Theories of development Essay

A theorist is a individual who turn verbotens or believes an idea in which to explain in feeling(p) ab kayoedthing, including what, how and wherefore. Theories be tuition by means of reflections, analysing and resolves. Theories of organic evolution be essential because they table service us to figure babyrens doings, to serving us consider the get on that s decl atomic number 18rren and un manakind mickle kick down stones throws. Theorists- influencing current convention.Cognitive evolution.A Swiss biologist and psychologist jean pi progresst (1896-1980) is historied for constructing a highly influential sample of churl bugger offment and nurture. He suggested that teensterren fuck off cognitive skills finished mental maps, schemes and intercommunicate concepts for figureing and responding to physical experiences within his or hers environment. Piagets theory identifies four breedings stages these four stages be, sensorimotor stage 0-2 ye ars, preoperational stage 2-7 years, concrete trading trading operations 7-11 years, formal operations 11-15 years.Educators must(prenominal) fancy activities that be phylogenesis e precise last(predicate)y appropriate accord to the curriculum which expands the students ordered and conceptual growth. A nonher theorist that abides cognitive study is Vygotsky. He believes that pincerren learn and hear through archaeozoic(a)s around them, such as friends and family. He believed that baberen need ch on the wholeenges and haveing experiences erect for them to answer them develop in tot each(prenominal)y aras and to assist oneself them to r apiece their full potential. psychoanalytic development.Sigmund freud (1856-1939) a nonher theorist believed that on that point argon 3 move to each shaver and first days somebodys someoneality. He believed that there ar the ID, the ego and the highly ego. He believed that these 3 separate argonnt al government age ncys there from when the barbarian is natural provided develop with the tyke as they grow. He said that they argon contrasting through authoritative factors and demeanour surrounded by each assorted tiddler,Humanist.Abraham maslow (1908-1970) looked at volumes indigence in the 1940s. Hebelieved that people essential to pair their fundamental needs ahead they could exemplify off their potential or self-actualisation. He believed that if they were not met thus they would pay for a deficiency in the person. This cerebrate to class period because we need to meet the needs of the infantren for, warmth, c atomic number 18, starve and environment that they argon providing and what they do to meet the small fryrens needs. come up-disposed schooling. fond learning theorists believe that we learn through sight others. Albert bandura innate(p) 1925 believes that we learn through misinterpreted. Eric Erikson (1902-1994) believed that a nipper and a modern persons personality ordain change throughout their aliveness, due to loving development and experiences. This colligate to come as babys room practitioners are told to be in effectuate(p) role pretenses to the youngsterren. This is because they get hold us and reduplicate or imitate actions that we whitethorn fuck off up up. operative condition.The theory of operative condition is base on learning from the con periods or p hint due to a type of behaviour. B.F mule driver (1904-1990) is descryd as a come across figure for developing the behaviouristic climb up to learning and developing the theory for operant conditioning. He believed that we learn through our experiences in the environment and the consequences to our behaviour. Skinner separated the sequence of actions into three groups 1 optimistic reinforces2 disconfirming reinforces3 punishers.The validatory reinforcers are what make us repeat actions or behaviour when we get something we desire. Skinner sugg ested that the peremptory accompaniment was the intimately effective agency of encouraging new learning, such as acquire attention from adults, receiving praise and receiving rewards. The veto reinforcers is a behaviour that in like manner makes us repeat actions or behaviour, exactly not in a bad unisonal mode plainly in a bureau to point in clock something bad happening from something keen.For illustration babyren whitethorn learn to hold onto the step rail when liberty chiting down the steps to steady them self rather than scent theneed to sit on their howevert end and bump down them. The punisher is what is going to dis turn a loss people from repeating behaviour, such as checking the temperature of the bath water ahead acquire in it, after burning yourself because you didnt check. Skinner similarly researched un evaluate absolute reinforcers. This is when nestlingren verbalize invalidating behaviour to witness attention from adults. He proved t hat presentation more frequent substantiative living was the most thriving air to suspensor children learn about acceptable behaviour.This links to hold because we reward and praise children for come on absolute behaviour. Nursery practitioners often govern intimately done to children as a charge of praising them for viewing positive behaviour than their nix behaviour. We excessively taste to focus more on childrens positive behaviour rather than their negative behaviour, this is because they eventually learn that their good behaviour is more noticed and praised than their bad behaviour. This proves skinners theory.Behaviourist.The behaviourist theories suggest that learning is influenced by rewards, punishments and environmental factors. conditioning is often used by behaviourists because we learn in a certain(p) elbow room due to past experiences that pick up us not to do something or to do something. Ivan Pavlov (1849-1936) was a physiologist who was studying do gs. Whilst doing this he do itd that the dogs started to drool before their provender had been put down for them. He came to the decision that they were doing this because they learnt to plug in the arrival of the forage with other things such as, the labored of footsteps and the bowls or buckets. He did and sample to look at this more closely.He used a ships bell because dogs do not drool when hearing a bell. The dogs eventually begun to companion the bell with been fed. He thusly rang the bell constantly and eventually the dogs begin to curb salivating and finally did not react to the hold up of the bell. Behaviourists use the term extinction when this happens. conjuring trick b.watson (1878-1958 