Development from Conception to 16 Years Essay Example for Free

exploitation from Conception to 16 Years Es severalizeE1- The days group I have chosen to cite is birth to 3 year olds on their physical festering and talk and langu eon development. In this age range the physical development changes from birth where they generally dont do anything which develops as amongst 3 6 months the infant stooge hold a rattle for a moment, reaching for a toy, putting toys in their m poph, lifting their head up, moving their arms to indicate wanting to be picked up and scroll over. This development changes much much as when the squirt is 9 18 months as they can embrace objects, can sit unsupported, can crawl , can point at objects, start to office a spoon and self-feed, start to walk, start to scribble and build a tower of three blocks. Then at 2 age the fry can embroil circles and dots, can use spoons to feed their selfs effectively, can run, climb on furniture and use sit and ride toys.At 3 historic period the youngster can do all the stuff from the ages before just also turn the pages of a book, wash and dry their own hands, run forwards and backwards, kick a stationary ball and withstand a ball as this develop is done with the dish up of the childs family as the uphold the childs physical development. The communication and terminology development happens because at this age there co-operation from premature motherese by asking them to show you objects and then(prenominal) learn to follow simple instructions but their communication and manner of speaking develops as first all the can do is cry and engender cooing noises which then turns to babbling at 6 10 months where they goo and ma as the child blends vowels and consonants together to make tuneful laboriouss.Then at around 12 months this develops to the child saying momma and dada as they start to show facial expressions and gestures but can now combine sounds. From 1 2 days they learn much than words so they can make mini sentences when they speak and manage to severalise things when you point to something, and from 2 3 years they can communicate well and manage to ask questions and say full sentences as at this age there is a bragging(a) increase in a childs language combined with an increase in the use sentences.E2- The age group I have chosen to describe is 3 7 year olds on their physical development and communication and language development. In this age range the physical development changes from organism 3 years and cosmos subject to just attainment to walk and run, walk on their tiptoes, wash and dry their hands, put a coat on and off and use a spoon to feed them selfs without the provender spilling. To when they are 4 5 years where the child should start being able to button and undo their own clothing, cut simple shapes, put puzzles together specifically for their age range, write their name, form letters, draw recognisable pictures, cut out shapes with scissors, draw around a template, walk on a line, skim on one foot, skip with a rope, run quickly avoiding objects and use a variety of large equipment on their own (e.g. slide, swings). Then at the age 6 7 years the child should be able to join handwriting, cut shapes out accurately, make detailed drawings, tie and untie shoelaces, hop, skip and support overconfidently, chase and dodge others, balance on a beam and use a bicycle.This is because in this age the child is availed through with(predicate) their physical development by their parents, family, teachers and peers as they encourage the child. Communication and language development happens really effectively in this age range as at 3 4 years they are able to ask questions and be fascinated with answers given to them by saying if to find out what happens, say their name age address and be more accurate in speaking how they enounce words. At 4-7 years the child tries to understand the meaning of words, talk more confidently and begins to be more and more smooth-sp oken, manages to add vocabulary all of the time in their speech, begin to share ideas, begin to solve different situations and define what objects are, this is because in this age range a child masters the basic skills of language and masters the reproduction of most sounds. E3- One conjectural perspective linking to E1 and E2 is Chomskys theory of language development.His theory is a nativist theory as he suggests that humans have a built in ability to learn a language. Chomsky states that children have a Language Acquisition Device (LAD) which encodes the major principles of a language into a childs brain. Chomskys theory also states that children are able to use language so accurately from an early age because they only have to learn the new vocabulary and apply the structures from the LAD to form sentences. Chomsky believes that they cannot be learning the language purely through imitation as the speech around them is often broken and ungrammatical. Even with extremely comple x languages children will fashion fluent in their native language by the age of 5 or 6. A second theoretical perspective linking to E1 and E2 is Skinners theory of language development.Skinners theory is a keep up or behaviouristic theory. According to Skinners theory a child initiallyacquires through an operant process this means that the child learns voluntarily without any external force so learning of its own free will and without any sort of pressure. According to Skinner the whole process is found upon 4 elements as it is stated on slideshare.net which are stimulus, response, reinforcement and repetition. For example a child will make a sound if they want something. If the child gets the response it wants they will associate that sound with the act or response and will continue to use it to achieve that response. Skinner believes that learning language is no different from learning anything else and anything which is lodged in the mind of the child becomes part and parcel o f the childs life.E5- for my observations I have done a tick chart, time sample and written narrative on a child aged 3 years and 11 months E6- In order to maintain confidentiality end-to-end the observations each child is referred to as child A, B or X rather than their names being used so that other people do not recognise who we are observing should they have sex the child. all(prenominal) setting is referred to in a general form such as primary school, pre-school and nursery. The education gathered is only accessible to the observer and in some cases the teacher or a lofty member of staff if something is noticed that is either of a concern or needs addressing. Also maintaining confidentiality is very important in a setting as it shows respect to people so then they can trust you so if they have any concerns then can come and tell you. But if a child is at risk confidentially may be broken if a practitioner thinks child protection should know.D1- The observations that I carr ied out show that child A struggles to recognise numbers and letters in general. This may be because they are a kinaesthetic learner and is more confident in captivating information through practical methods rather than through visual methods. This suggests that child A needs more help with their numbers and writing so to help we could political platform activities to help do these which are more appropriate to the childs learning style and suggest at home they practise reckoning and writing to develop on this to get them up to the same or a similar train as the rest in their year. Also the observations show that child A is not moreover confident around showing and talking to the rest of the class at show and tell, this may be because the child is very shy which could be because the child is not used to being at the school yet and doesnt feel confident enough as they might still not know allone and become shy because theyhave never noticed or spoke to some of their peers.D2- t he observations in E4 can help with planning to meet the childs needs as from observing you can see the childs interests and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Doing observations also helps early years practioners learn more about the age group they are working with so then they will be able to plan activities to each individuals learning styles and individual needs. For example the child I observed in E4 is not very confident talking to the whole class at show and tell so from knowing that I would plan for them to do group work with friends at first then try and mix groups so she still has 2 friends with her so they can make new friends with the people in the class they harbort spoken to, to try and gain confidence to talk to all other peers in the class.Also the child turned out to be a kinaesthetic learner so while planning I would make sure there are activities to just get on with and do so the child can do activities that are to their interest and learning style as well as trying things that are not their favourite learning style but my help them in some way. C- Confidentiality and objective observation are both subjects that are seen as important this is because confidentiality is very important in teaching and for practioners to keep confidentiality which means they can only speak of things they have seen in the workplace to other members of the staff or supervisors if it is a concern, but no one else outside of the arranging should be informed.By using confidentiality we are assuring the untroubledty of the child and their family. Also we are able to make and keep a reputation for ourselves and the setting so we gain the trust of parents, guardians and the local company by protecting information and the children plus working to a childs best interest. Each child and their family are diverse as they all have their own differences so if we include every child in an observation it shows to be unbiased. The issues which are essential to confidentiality are personal attitudes and values, sharing information, safe storage of information, working with parents, legal requirements and polices.