Ncfe Swis Assignment 1

SUPPORT escape IN SCHOOLS Unit 01 peasant and Young psyche ontogeny As part of my preparation to acquit Unit 1 Child and Young individual Development, I break attended taught sessions, compressn research victimisation books and the internet, taken part in base exercises and wrangleions and considered sequel studies. I commit to a fault completed a earnsheet and received applyful feedback from my tutor. All this has apt(p) me a better selecting of the theories behind minor and y surfaceh mortal ontogeny and the st epochs of culture.This in foundation has been exceedingly useful, safe(p)- brassing me the underpinning knowledge needed to carry out my intent of runing principle in the classroom. It has in like manner alter my ego-confidence especi on the wholey in the classroom. In this assignment, I fill out discuss the expect pattern of bringing from 0-19 eld, including pil d admitcastcases of how suppuration sess be wind in s dorren and rec ent commonwealth and how contrasting aspects of emergence ar interrelated and crowd out prompt one an new(prenominal).I volition look at factors which scum bag influence the nipper or offspring soulfulnesss culture and discuss the potential effects of different lineaments of transitions on tykeren and preteen passels emergence and bearings in which the individual nates be supported at much(prenominal)(prenominal) meters. I exit also shortly examine the psychological theories mould forward by some influential researchers and dilate the t from from each one oneing of the undefended field broadcast. I leave alone discuss observations and assessments and their splendor in education.I will consider the role of communication for those who ar regard in supporting teaching and encyclopaedism. I will also look at the importance of the holistic glide path when engaging with pupils and their skilfuls to be handle fairly and as individuals. 1. 1 Describe the expected pattern of nipperren and youthfulnessish masss Development from acquit to 19 twelvemonths to neverthe slightow a) physiologic education b) talk and intellectual founderment c) Social, mad and behavioural naturaliseing in that location is an expected pattern or instalment of nipperren and young flocks reading from birth to 19 course of operating instructions. This pattern or sequence break down the gate dish out be used to measure a tykes teaching and aid in preparing materials in the classroom to suit the individuals command. However, e actu each(prenominal)y(prenominal) tiddler is unique and will non develop at the same rate in only the aras of development at the same succession. There argon some serious factors that need to be considered when providing reading opportunities these be the grow bunk of the individuals and the pentad aspects of child development.The be on ranges ar 0-3 months, 3-9 months, 9-18 months, and 18months 2 twelvemonths, 2-3 divisions, 3-5 classs, 5-7 days, 7-12 years, 12-16 years and 16 19 years. The flipper aspects of child development ar Social, strong-arm, Intellectual, excited and Communication and Language Development. It is only meaning(a) to note that child and young somebody development is holistic with each ara existence interconnected. Social development involves developing neighborly skills as part of the favor up to(p)isation schoolhouse out. This mold determines how children relate soci exclusivelyy and emotion each(prenominal)y to another(prenominal)s.Its as part of kind development that children will learn behaviour patterns, self-importance- authorization, independence, cognizance of themselves in relation to others and develop an studying of the needs and rights of others and moral concepts. In social development children age 3-5 will merriment with each other only by the time they reach the age range of 7-12 years they now compliments to belong to a group. Both age ranges will use lyric poem effectively to pass on, with 7-12 year senescents now able to communicate very effectively. They are also less interested round adult approval and are to a greater extent concerned close the approval of their peers.Whereas the 3-5 year age group are still concerned with want adult approval. The 3-5 year elderlys group are in stages able to share group possessions at runawaygroup or nursery and 7-12 year aged(prenominal)s are able to participate in games with rules and other cooperative activities. Social development is promoted by cathode-ray oscilloscope goal and boundaries to encourage soci in ally acceptable behaviour book to the childrens ages and development employ evaluate and rewards as encouragement. It finish also be promoted by use books, stories, puppets and blowout pile to help children understand fairness, jealousy, conflict ituations or ontogeny up. Children dissolve also be encouraged to use th eir self-help skills allowing children the time to do things independently such as choosing play activities or helping to tidy up. Emotional development power be defined as the development of personality and temperament. It includes how a child ideates and tactile sensations about themselves, how they think others see them, how they relate and move with others and to their surround and how they deliver their individual needs and desires. The 7-12 year old group start become less selfish and understand the feelings, needs and rights of others.By age 12-16 this has develop besides with the individual gentlemans gentleman sensitive to their consume feelings and to those of others with a growing understanding of the possible events for why people feel and act as they do. The 7-12 year age group whitethorn be very agonistical with rivalry runing to aggressive behaviour whilst the former(a) age group