1. Support the holistic development of children in early childhood
Session Four Tuesday 11 March 2014
This week
 Support children to understand and accept
responsibility for their own actions appropriate to
their level of understanding
 Create opportunities for one on one interactions
 Model care, empathy and respect for children,
educators and families
 Join in play and social experiences with other
children
 Assist and support children when they are having
difficulty understanding or collaborate to achieve
goals
 Assist children to develop trusting relationships
with educators and other adults
 Encourage children to respect and regard each other
individual differences
 Other children play choices and respect children’s
choice to watch and observe
Download NSW Curriculum Framework PDF
Download The practice of relationship PDF
Social domain theorists
Erik Erikson (1902- 1994 )
 He identified eight separate stages across the
lifespan

2.  He believed that in each stage we face a crisis
that needs to be resolved in order for us to develop
socially and emotionally
 Outcome of the stage is determined by our
environment and the caregiving strategies or
experiences we are exposed to
John Bowlby ( 1907 – 1990)
 Convinced of the importance of the mother- baby bond
and he beleved that this special bond had a
biological basis
 Bowlby called the bond between mother and baby and
attachment relationship
Mary Ainsworth (1913)
 Ainsworth supported Bowby concept of a mother baby
attachment process and conducted further research in
this area
 Looked at the attachment process in both African and
American cultures, identified the characteristics of
a secure and insecure attachment between mother and
baby
 Ainsworth studied the behaviors
 known as stranger and separation anxiety which young
children experience around eight to 15 months of age
The work done by Bowby and Ainsworth on attachment has
had a significant effect on the caregiving practices used
for infants and toddlers in care
Albert Bandura (1925)
 Is a behaviorist theorist
 Development is a sequence of specific conditional
behaviours
 Main emphasis is on the environment, not heredity

3.  Focuses on the imitation of behaviours by children
 They will imitate their care givers and peers, thus
learning much about our society
Urie Brofenbrenner
 Sees the world in which the child grows as having a major influence on
development
 He describes this as two way influence
 The personality and behaviour of the child will influence the way people
in the environment will interact with that child
 Also believes that the interactions between environmental factors could
affect the child’s development
Social development in Toddlers
 As Toddlers move towards the age of two stranger
anxiety and separation anxiety begin to decline and
they will settle more easily and quickly into care
situations
 For some children however separation from their
usual caregivers can be difficult for some years to
come
 Will relate to their temperament and experience
 Toddlers continue to need a warm, consistent and
responsive caregiver to feel secure
 They need the freedom to explore and be independent
but they also need the security that there is always
support and comfort available when needed

4.  Many toddlers will have a special attachments to
objects such as blankets cuddlies, teddy bears
bunnies, rag dolls or even special pieces of fabric
 At around the age of two, toddlers start to show an
interest in other children
 They will offen choose to play near other children
or they will stand and watch other children playing
 Most children of this age are not ready to interact
and cooperate in play activities
 Because they are largely egocentric, they find it
difficult to share and take turns
 For a child in the first few years the strongest
social relationship is the attachment relationship
with mothers, fathers and other caregivers
Preschool aged
 By three years of age
 Will separate more easily (although not always
happily)
From their primary caregiver and take less time to
settle into new situations
 Preschoolers see friendship in a very
concrete way
 Are spending less time with adults and
more time with other children if given the
to do so
By five years of age
 Some children may be ready to stay
overnight at a friend place
 Will still cling and want the comfort of
their primary caregiver if sick or tried
or anxious

5.  Friendships in the preschool years tend to
last for a short period of time and are
unstable
School aged:
 Growing importance of friends and
friendship groups or the peer group
 During middle childhood children tend to
stick with children of same sex
 Develop their own ways of interacting
their own in words and may have a dress
code
 Conforming to the peer group code of
behaviour is part of belonging to the peer
group
Preschool Play
 Play has been defined as children work so
true for preschoolers
 Their whole day is filled with the
business of playing and at the end of day
they can be exhuausted from their efforts
 Preschoolers need lots of time to play to
learn develop social skills
Additional needs & inclusion ( Special
needs)
 Children who are cared for in an
inclsive service
 Appreciate diversity
 Have better communication and social
skills
 Have a greater understanding of moral
values
 Having caring friendships
 Have greater self esteem

6. Session three 4th march 2014
Physical Development
Gross motor skills :
Refer to the development and control
of the large muscles in activities
such a running, jumping, hopping and
climbing and so on
Fine motor skills
Involves the development and control
over small muscles of the hands and
fingers
Three main FMS are
Body
management:
Balancing and coordinating the in
stationary positions or during
movement eg; bending, swinging,
climbing
Locomotor:
Involves moving he body in any
direction from one spot to another eg
jumping, skipping, running
Object control
Involves controlling objects like
bats, hoops or balls ether by hands

7. or feet eg kicking, bouncing ,
batting
Session five 18/3/2014
What is emotional Psychological development
Emotional development involves the growth and change
relating to our inner being our sense of self.
This domain consider personality their feedings of worth
and self esteem and children’s emotional response
Session six 24/4 /2014
Marshmallow test
Language development
Language
Is a complex communication system that enable
interactions between people
Sets up apart from other species
Allows us to explain describe things share ideas find out
more and express our feelings
Expressive language- verbal or spoken language
Receptive language hearing and understanding
Session seven
Cognitive development