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.

K2C2 – Why it is important to give all children the opportunity to be heard and how you do this in a group.

K2C4 – Why it is important to give children sufficient time to express themselves in their own words.

What activities could you provide for a group of children to enable them to speak out loud?

• Group time show and tell.
• Group lead activities.
• Group reading story time. Encourage younger children to spots letters they recognise or to perform jolly phonics actions (such as first letter of their name) or to retell the story.
• Individual reading, speaking about what or who they enjoyed in the book, predicting ending of the story.
• Home corner, encourage children to role play, share and socialise with peers.
• Singing and rhyming, recognition of song or rhyme repeated patterns and actions.
• Outside play.
• Use puppets to retell story or in a game.
• Cooking, ask them to name the ingredients, talk about the processes and ask them to predict the outcome.
• Craft, encourage children to talk about their drawing or model, how they made it, what is going on in the picture, what different materials did they use.

Why is it important to give children sufficient time to express themselves in their own words?

• Showing our understanding and respect.
• Giving children confidence and self esteem.
• Encouraging independence.
• Children can express their feelings and views.
• Encourages socialising skills.
• Gives children choice.
• Showing we understand their needs.

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K2D3 – An outline of how children’s communication skills develop within the age range 0-16 years.

Communication Development 0 – 16 years

What do we mean by the – Pre-linguistic Stage?

0 – 3 months

• Reacts positively and prefers main Carers voice.
• Makes cooing sounds and gurgles when happy or in response to speech.
• Cries when upset, wet, tired and hungry.

3 – 6 months

• Responds with obvious pleasure such as chuckles, laughs and squeals.
• Vocalizes delightedly and tunefully to self or when spoken to or pleased using babbling sounds or “da da, goo, der, adah” sounds.
• Cries when uncomfortable or annoyed, but can be comforted.

6 – 12 months

• Vocalizations contain most vowels and many consonants such as “dad dada”.
• Shows that they understand several words in usual context such as own name, family names and familiar objects.
• Comprehends simple instructions associated with gesticulation such as waving ‘bye bye’, ‘clap hands’ or ‘pointing’.

Linguistic Stage

12 – 18 months

• Communicates with between 2 to 10 recognisable words to the main Carer.
• Imitates speech heard and uses short phrases such as ‘mummy gone’.
• Attempts to sing and jabbers loudly, freely using wide range of different pitch.

18 months - 2 years

• Puts two or more words together to form simple sentences.
• Uses between 50 to 200 recognisable words.
• Constantly repeats words and learns at least 10 new words.

2 – 3 years

• Starts to ask many questions beginning with ‘what’, ‘where’ and ‘who’.
• Carries out simple conversations and has a larger intelligible vocabulary.
• Begins to recognise plurals correctly such as ‘dog(s)’, ‘cat(s)’ etc.

3 – 4 years

• Knows and understands several nursery rhymes and songs.
• Asks many questions such as ‘why’, ‘when’, ‘how’ and ‘who’.
• Speech grammatically correct and intelligible to strangers.

4 – 8 years

• By 5 years old their vocabulary is about 5000 words and their speech is fluent.
• Enjoys telling and repeating jokes.
• Begins to define their language and use more complex sentences.

8 – 16 years

• Fluent language, reading and writing skills.
• Language is fully developed and they are able to converse in larger groups.
• Able to use complex sentence structure.

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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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K2S1118 The legislation, guidelines and policies which form the basis for action to safeguard children.

Children’s Rights:-

Every child and young person has rights, no matter who they are or where they live.  These are enshrined in the UN Convention on the Rights of a Child, based on the world’s first declaration on children’s rights.