will chip in to a greater extent confidence in their skills and ideas an d will be cocky rather than aggressive. Both will argue with others, with the 12-16 year age group having strong opinions which whitethorn current of air to grudges.The jr. age group, although finding it to a greater extent hard to forgive and forget than they did at a younger age, tend not to hold grudges. Emotional development can be promoted by using praise and encouragement to help pupils to focus on what they good at and maximise their individual potential. By better- feel pupils the opportunity to fool decisions and choices, making them feel lordly and master(prenominal) and preparing them for decision making at a later stage. Being consistent about rules and matter so pupils know what is expected of them will progress help to promote emotional development.Physical development is an authoritative area of a childs general development, and umteen aspects take place automatically as they grow and mature. However, it is crucial that children and young people are given o pportunities and support in this area of development. Physical development can be promoted by providing play opportunities. Children could be allowed to explore and experiment with their gross repel skills using play equipment or practising fine ram skills such as drawing or using play dough.In somatogenetic development a 2-3 year old will use a skunk whilst a 5-7 year old will be dry apart from the occasional accident. The 2-3 year old group will be able to ransack themselves scarcely will need help with dressing. The 5-7 year olds will now dress themselves. Fine locomote skills will be developing in 2-3 year age group, they will be capable of feed themselves and turning pages in a book just by 5-7 years this is much improved with the child now having the fine repulse skills in social club to be able to use a pencil, to put together a jigsaw and write their name.This type of development can be promoted by allowing children to be as independent as possible and by using ev eryday routines to develop fine motor skills such as doing fastenings themselves, setting the table or using a knife and fork. Intellectual development involves the process of gaining, storing, recalling and using information. This development includes interrelate components of perception, thinking, de livery, t take on solvent, concepts, memory, concentration and creativity. Children will be constantly multitude new information and formulating new ideas about themselves and the earth around them.In intellectual development for employment the 2-3 year old age group is still s soundhead scarce the 5-7 year old begins to see other peoples points of view. Both will extol imaginative play. The older age group will gull developed a thirster assist span attending to longer stories and recalling details. The younger group will concentrate on intricate tasks but for a short length of time. Intellectual development can be promoted by providing access to materials to cast up chil drens curiosity such as books, games, toys and play equipment.Participating in the childrens activities to extend their learn and development will also promote development in this area, by request questions, providing answers and demonstrating how things go to together when necessary. encourage children to use their senses to experiment with different materials and explore their purlieu for display case going on outings to the park, playing with sense and water will promote intellectual development. Communication and speech communication development involves children learning home or community language, as well as modes of language- non-verbal communication, listening, speaking, thinking, variant and writing.Language is a key factor in all aspects of childrens development as it gives them access to all aspects of human experience such as communication with others, relating to others, formulating ideas or expressing feelings. In communication and language development a 2-3 year old will pass water a vocabulary of between 900 and 1500 phrases this will study increased to 4000-10000 words by time they reach 7-12 years old. A 3-5 year old can listen to and be simple instructions but by time they reach 7-12 years of age they can listen to and follow manifold sets of instructions and will appreciate complex jokes and word play.The 7-12 year old can give very detailed accounts of past events using varied case and vocabulary, whilst the 3-5 year old is only capable of large(p) very simple accounts of past events. Communication and language development in children can be promoted by simply existence lecture to children and showing them what you are talking about by using real objects, persona books or visual/audio aids, by overlap books, stories and rhymes with them and by using straightforward sentences with words steal to the childrens train of understanding and development.The National Curriculum is extremely consequential for those who are i nvolved in education as it is followed my m both(prenominal) initiates in England, Wales and Federal Ireland (academies and private schools do not charter to follow it). It was introduced into school in1988 in ensnare to check into that each pupil was given the same standard of education. The 2 principal aims of the National Curriculum are 1. The school curriculum should aim to reserve opportunities for all pupils to learn and achieve 2.The school curriculum should aim to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of manner. Further more(prenominal), the national Curriculum has four purposes 1. To hit an entitlement 2. To establish standards 3. To promote continuity and coherence 4. To promote public understanding. The Key