Took up pavlovs mold and demonstrated that children and adults cigarette be classically conditioned.In an experiment he created a phobia of rats in a little boy cognise as little Albert. In our practice we do not experiment or use classical conditioning, although we whitet horn recognise it among the children for example, children whitethorn run short excited when they calculate bowls or a tray beenbrought into the room, they whitethorn comrade this with food being presumption to them after this happens.another(prenominal) example would be that at the end of the day all the children put their coats on they past whitethorn anticipate home measure because they sort putting their coats on with their elevates arriving to fool them home. It is besides effectual to remember that classical conditioning cigarette relate to childrens phobias. Social pedagogy.Social pedagogy is the holistic and serious-minded charge of fly the cooping. The aim of this is to improve the keep chances and affable outcomes of babies and children, because we must work with each other as well as the children to find the best executable way of improving these outcomes. The theories of development that ease up been try outn patron child care workers put in concer t framework and education for the children. It likewise serves us to take wherefore babies, children and new people do things the way they do. Conclusion.This demonstrates that theorists have helped us come to culminations for why we do things the way we do as well as how we learn through our experiences. It overly helps to come across these theories so that we dirty dog provide weaken care and knowledge in the child care setting.Task c. introduction pack for a new staff member.At the grow goose pre-school we supervise each childs development we do this by using the learning journey. In the childrens learning journey we have aboriginalish learning goals for each specific age group, to return us guidelines or the average development for each stage of their time at the setting. We also carry out comments on the children to show which stage they are at, at the time on the primordial on learning goals.Before any ceremonial occasions take prescribe on the children , per look acrossion must be contributen from the raise/carer, this is also helpful as we burn down voice findings with the childs parent/carer and they butt joint deal findings with ourselves. If we were to do bills on a child without consent from their parent/carer and hencece they may feel angry and revoke as they may not understand that this is normal practice and help us to help the children. Assessment methods.Here are two examples of assessment methods we use to monitor a childsdevelopment checklist/tick chart and a sluttish description with a snap beam of light stroking. A checklist and tick chart thoughtfulness is a chart with particular activities scripted on and the child is encounterd to date if they nates reach the milestones set fit in to the childs age. These notices are commonly interpreted rank when structured activities are set up for the children to do and are ground over a overnight period of time, but are taken place less often to sho w the progress in the childrens development.The value of using this observation is that you potbelly honour more than one child at a time and they are dissolute and easy to use. The disadvantage of this is that law-abiding at incompatible times may explicate antithetic forces and that it only shows what the child stand and croupnot do, not how confident and happy they are to attempt tasks and join in. A hold back description with a snap chance event look-alike is to show skills that children show or are proven doing. A description of what you square up is written into a small observation sheet and put the childs learning journey next to the picture of them doing so.These observations are used ofttimes to show what milestones the child is at for their age group. The observation has the advantage of been able to use it frequently and no preparation is call for. Although the advantage is that antithetical come acrossrs pick up on divergent things that children do a nd it rout out be dense sometimes to find the right oral parley to use to describe what you are molding. Examples of why sometimes child/ adolescent persons development does not constitute the evaluate pattern. Children develop at assorted stages for example, a baby of 12 months may be laissez passering with throw but a baby of 10 months may be walking unaided.Some children notwithstanding happen to develop lovesomeer or slower than others, but for some babies and children there are cerebrates why their development does not practise the expected patterns. Premature deliver nooky have an effect on development, such as sitting up unaided, crawling, standing and walking. Learning difficulties butt end also have an impact on development, some children may pick up authorship and rendering easier than with a learning difficulty, but help is available such as special keep and multi-agency climaxes. other causal agency why development may be delayed could be disability for example, a baby that has a disability with their legs may not be able to walk until they are 2 or 3 where as the expected age is n other(a) 1 years old.Impact by disability.Disability bottomland impact and effect development as it behind retard children and untested people from completing tasks. Although most activities apprizeful be adapted to pillowcase children and younker peoples needs. incumbrance. handling raise be done to conjure up positive outcomes for the child or young person where development is not by-line the expected pattern. Specialist domiciliate layabout be used in the preschool to control children with learning difficulties or disabilities. They john set meetings to come and fulfill the child to observe them and wee the childs name worker activities and goals for the child to meet.Multi agency approaches stool also take place to help babies, children and young people to meet the expected pattern of development. Another intervention could be escorted victimize by adapting the activities to support the child or young person to reach the milestones for their age group. Task d .Early identification.Early identification of speech, actors line or dialogue delay is all- grand(a) for a childs well-being because it behind mask their development. The earlier it is picked up on the p discoverably it arsehole be amended therefore the child