Pedagogical documentation is an ongoing process for educators to facilitate, grow and improve the children’s development. It is including a few steps of collecting data, analyses data, reflect on how children’s learning takes place, plan to enhance their learning and take into account of the relevant learning theory. Pedagogical document is a tool to explore children’s everyday experiences and make it visible about the nature of the learning process to other child, teacher and adult (Fleet et.al, 2011). The practitioner believes that the philosophy play is an important tool to facilitate children’s development. Play offers opportunities for children to participate in a group to learn different social skills such as sharing, turn taking, negotiating
Bowlby also suggested that babies initially form one attachment in the start and that all future relationships will be based around the quality of this first relationship. This enables the child to form an attachment with the main carer and the more positive this attachment is, the more confident the child will become. As children grow and develop in a secure environment, they develop the key skills needed to form good friendships and relationships. If a child has formed a secure attachment in the early stages, then when it comes time to separate from their carer during the pre-school years, they will find it easier to manage as they already have a secure foundation and know they can rely on their carer to return. This makes the transition into pre-school stress free for the child.
3 marks I learned from this assignment that the personality traits that I had growing up really does effect how my children’s personality traits develop. I found it interesting that my Virtual Child is very similar how I was growing up. When I was her age I was very hyper but shy at the same time; Olivia is very hyper but at the same time very
I do think positive reinforcement is a great tool for any age, I have definitely found that this works far better than focusing on what a child does wrong. Another great way to promote language skills is to find ways to facilitate peer interactions. By choosing and structuring activities that will require children to interact or work together teachers can actively foster these interactions (Wilcox, Murphy, Bacon, and Thomas, 2000). Children do sometimes seem to pick up language quickly when they are able to be more social with each
She is a role model for young adults due to the fact that numerous of people find themselves in comparable situations. It gives them someone to look up to and strive to be. Life can throw frequent curve balls, but learning to obtain those three traits can help young adults through their
Reflect and connect: What developmental milestones were observed or demonstrated? physical (2), social (2), emotional (2), cognitive (2), language (2). • Social Milestones o The child enjoys playing with the same aged peers (J.S., T.M.) ("Child Development Screening", p. 7). During the anecdote, J.S.
Each child contains a gift vital to the well-being of the surrounding world. The number of gifts I saw in only the 181 girls I counseled was an immense one: leadership, compassion, organization, artistry, patience, positivity, humor, athleticism. Their gifts were irrefutably genetic, but like all young ideas, they required development. I provided this through simple encouragement and advice. I found opportunities for each girl to exercise her ability, impacting my other campers.
She was developmentally appropriate for her age in communication skills. Using Erikson’s developmental stages, the basic conflict for preschoolers is initiative vs. guilt and important events are exploration. The child I observed took initiative while playing with toys and participating in activities. She also explored by trying new games that she had not played before. The child’s overall development was appropriate for her
The most common and desirable forms of the attachment patterns is secure attachment. Research suggests that children who demonstrate secure attachment styles go on to have more positive social interactions which lead to learning how to trust others and increases self-esteem (Zastrow & Kirst-Ashman, 2013). Additionally, it is important for social workers to know the what contributes to children obtaining secure attachment. Zastrow and Kirst-Ashman (2013) highlight that caregivers which spend significant time with their child, react to their child’s needs, the caregiver has a deep commitment to the child and are emotionally responsive, and a caregiver is present over a long period. Providing training for caregivers to learn how
He showed eagerness in listening to her, and took to heart what she taught and said. Its amazing how the right adult supervision can turn a child onto a path of education and correct social skills. It was interesting to read Ruvy 's IEP and then to see the child in action. Ruvy is a wonderful child and has a lot to offer to others, the class and
(Lareau, 2011) As shown in the book parents who have brought up their children using concerted cultivation nurture their children 's development and advance their social and cognitive skills by organizing their lives in a particular way. A major component of
Supporting a child’s healthy social and emotional growth takes commitment from all primary caregivers involved in the child’s life: mothers, fathers, grandparents, child care providers and other key adults. Young children observe caregivers’ relationships, and this shapes their expectations for how people treat each other. Young children attain social emotional competence when adults have positive interactions with infants and toddlers in their care. Repeated interactions lead to predictable relationships, because the infant or young child begins to know how the caregiver will respond to him or her. This pattern of responses creates the emotional connection the child has to the caregiver.
Family involvement was also found to be imperative to strengthening the skills of young children. The main focus of the findings center around the support a family of young students must have for the student to be successful. The more involvement an intervention method has with families, the more successful the outcome for young children. Early childhood classrooms which utilize an RTI model for intervention, “have the potential to optimize learning opportunities for all children” (Lieberman-Betz, Vail, & Chai, 2013, p. 65). These models also allow for greater inclusion of young children with special needs into preschool classrooms.