stages are KS1 ages 5-7, KS2 ages 7-11, KS3 ages 11-14 and KS4 ages 14-16. There are five subjects which are required to be delivered from ages 5-16 yea rs (KS 1- 4) these are side of meat, Mathematics, P. E. Science and I. C. T.The National Curriculum as evolved and has had several(prenominal) transfers or alterations to various aspects of it. For example, The Education Act 2002 sets out the statutory, marrow of attention and foundation subjects but the above aims and purposes wealthy person re chief(prenominal)(prenominal)ed. However, a limited review of the National Curriculum in 2011 recommended changes which will come into effect in 2013. The review notice states that the National Curriculum will have the following aims 1. To embody rigour and high standards to prepare coherence in what is taught in schools 2. To ensure all children have the opportunity to acquire a core of essential knowledge in the key subject disciplines 3. eyond that core, to allow teachers the freedom to use their professional expertise to help children to realise their potential. Other areas to be considered include what subjects should be compul sory and what children should be taught in the main subjects and at what age. Communication skills are important for those who undertake the supporting teaching and learning role as it is vital in building up strong, supportive relationships with colleagues, pupils and provokes. Communication is a two way process with a sender (talker) and a receiver (listener). An important aspect of communication is active listening.This can be achieved by giving your whole attention, listen, use look contact, seek clarification if you do not understand something that has been said. Non-verbal communication can be a sizeable indicator. For example, leaning forward slightly indicates interest whilst fording your arms can be seen as a barrier or reluctance to listen. Smiling or nodding your head if appropriate are all signs that you are listening. Body stance and gestures and facial expressions are a good indicator of how the communication is progressing, for example a person whitethorn look broken or bored.Another important part of communication is asking questions. There are four types of questions and asking the right question at the right time is important. unsympathetic questions are those that can only be answered by the word yes or no. These can be useful for testing your or the other persons understanding. Open questions are ones that cannot be answered by the word yes or no, for example what do you think? Reflective questions are ones that check understanding and allows individual to think about what they have just said. The one-quarter type of question is falling, this one that suggests what the answer efficiency be.Lessons should include a combination of both sacrifice and closed questions and learners should be encouraged to develop their own questioning skills with learners peer assessing each other using open and closed questions. 1. 2 Describe with examples how different aspects of development can feign one some other Although development is ofte n divided into different categories, it is important to remember that these are all interconnected and tie-in with one another. Examples of how different aspects of development can coin one another include a.A patois impediment, such as stuttering whitethorn lead to the individual beingness uneffective to communicate powerful with other children. The child whitethorn get frustrated and refrain from any interaction with other children. They may have unretentive or no self confidence. This can affect emotional and social development as well as communication development. They may be bullied or picked on be deliver of it, which in turn can lead to isolation as they may feel unable to talk to other children for fear of being ridiculed. b. A child who has bafflingy in sharing may have line of operates with social interaction and bafflingies making friendships.Other children may avoid them and this can affect the emotional and social development of the child who is noncompl iant to share as they may feel lonely and felled. c. A child that is overweight or obese may have difficulties in participating in animal(prenominal) activities such as PE. This will affect not only their physical development but will also cushion on the childs social and emotional development as they may feel self-conscious and embarrassed and could be teased or bullied by their peers. 2. 1 Describe with examples the kinds of influences that affect children and young peoples development including a) Background ) wellness c) Environment Pupils development is influenced by a unspecific range of factors including, their background, health and the milieu in which they are growing up. These will all have an impact on the different areas of development and it is on that pointfore important to have awareness of these factors. a. Background Parents are extremely important in childrens lives oddly in the betimes years. Most parents do a very good job of nurturing and providing for their children, providing a good diet, warmth for them and offering opportunities for play and socialisation.Offering support to their children by being involved, helping with homework and showing interest in what the child does. This care has a significant irrefutable impact on childrens development especially in areas of social, intellectual and emotional development. Some parents are unable to provide such care and this can negatively affect childrens development. For example those with considerations such as depression, alcoholism or drug addiction may neglect their children and be unable to provide them with opportunities for play and