Introduction This assignment is in two parts. The first part of this assignment would attempt to use the theories of human development to explain the child behaviour observed during child observation at the preschool while the second part of this assignment would propose an intervention on a scenario at my practice placement. I would demonstrate my critical understanding of the theories and evaluate their relevance for evidence-informed and value-based practice. I would conclude by articulating my critical appreciation of the use of theory to inform professional social work practice based on my experience from the child observation and my placement experience. The notes taken from the child observations and a chosen case from my placement …show more content…
Linking theory to practice. From above, the consolidate the evidence that every child is different, therefore social workers use this idea to work with every child differently. This would prevent incorrect assumption during child development assessment. it would help us in explaining situations in a way that is comprehensible to the child we are working with, because children do not think and understand like an adult. Vygotsky (1962, cited in Wilson et al., 2011) explained in his theory of sociocultural theory by arguing that, children build knowledge through social and cultural experiences. Piaget, on the contrary, argued that children gain knowledge through exploration and activities. I observed the teacher demonstrating how to add water to some potted flowers using a small watering can while the child observed. The teacher demonstrated this by interacted with the child using language and hand gestures. The teacher promotes the social interaction through values, customs, belief and language to promote the child’s learning. Vygotsky believed in the use of language and play in the cognitive …show more content…
The Zone of proximal theory explains the teacher’s action during my observation. The teacher helped the child to complete the last stage of the puzzle after the child could not complete the last stage of the puzzle. Vygotsky argued that the zone is constantly changing while Piaget argued that learning is limited by the stage or maturation, but Vygotsky disagreed with this view, he argued that learning is not limited by the stage or maturation. What I have learned from this observation and using this theory to explain my observation is that children thrive in an environment that is predictable and nurturing; therefore, it is important for care givers to be trusting, dependable. The theory of zone of proximal development is useful in social work in promoting child development and parenting skills. The theory contributed to the social and cultural influence on thought, however, it does not specify the anchors for the zone of proximal development and did not give more information on social influences on the development of thought (Green & Piel, 2016). The implication of the theories for social
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Within the field of social work, we use numerous frames of developments including the theories of Skinner, Watson, Bandura, Pavlov, Piaget, and Beck. Social workers use the different theories for assessing the cognitive functioning of different individuals and to assess group and family interactions. Through these developmental theories, social workers
This theory aids social workers in comprehending situations or behaviours and allows them to understand what could have happened or what might come about in the future. For example, a key theory used in Social Work, particularly child protection is (Bowlby, 1980) theory of attachment. This is made reference to in the book “Psychology” by (Hewstone, Fincham and Foster, 2005, pg128-129). (Bowlby, 1980) believed that a child’s relationship with its main guardian “prompts the development of inner working models.” They further state that (Bowlby, 1980) believed that the progression of these “inner working models” caused a “schema” to form on how responsive their guardian is to giving them their care.
Over the years in work with children and families, have applied and used the following theories and practices: • applied theoretical frameworks that explain certain aspects of the world (e.g., social systems theory, human development theory, non-oppressive theory, social development theory and attachment theory). • Used perspectives frameworks, which offer lenses through which to view client situations (e.g., strengths perspective, ecological perspective, and diversity perspective). • employed practice theories and models to guide practice (e.g., crisis intervention, empowerment model and cognitive behavioral
The classroom is very comfortable and is furnished with three round tables, chairs, couches, pillows on the carpet and a play area with different toys that is very comfort and safety for the children. The day I went to do my observation was on April 13, 2017 there was one teacher, two teachers aides, the social worker, the director and 16 kids in the room. The observation was on April 13 and began at 1:00PM and ended at 2:00PM. I was sitting next to the play area in the carpet where I could observe the child from.
This is as to how the social worker and the population interact. It involves the people making sense in their interaction. This theory enables the social worker to study the behaviour of the people he or she is involved with. This is demostrated on her role as a consellor and educator.
Lev Vygotsky’s sociocultural theory stems from the idea that our cognitive development is heavily dependent on our social interactions with others. Vygotsky categorizes children’s elementary mental functions as attention, sensation, perception, and memory. It’s his theory that through engagement with the people in their environment, these elementary mental functions will be molded into higher level mental functions that are guided by the more experienced, intelligent people, also known as an MKO (more knowledgeable other), around them such as a parent or a teacher at school. These interactions between child and a more experienced person is what the child internalizes and uses as a basis for developing their behavior and transitioning to higher mental functions. These higher mental functions result in the blossoming of independence in work and thought, using cooperative and collaborative discussion as a catalyst.
Content Content Description Page Introduction 2 Timeline of the Child Development 3 Milestone of the Child Development 4 Development during Child Development 7 Teacher’s Role 8 References 9 INTRODUCTION Child development entails the biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy. It is a continuous process with a predictable sequence yet having a unique course for every child. The progress various at each stages with different rates affected by the types of development in early childhood.
Erasmus Mundus Master in Social Work with Families and Children 4th edition - 2016-2018 1st Semester Name: Rojika Maharjan 1. Social work has evolved with different “theories in social work”; either concepts derived from other social sciences such as psychology or sociology or “theories for social work” which are the core philosophy of social work practice specified to give a professional purpose and approach to practice (Healy, 2014). a) Regarding the context of children and families, system theory and strength theory are appropriate. i)
Social and physical environments in the home and the social environment in the classroom impact early childhood development. This paper discusses: the impact of the social environment in the home on early childhood development; the possible negative impact of the physical environment on a preschool child in a Guyanese home; and the impact of a positive social environment in the early childhood classroom. Early childhood development is“a set of concepts, principles, and facts that explain, describe and account for the processes involved in change from immature to mature status and functioning.” (Katz, 1996, p. 7) The physical environment refers to; the nature of the physical home surroundings including its cleanliness; the safety of the home and the security which the home offers.
Also, they both had some interest in philosophy. Their views help enhance the similarities and differences providing in their theories. The first theorist introduced is Piaget and his theory was based on “the understanding of how children and adolescents think and learn” (198). The second theorist introduced is Vygotsky and his theory was influenced by Karl Marx’s proposal “that historical changes in society have significant impact on how people think and behave” (215).
Development theories have been researched and defined over the years by numerous researchers including Piaget, Erickson and Skinner. These theories assist to explain human behaviors by outlining how humans interacts and/or react to certain stimuli. Using a development theory can assist a social worker to help their clients meet their own goals based on how that client interacts and sees the world. By picking a developmental theory to guide their principles, social workers can assist in problem solving, therapy and crisis intervention depending on their level of expertise. Piaget’s Theory of Development Jean Piaget proposed human go through various stages in learning how to think as they develop from infancy into adulthood (Zastrow, Kirst-Ashman, 2018, p. 129).
Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood
Vygotsky believed that language development was due to the process and influence of culture. Vygotsky therefore believed that cognitive development was derived from conversation and dialogue with society especially from the input of more knowledgeable others. This contrasts Piaget who believed that cognitive development is a result of interaction with one’s environment. Vygotsky described the differences between elementary and higher mental functions as elementary level functions being naturalistic behaviours which we develop through experience, whereas higher mental functions are not acquired though experience, but through leaning i.e. Paying attention memory,
Having the right knowledge, skills and experience in understanding how children or young people develop are very important tools for early years practitioners. We must put to mind that each child born into this world is unique. Children are born with different characters, their personalities and behaviours are formed and influenced by a variety of factors. These factors may affect their ways of interacting with the environment and community or setting in which they live in.