• Every child has an inherent right to life.
• Right to a name.
• A Nationality.
• The right to preserve their own identify.
• Every child has the freedom to think.
• Every child has the freedom of speech.
• Every child has the right to freely express their view.
• Every child has the right to be heard in all decision making that affect them.
• Full and harmonious development of his or her personality.
• Every child should have the right to know and be cared for by their parents.
• Grow up within a family environment, in an atmosphere of happiness, love and understanding.
• Every child has the right to a safe and secure environment.
• Every child has the freedom of equality and solidarity.
• Clean water.
• Food.
• Clothing.
• Shelter.
• Warmth.
• Every child has the right to an Education.
• Access to Health care services / medical treatment.
• State support for the child’s family.
• Protection from exploitation.
• Protection from violence.
• Protection from neglect.
• Protection from abuse.
• Protection from discrimination.
• Social and cultural rights.
• Legal protection, before as well as after birth.
• Mentally or physically disabled child has the right to enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate active participation in the community.
• Disabled child has the right to special care.
• Every child has the right to benefit from social security.
• Freedom to recreational activities appropriate to age range.
• No child should be subjected to inhuman or degrading treatment or punishment, neither capital punishment or life imprisonment without possibility of release. (below eighteen years of age).
• No child should be deprived of their liberty.

CCLD 202 Keep Children Safe

K2S34 – Ways to encourage children to be aware of their own bodies and understand their right not to be abused, according to their age, needs and abilities.

It’s raining, it’s pouring, (“bumped his head”)

Ride a cock-horse to Banbury Cross, (“Rings on her fingers and bells on her toes”)

To catch a fish alive (“This little finger on the right”)

Head and Shoulders (“Head, shoulder, knees & toes.  Eyes and ears, mouth and nose”)

This is the church (A finger play with interlocking fingers)

If you’re happy (or sad) (“Clap your hands”. “Your face will show it and stomp your feet”)

This is the way (“wash our hands”, Brush our teeth, comb our hair”)

Hokey, Pokey (“you put your right hand in”) Continue with putting your whole self in

I have two eyes (“eyes to see, feet to run, hands to wave, ears to hear, tongue to say”)

Little Jack Horner (“he put in his thumb”)

Sing a song of sixpence (“pecked off her nose”)

This little Piggy (counting your toes)

There was an old lady who swallowed a fly (“Wiggled and jiggled and tickled inside her”) Stomach

K2H38 – Safety issues and concerns when taking children out of the setting.

Task:- Thinking of your Health and Safety, what precautions and procedures would you follow if you were taking children out of the setting.

1. The purpose of the outing/trip.

Enhance learning and provide stimulus to the curriculum, giving children real experiences and to practice skills and relationships in a different context/environment.

2. Planning a visit.

Is the trip suitable for the relevant age range, of the children?  How long, what time scales will be involved including the length of journey times.  What method of transport, if any, will be required?  How much will the outing cost and how much extra help will be required?

• No visit will be made unless a member of staff  has been prior.
• All new locations must be checked for safety and security before planned outing.
• The responsibility of organising suitable transport (with seatbelts) will be down to the trip leader.
• Insurance cover must be in place for the activity involved.
• All children’s medical/physical needs need to be considered.
• Approval of the visit from the Head Teacher needs to be agreed.
• All parents need to be informed regarding proposed trip at least two weeks in advance including any costs which may be incurred.  Given the parents the opportunity to pay in instalments if necessary.
• A letter containing relevant information must be sent to all parents.
  • Date and timings of the trip.
  • Estimated time of departure and arrival back at school.
  • Costs.
  • Sensible shoes must be worn.
  • Transport details.
  • Lunch arrangements.
  • Clothing requirements in line with the weather conditions.
  • Equipment required, pocket money or cameras.
  • Appeal for helpers.
  • Request for up to date emergency and medication details.
• A permission slip MUST be received for every child.  If any have not been received a few days before the trip the parent must be contacted personally.
• Have in place relevant supervision, i.e. parent helpers in line with adult to children ratio. (One adult to six children in Key stage one and one adult to four children in foundation stage).

The Day Before.

• The trip leader must ensure that they acquaint themselves with the correct methods of dealing with emergency situations.   All children must be allocated to their group leader and a record must be kept and a copy must be given to each group leader.  A record must also be left in the school with the secretary/office clerk.
• The trip leader must ensure that all mobile phone numbers of the helpers have been exchanged and that all group leaders have been issued with the trip leader’s mobile number. (All numbers must be kept confidential).
• The trip leader must ensure that there is adequate adult to children ratio so that he/she is available for organisational / emergencies duties.
• There should be clear outlined itinerary with exact timings and important information highlighted for all helpers which include a written list of all children with their group, detailed map of the location.
• The trip leader should also remind children of what is expected from them when they are outside the school.
• Designate a first aider.