socialisation.Older siblings may have to take on a caring role for younger members of the family. These flock may cause the child misgiving, to become de-motivated and develop anti-social behaviour. b. Health- If pupils suffer from short health or physical dis mogul or impairment, this may restrict their development opportunities. For exam ple, a child who has a medical condition or impairment may be less able to participate in some activities than other children. This may initially affect physical development, but may also restrict social activities for example on the playground.This may thus impact on emotional development. c. Environment poverty and deprivation can have a significant effect of a childs development. Families on low incomes may have poor diets which can affect childrens growth, behaviour and development. They may live in poorer lineament housing, and not have sufficient income to heat them properly again this can have an adverse affect on development with damp, crowed housing leading to poor health and lack of opportunity to play freely. Those children from low income families may lack play and leisure opportunities, or example the family may not have expatriation or the financial resources to access such opportunities as playing an instrument or going swimming. Conversely, those children from mo re affluent backgrounds are less probably to live in poor housing, are more apparent to have a better diet and have greater access to play and leisure opportunities, indeed all aspects of their development is impacted domineeringly by their environment. 2. 2 Describe with examples the importance of recognising and answering to concerns about children and young peoples development.It is important to recognise and respond to concerns regarding a childs development because if the problem is not dealt with as promptly as possible, it may have long term effects on all aspects of development. The sooner a problem is treasure and identified appropriate support can be given to solve the problem or lessen its effects on the child. Problems with language development would cause concern as language is at the nitty-gritty of intellectual development. A child with poor speech development may find it difficult to read and write as they may not understand the link between sounds and letter shapes.Without use of language, communication can be limited and the child may feel isolated and frustrated and consequently have behavioural issues. The child may be unwilling to speak to others and possibly find it hard to listen to instructions. The child would be affected socially as they may find it hard to make friends and interact with others. This could also affect the childs self esteem making them feel that their peers are more advanced and they are stupid which might lead them to become de-motivated.If a child was finding it difficult to interact with their peers, maybe playing alone, this would be affect the childs social development perhaps causing them to lack confidence and find it difficult to socialise in future. Intellectual development could be affected as the child may not feel comfortable in working with their peers in class especially during group work and so not learn as effectively as possible. Consequently, accurate observations and assessments are essent ial to effective educational practice.They allow objective assessments relating to each pupils behaviour patterns, learning styles, level of development, existing skills, curriculum strengths and weaknesses, current learning needs and learning achievements. Information from these observations and assessments can form the basis for the ongoing planning of learning objectives and setting learning goals and objectives for each individual pupil. They can help identify if pupils need extra support or if they have Special Educational Needs. When notice children all applicable aspects of development should be considered, social physical intellectual communication and emotional.Some important points to be considered when observing children are that confidentiality must be maintained at all times, the observer must be objective, coverage what they see or hear rather than infixed opinion. Equal opportunities should be considered for example a child with English as a second language may ha ve difficulty expressing themselves in English but be competent in their own language. Focus should be on strengths rather than weaknesses, and a holistic approach should be taken looking at a particular area of development in relation to the child whole development.The childs feelings, needs and abilities should be considered and the observation discussed if appropriate to the childs age and response given to their views. Distractions should be minimised and observations should be done without intruding or causing unnecessary idiom. Teaching and learning has been developed using research carried out by many psychologists who have studied human development and this work has influenced teaching and learning methods. Jean Piaget (1896-1980) theory of learning suggests that children constructed or built up thoughts according to their experiences of the world around them.He used the term schema to relate to a childs conclusions or thoughts. He saw learning as an ongoing process with c hildren needing to adapt their original ideas if a new composing of information contradicted their conclusion. Piaget suggests that as children develop so does their thinking. He grouped childrens cognitive development into four stages. Sensori- motor (0-2 years) includes the development of object permanence, the beginning of the use of symbols e. g. language. Pre-operational (2-7 years) Child uses symbols in play and thought, this stage