Intro mu 1.7 s
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This document contains information about factors that affect child and adolescent development, including background, environment, health, and socioeconomic status. It discusses how these factors can positively or negatively influence development and provides examples like living situations, food choices, sleep patterns, and culture/religion. Students are tasked with outlining key factors, describing how background impacts development, and reflecting on what has influenced their own lives.
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This document provides an overview of the role of an early years practitioner. It discusses:
- The skills, attributes, and knowledge needed, including being reliable, caring, and having child development knowledge.
- The different settings that provide early years education and care, such as nurseries, childminders, and after school clubs.
- How legislation, policies, procedures, and frameworks like the EYFS set guidelines for practitioners.
- Everyday routine tasks like risk assessments, activity planning, and meeting individual needs that help ensure a safe environment for children.
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- The importance of inclusive practice is emphasized. Examples of how settings can include all children in activities and encourage equal treatment are explored.
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This document outlines the learning objectives and activities for a CACHE Level 3 Early Years Educator unit on supporting healthy lifestyles for children through exercise. It includes instructions for activities like planning, implementing, and reflecting on an outdoor exercise activity. It also discusses considerations for designing outdoor play spaces, like providing challenge, choice, and risk while ensuring safety. Learners are asked to observe and make recommendations to improve the outdoor provision at their own early years setting.
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This document discusses planning to meet the needs of developing children. It explains that early years practitioners observe and assess children to check their development, help with planning, and address any problems. Practitioners plan activities and routines to meet individual children's needs based on observations. They track children's progress to support this planning process and ensure children are developing as expected. The document provides guidance on objective observation, identifying children's interests, and using information from assessments to create plans that support each child's needs and progress.
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Respond to 8 students - due in 2 hours - 50 words each - I have put
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
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Respond to 8 students - due in 2 hours - 50 words each - I have put
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Intro mu 1.7 s
- 1. Intro MU 1.7
- 2. You have five minutes 14 seconds to complete the following……the first one has been done for you. 24 H in a D = 24 hours in a day 13 S in the USF = 8 T on an O = 5 T on a F= 60 M in a H= 1000 Y in a M= Indiana Jones Timer
- 3. 13 stripes in the United States Flag 8 tentacles on an octopus 5 toes on a foot 60 minutes in an hour 1000 years in a millennium
- 4. All students will be able to: Identify six factors that affect development Describe why our background affects development Outline key environmental factors that affect development Many students will be able to: Discuss the different socio-economic factors Some students will be able to: • Reflect on what’s influenced their lives and development.
- 5. Factors affecting children and young people’s development
- 6. Think about the possible negative effects of the following on development:- Eating fast food everyday Living in a high rise apartment Binge drinking Only having two hours sleep a night
- 9. Draw a person and write how background and culture affect development.
- 10. In some cultures girls aren’t encouraged to take part in physical play and activities. Religion can influence the food people eat and how they choose to dress. Children whose culture is a minority may face discrimination. Some may live in communities that hold traditional values about marriage.
- 11. Environmental factors Country life V Town life
- 13. Write a paragraph about what factors you think have influenced your own life.
- 14. Complete-Task 2 Identify the factors that affect children and young people’s development to include: Background Health Environment
- 15. Intro MU 1.7
- 16. How many words from the letters in:- connectives
- 18. All students will be able to: Describe ways to support development Outline physical activities that can promote development Many students will be able to: Define the different play opportunities that promote development Some students will be able to: Evaluate the importance of knowing the usual patterns of development
- 19. Write down the areas of development
- 20. NHS Choices Timeline sheet:
- 21. How can a speech and language therapist support communication development? Mushy
- 22. Can you remember what is physical development? Each group takes an age range and plans a physical activity. What other areas of development will your activity support? Remember development is Holistic
- 25. The group to share information about the enrichment activities they have done at college. How do these support their development.
- 26. Complete Task 3 You can use the table on Oracle to present your information