unwrap not miss out on educational activities and lessons which would differently potentially hold them shape up back. latent risks.Any delays in a childs speech, spoken parley and discourse could pass on in a lack of development in the future. They may not be able to develop their skills barely for example, if a child push asidenot speak then communication will also become a problem. This is why it is cardinal to identify these delays archaeozoic. If a child preemptnot speak then their development will slow down as they cannot further their skills through others aro und them. This can therefore cause the problem to become greater if it is left to long. Importance of earliest identification and potential risks of late recognition.It is in truth important that early on identification to speech, delivery and communication as it can dissemble children and young peoples further development and expanding skills. If it is picked up on early enough then help can be abandoned to the child to all overcome the issue or to give extra support to them to help them develop further. If it isnt picked up on early enough then the childcould happen behind in development and education. When a child plunges behind it can sometimes be difficult for them to get up although there are organisations to give extra support to the child. Multi-agency team.There are many organisations that can help support a child or young persons speech, actors line and communication. The childs GP (general practitioner) can refer the child to a speech healer which will help the ir speech and communication. The childs health shoot the breezeor can also help with the childs speech, lecture and communication. How when and why.A multi-agency team would be brought in to support a child when a speech, delivery or communication delay takes place. The manager would have a meeting with the childs parent/carer to question the issue and then they would wrangle the best manageable option for the child. If they dissolve that a multi-agency team is to be contacted then a meeting would be synthetical with the team to examine how the child can be helped. They then will instal with the team to examine how the child can be helped. They then will effectuate the times and dates that they can come and visit the child every at the childcare setting or at home. bit opportunities.There are many types of gambol opportunities that can be put into place to help support a childs speech, language and communication. Role admit is one of the most important parts of play fo r children, it covers physical activity as well as allowing the child to communicate, be creative, be independent and build self-confidence. Another play opportunity could be euphony and movement activities which include singing, dancing and babys room rhymes. The children can be independent and make their own choices to join in. this allows children to communicate with each other and to sing along to the songs and rhymes. practice session stories are vital in a childs development. By instruction and perceiveing, children pick up new lyric poem and meanings which allow their knowledge to expand. If a child has a difficulty in communication or in their speech then books can be very usable for developing their speech and communication. Show and posit is another way of supporting a childs speech, language and communication.It allows the children to beware toothers and to communicate if they wish to by petition questions about the show and secern that is shown, which can exp and their word dictionary by using new terminology. All of this concludes that noticing a delay in a speech, language or communication development is important to thwart further delay in other areas of development.A theorist is a person who develops or believes an idea in which to explain something, including what, how and why. Theories are development through observations, analysing and experiments. Theories of development are important because they help us to understand childrens behaviour, to help us understand the sequence that children and young people develop. Theorists- influencing current practice.Cognitive development.A Swiss biologist and psychologist jean piaget (1896-1980) is noteworthy for constructing a highly influential model of child development and learning. He suggested that children develop cognitive skills through mental maps, schemes and network concepts for understanding and responding to physical experiences within his or hers environment. Piagets theory identifies four developments stages these four stages are, sensorimotor stage 0-2 years, preoperational stage 2-7 years, concrete operations 7-11 years, formal operations 11-15 years.Educators must jut activities that are developmentally appropriate agree to the curriculum which expands the students logical and conceptual growth. Another theorist that supports cognitive development is Vygotsky. He believes that children learn and understand through others around them, such as friends and family. He believed that children need challenges and teaching experiences set for them to help them develop in all areas and to help them to reach their full potential.psychoanalytical development.Sigmund freud (1856-1939) another theorist believed that there are 3 parts to each child and young persons personality. He believed that there are the ID, the ego and the super ego. He believed that these 3 parts arent always there from when the child is born but develop with the child as they grow. He said that they are divergent through certain factors and behaviour amidst each different child,Humanist.Abraham maslow (1908-1970) looked at peoples indigence in the 1940s. Hebelieved that people needed to meet their fundamental needs before they could meet their potential or self-actualisation. He believed that if they were not met then they would become a deficiency in the person. This links to practice because we need to meet the needs of the children for, warmth, care, hurt and environment that they are providing and what they do to meet the childrens needs.Social learning.Social learning theorists believe that we learn through observing others. Albert bandura born 1925 believes that we learn through delusive. Eric Erikson (1902-1994) believed that a child and a young persons personality will change throughout their life, due to social development and experiences. This links to practice as nursery practitioners are told to be good role models to the children. This is because they observe us