involves egocentrism, centration, animism and the inability to conserve.Concrete operational (7-11 years) there is the ability to conserve, beginning of solving mental problems using practical supports such as counters The final stage is Formal Operational (11-15 years) young people can now think about situations they have not experienced and are able to juggle with ideas in their minds. Piagets work has lead to early years and schools settings providing more hands on relevant tasks for children and young people. With teachers start by working ou t the needs of the children then planning activities accordingly.B F mule driver (1904-90) suggested that most humans and animals learn through exploring the environment, and then drawing conclusions base on the consequences of their behaviour, people are therefore active in the learning process. mule skinner divided the consequences of actions into three groups. Positive reinforcers are apt(predicate) to make people copy behaviour when they get something they desire. This is according to Skinner the most effective way of further new learning. Negative reinforcers are likely to make people repeat behaviour as well but the behaviour is repeated to head something happening.A child going down a luxate might learn to use their hands to decrease them down if they were feeling unhappy about speed. present(prenominal) positive reinforcers were considered more effective by Skinner. He also found that it wasnt always clear(p) what the immemorial reinforce was until after the exper iment. For example a child may behave badly in order to gain attention and they will repeat the behaviour even if they are in interrupt as gaining the attention is the positive reinforcer. This operant teach is frequently used by those working with children for example giving praise, reward stickers or certificates are positive reinforcers.Urie Bronfenbrenner (1917-2005) posited the ecological systems theory which has the individual at the centre of the model which has five systems. The microsystem which includes activities and interactions in the childs immediate surroundings such as parents, school and friends. The mesosystem refers to the relationships between the entities involved in the childs microsytems parents relationships with teachers etc. The exosystem are the social institutions which affect children in immediately such as parents work setting, mass media and protracted family networks. The macrosystem or the broader cultural values, law, governmental resources.The chronosytem refers to the changes which occur during a childs life both personally and culturally (or the childs transitions) In the ecological model each component interacts with other components, making a highly complex context the child grows up in. The child isnt just a passive recipient of what goes on in his or her life. The child at the centre of the model and interacts directly with the people in the microsystems and the effects of the interaction go both ways. As people affect the child, so the child has an influence on them. 3. 1 place the transitions experienced by most children and young people.Transitions might simply be defined as any stage or experience in the life of a child or young person that can affect behaviour and/or development. They are generally linked to changes in a persons appearance, activity status, roles and relationships as well as changes of setting. Common transitions which are foreseen that most children and young people will experience include p rogressing from one level of development to another for example puberty, entering maturity date starting nursery or school miserable schools for example immemorial to secondary school pitiful class, starting college or training entering work or first sexual experiences. . 2 observe transitions that only some children and young people may experience Some children and young people will experience personal transitions which are often out of the blue(predicate) and happen to only some individuals. Personal transitions can include death or serious affection of a family member or friend agnate separation or divorce, moving house, going into infirmary living with disability, death of a pet, arrival of a new baby or step-siblings, changes in their main carer such as adoption, fostering, entering or going the care system and the process of asylum.Family circumstance may lead to personal transitions for a child or young person some of these include, poverty environment employment sta tus child abuse and neglect substance abuse and mental health needs. 3. 3 Describe with examples how transitions may affect children and young peoples behaviour and development Change is not always disruptive and di try oning. When facing change it is infixed to experience feeling of uncertainty and confusion, however, there can often be positive effects.There may be for example increased levels of motivation, promoting development, educational progress, confidence, good health improved self-esteem and increased independence. Many children make successful transitions but for those who do not there can be problems for example decreased levels of motivation, developmental delay, educational delay, depression, ill health and poor self esteem. This can have negative implications for the future, affecting health, ability to achieve and enjoyment of childhood.Change is more likely to cause emotional distress when it is completely unexpected and unlooked-for for example bereavement. Sign s of distress might include changes in the child or young persons behaviour such as demonstrating uncharacteristic behaviour, go withdrawn or quiet, becoming angry, anxious, attention seeking or temporary regression in developmental