Whilst on the outing / trip.

• All children must stay with their group leaders at all times.
• A pre-arranged signal must be in place for all children to stand by their group leaders.
• All group leaders must know the children they are responsible for and must constantly check and count their group.
• Whilst using transport (coach) all children must wear a seatbelt and remain seated at all times.
• The first aider will carry all medical and first aid kit with them, all helpers must be informed of designated first aider.  Also brown paper bags and tissues and a least one change of clothes for both sexes.
• If any medication is required all helpers must have a list of the children within their care.

5. In case of an emergency:-

• Any minor emergencies should be administered with first aid and parents informed in the normal incident record book.
• Transport breakdown the lead leader should contact the school secretary / office clerk so that all waiting parents/carers are informed.
• In any grave emergencies the trip leader will telephone the school and parents will be notified according to first priority.
• The trip leader must contact emergency services and then the head teacher.
• The Head must ascertain the following the nature, time and location of the incident and the names of those involved.  They must also ensure that a full register has been taken and which other adults are with the uninjured. Ensuring that they nominate a person to be in charge so that the trip leader can go with the emergency services. Have the caller’s telephone number in case they are cut off. 
• The Head will also be responsible for contacting the parents/carer.

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K2D35 – The importance of consistently and fairly applied boundaries and rules for children’s behaviour, according to their age, needs and abilities, and the avoidance of stereotyping.

Why is it important to have behaviour boundaries?

• To creative a positive environment, which encourages independence and development of self esteem to enable all children to care for themselves, be responsible for their own safety and take ownership of their actions and take pride in their achievements.
• To stop bullying, all incidents of bullying will be thoroughly investigated and if necessary all children involved will be counselled and parents will be informed and involved in all decision making. The age range in this school means that they do not always recognise that they are being bullied or likewise they also may misunderstand the nature and label one incident as bullying.
• To stop racial harassment, all incidents will be thoroughly investigated and all children involved will be counselled and their parents will be involved in all decision making.
• To stop sexual harassment, all incidents will be thoroughly investigated and all children involved will be counselled and their parents will be involved in all decision making. All incidents will be record and the Governors informed.
• To stop all forms of gender discrimination, children are encouraged to respect each other.

K2D36 – How to respond to children’s challenging behaviour, according to their age, need and abilities and in line with the policies and procedures of the setting.

Dealing with negative behaviour:-

• All negative behaviour will be ignored unless unsafe or offensive. Again in this situation all positive behaviour will be praised to refocus the child.
• All negative behaviour will be dealt with in a calm and courteous manner paying particular attention to your facial expressions, body language and tone of voice.
• Only the negative behaviour will be highlighted not the child in any arising situations.
• A protective interruption may be made to stop a potential behaviour problem by changing an activity.
• In some cases the withdrawal of the child from an activity, or the withdrawal of privileges i.e. working outside the classroom, delivering and distributing snacks and monitor duties may be implemented.
• In persistent cases an individual child will have a smiley face chart which will be broken down into timed segments to encourage positive behaviour throughout the school day. This will be completed in conjunction with the parents.
• In extreme cases the child may be excluded from school for specific periods i.e. over lunchtimes for a few days. If all other strategies have failed there will be a consultation between the Governors and the child’s parents.

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K2D37 – The importance of encouraging and rewarding good behaviour.

All children are given explicit guidelines on their expected behaviour within the school premises. All expectations are given in clear and precise manner paying attention of the relevant age range.

Rewarding positive behaviour:-

• All children will be trained in the daily routines of the school.
• All children will be encouraged to take responsibilities for their own actions.
• All positive and appropriate behaviour is rewarded with positive attention and praise.
• Reward children with special choosing activity time and privileges.
• A whole class (term time only) sticker chart maybe implemented to encourage positive behaviour in which the class will be rewarded with a treat.