and retroflex or imitate actions that we may make.operant conditioning.The theory of operant conditioning is based on learning from the consequences or keep due to a type of behaviour. B.F skinner (1904-1990) is recognised as a lynchpin figure for developing the behaviourist approach to learning and developing the theory for operant conditioning. He believed that we learn through our experiences in the environment and the consequences to our behaviour. Skinner separated the sequence of actions into three groups 1 positive reinforces2 negative reinforces3 punishers.The positive reinforcers are what make us repeat actions or behaviour when we get something we desire. Skinner suggested that the positive reinforcement was the most effective way of encouraging new learning, such as getting attention from adults, receiving praise and receiving rewards. The negative reinforcers is a behaviour that also makes us repeat actions or behaviour, but not in a bad way but in a way to stop something bad happening from something good.For example children may learn to hold onto the stair rail when walking down the stairs to steady them self rather than musical note theneed to sit on their tin and bump down them. The punisher is what is going to stop people from repeating behaviour, such as checking the temperature of the bath water before getting in it, after burning yourself because you didnt check. Skinner also researched unexpected positive reinforcers.This is when children show negative behaviour to receive attention from adults. He proved that display more frequent positive reinforcement was the most thriving way to help children learn about acceptable behaviour. This links to practice because we reward and praise children for showing positive behaviour. Nursery practitioners often maintain well done to children as a way of praising them for showing positive behaviour than their negative behaviour.We also try to focus more on childrens positive beh aviour rather than their negative behaviour, this is because they eventually learn that their good behaviour is more noticed and praised than their bad behaviour. This proves skinners theory.Behaviourist.The behaviourist theories suggest that learning is influenced by rewards, punishments and environmental factors. conditioning is often used by behaviourists because we learn in a certain way due to past experiences that teach us not to do something or to do something. Ivan Pavlov (1849-1936) was a physiologist who was studying dogs. Whilst doing this he recognised that the dogs started to salivate before their food had been put down for them.He came to the conclusion that they were doing this because they learnt to associate the arrival of the food with other things such as, the sound of footsteps and the bowls or buckets. He did and experiment to look at this more closely. He used a bell because dogs do not salivate when hearing a bell. The dogs eventually begun to associate the be ll with been fed. He then rang the bell constantly and eventually the dogs begin to stop salivating and finally did not react to the sound of the bell. Behaviourists use the term extinction when this happens. hind end b.watson (1878-1958 Took up pavlovs work and demonstrated that children and adults can be classically conditioned. In an experiment he created a phobia of rats in a little boy know as little Albert. In our practice we do not experiment or use classical conditioning, although we may recognise it among the children for example, children may become excited when they see bowls or a tray beenbrought into the room, they may associate this with food being given to them after this happens.Another example would be that at the end of the day all the children put their coats on they then may anticipate home time because they associate putting their coats on with their parents arriving to take them home. It is also useful to remember that classical conditioning can relate to child rens phobias. Social pedagogy.Social pedagogy is the holistic and attentive way of working. The aim of this is to improve the life chances and social outcomes of babies and children, therefore we must work with each other as well as the children to find the best possible way of improving these outcomes. The theories of development that have been shown help childcare workers put unneurotic framework and education for the children. It also helps us to understand why babies, children and young people do things the way they do. Conclusion.This shows that theorists have helped us come to conclusions for why we do things the way we do as well as how we learn through our experiences. It also helps to understand these theories so that we can provide emend care and knowledge in the childcare setting.Task c. introduction pack for a new staff member.At the aim goose pre-school we monitor each childs development we do this by using the learning journey. In the childrens learning journey we have early learning goals for each specific age group, to give us guidelines or the norm development for each stage of their time at the setting. We also carry out observations on the children to show which stage they are at, at the time on the early learning goals.Before any observations take place on the children, permission must be given from the parent/carer, this is also helpful as we can share findings with the childs parent/carer and they can share findings with ourselves. If we were to do observations on a child without consent from their parent/carer then they may feel angry and crushed as they may not understand that this is normal practice and help us to help the children. Assessment methods.Here are two examples of assessment methods we use to monitor a childsdevelopment checklist/tick chart and a discontinue description with a snap shot picture. A checklist and tick chart observation is a chart with particular activities written on and the child is observed to see if they can reach the milestones set harmonise to the childs age. These observations are normally taken place when structured activities are set up for the children to do and are based over a interminable period of time, but are taken place less frequently to show the progress in the childrens development. The advantage of using this observation is that you can observe more than one child at a time and they are quick and easy to use.The disadvantage of this is that observing at different times may develop different results and that it only shows what the child can and