargement of the breast, areola and milk ducts, pubic hair will grow and the pelvic bone and hips will widen with the onset of the menstrual cycle.

All children at the age of 14 will have to choose main options or subjects to study.  These choices may influence secondary education, higher education or their future career.  As these choices will affect the child into adulthood there is a great responsibility on the child to study the right subject and not to just follow their peers.  This may involve the realisation and acceptance that the child may enjoy a subject but not have the academic ability to succeed.

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