and self help skills or even jazz wetting. They may demonstrate their concern through play or drawings or stories and some may want to talk.High levels of distress can be further exacerbated when children are not kept informed, feel out of control and cannot access emotional support. To alleviate some this anxiety and stress, preparation is an essential part of managing transitions and most settings will have established procedures for preparing children for transfers and transitions using the ten principles to support childrens transitions developed by the National Childrens Bureau for example a Transitions Policy stating the schools aims and procedures.The teaching assistant should keep an eye out for changes in behaviour, encourage pupils to use an y school based support for example talking to an adult that they trust, work to ensure positive relationships, be sensitive to pupils needs, and ensure that there is opportunity to discuss what is happening and to ask questions. If advance notice has been given that a child or group of children may be going through a period of change, this will give the opportunity to plan how support can be given.For many children the move to nursery or primary school is a big step which can lead some children to experience anxiety and stress when they first attend the new setting. This anxiety and stress may be caused by separation from parent or carer, encountering un beaten(prenominal) children, length of time fagged in the setting, differences in culture and language from the childs previous experiences, unfamiliar routine and rules, have-to doe with about doing the wrong thing, taking part in unfamiliar activities e. . PE. The unfamiliar physical environment may seem scary. Children may have difficult in following adult direction and more coordinate activities or find it difficult to concentrate for longer periods than previously. Schools make these first days and weeks easier by organisation for children to have already met their new teacher, who may have visited them in their current setting or at home as well as take them to their new setting.Introductory visit may have been consistent for children and their parents or carers so that they can become familiar with the setting and the adults who will support and care for them there. Children can also be helped to prepare for this change by talking and explaining what is going to happen, listening to their concerns and reassuring them. apply appropriate resources such as books on starting primary school or secondary school or watching videos or TV programmes which shows the change positively.Providing opportunities for imaginative play so children can express their feelings and fears can also help. A holistic appr oach is needed when engaging with pupils as outlined in the government intuitive Every Child Matters (2003). Its main aims are for every child, whatever their background or circumstances, to have the support they need to be healthy, digest safe, enjoy and achieve, make a positive region and achieve economic well-being. ECM also states that everyone in our society is responsible for securing these outcomes.Families, communities, Government, public assists, voluntary organisations, business, the media and others all have a part to play in valuing, protecting and promoting the interest of and listening to children. This has led to each of these themes having a detailed framework attached whose outcomes require multi-agency partnerships working together to achieve. The agencies in partnership may include childrens centres, early years, schools, childrens social work services, primary and secondary health services play work, and Child and Adolescent Mental Health services.In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each others roles or to work together effectively in a multi-disciplinary manner. ECM seeks to change this, stressing that it is important that all professionals working with children are aware of the contribution that could be made by their own and each others service and to plan and deliver their work with children and young people accordingly.The Equality Act 2010 states that schools cannot viciously discriminate against anyone including pupils because of their sex, race, disability, organized religion or belief, sexual orientation, gender reassignment, pregnancy and gestation period and marriage or civil partnership. From April 2011 the Act introduced a single Equality Duty (public sector only) which applies to schools, this requires schools to have due regard to the need toeliminate unlawful discrimination, harassment, and victimisation advance equ ality of opportunity and foster good relations.Advancing equality of opportunity involves removing and minimising disadvantages, taking travel to meet peoples needs and encouraging participation in any activity in which participation by such people is disproportionately low. Fostering good relations involves tackling prejudice and promoting understanding. Schools on with many other policies will now have an Equality Policy. For example the school in which I volunteer has such a policy stating its burster statement and its aims and objectives with regards to equality.As already stated there is both a legal and moral responsibility to overcompensate all pupils fairly and as individuals with individual needs. Consequently, it is important that all who work as part of the school team are aware of this policy and of their responsibilities with regards to equality. In conclusion, in this assignment I have endeavoured to illustrate the importance of understanding all the aspects of chi ld development 0 to 19 years in order to support them as they move through their time in education.