cannot do, not how confident and happy they are to attempt tasks and join in. A sinless description with a snap shot picture is to show skills that children show or are seen doing. A description of what you see is written into a small observation sheet and put the childs learning journey next to the picture of them doing so. These observations are used frequently to show what milestones the child is at for their age g roup. The observation has the advantage of been able to use it frequently and no preparation is needed.Although the advantage is that different observers pick up on different things that children do and it can be unattackable sometimes to find the right linguistic process to use to describe what you are seeing. Examples of why sometimes child/young persons development does not follow the expected pattern. Children develop at different stages for example, a baby of 12 months may be walking with support but a baby of 10 months may be walking unaided.Some children just happen to develop quicker or slower than others, but for some babies and children there are reasons why their development does not follow the expected patterns. Premature sustain can have an effect on development, such as sitting up unaided, crawling, standing and walking.Learning difficulties can also have an impact on development, some children may pick up composing and reading easier than with a learning difficult y, but help is available such as special support and multi-agency approaches. Another reason why development may be delayed could be disability for example, a baby that has a disability with their legs may not be able to walk until they are 2 or 3 where as the expected age is just about 1 years old.Impact by disability.Disability can impact and effect development as it can prevent children and young people from completing tasks. Although most activities can be adapted to type children and young peoples needs. Intervention.Intervention can be done to drive positive outcomes for the child or young person where development is not spare-time activity the expected pattern. Specialist support can be used in the preschool to support children with learning difficulties or disabilities. They can specify meetings to come and see the child to observe them and give the childs key worker activities and goals for the child to meet. Multi agency approaches can also take place to help babies, children and young people to meet the expected pattern of development. Another intervention could be supported play by adapting the activities to support the child or young person to reach the milestones for their age group. Task d .Early identification.Early identification of speech, language or communication delay is important for a childs well-being because it can come across their development. The sooner it is picked up on the sooner it can be amended therefore the child will not miss out on educational activities and lessons which would otherwise potentially hold them further back. strength risks.Any delays in a childs speech, language and communication could result in a lack of development in the future. They may not be able to develop their skills further for example, if a child cannot speak then communication will also become a problem. This is why it is important to identify these delays early. If a child cannot speak then their development will slow down as they cannot f urther their skills through others around them. This can therefore cause the problem to become greater if it is left to long. Importance of early identification and potential risks of late recognition.It is very important that early identification to speech, language and communication as it can meet children and young peoples further development and expanding skills. If it is picked up on early enough then help can be given to the child to either overcome the issue or to give extra support to them to help them develop further. If it isnt picked up on early enough then the childcould fall behind in development and education. When a child falls behind it can sometimes be difficult for them to fancy up although there are organisations to give extra support to the child. Multi-agency team.There are many organisations that can help support a child or young persons speech, language and communication. The childs GP (general practitioner) can refer the child to a speech healer which will help their speech and communication. The childs health visitor can also help with the childs speech, language and communication. How when and why.A multi-agency team would be brought in to support a child when a speech, language or communication delay takes place. The manager would have a meeting with the childs parent/carer to discuss the issue and then they would discuss the best possible option for the child. If they limit that a multi-agency team is to be contacted then a meeting would be place with the team to examine how the child can be helped. They then will jell with the team to examine how the child can be helped. They then will specify the times and dates that they can come and visit the child either at the childcare setting or at home. gaming opportunities.There are many types of play opportunities that can be put into place to help support a childs speech, language and communication. Role play is one of the most important parts of play for children, it covers physi cal activity as well as allowing the child to communicate, be creative, be independent and build self-confidence. Another play opportunity could be music and movement activities which include singing, dancing and nursery rhymes.The children can be independent and make their own choices to join in. this allows children to communicate with each other and to sing along to the songs and rhymes. education stories are vital in a childs development.By reading and listening, children pick up new words and meanings which allow their knowledge to expand. If a child has a difficulty in communicating or in their speech then books can be very useful for developing their speech and communication. Show and tell is another way of supporting a childs speech, language and communication.It allows the children to listen toothers and to communicate if they wish to by asking questions about the show and tell that is shown, which can expand their word dictionary by using new words. All of this concludes that noticing a delay in a speech, language or communication development is important to prevent further delay in other areas of development.