...be communication skills and how to differentiate between who you are having a conversation with such as parents, students or other professionals. For example when speaking to a child you would use a child friendly approach but when speaking to other professionals you may use words or phrases that may sound like jargon to other people. A transition that would link in well with needed good communication skills would be when a child has just started a setting, this is because you will need to keep liaising with the parents or guardians of that child about how they are settling in or if there are any issues or concerns, for example a child may not be doing so well when it comes to the...
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...based on emotionally difficult communications or preconceived ideas. All in all, selective listening is considered as failing communication sign because by filtering some information one cannot hope to understand. For a child, he or she uses selective listening to identify people, for instance, the child knows that his mother voice is different from his father’s. In addition using selective listening a child chooses to listen to cool sound by focusing his or her attention to a specific sound or spoken words. A noisy environment is not ideal for selective listening. A child who is developing will deteriorate his selective listening when exposed to an environment with unpredictable noises (Singleton & Shulman, 2014). The suggestion I would make to optimize the child’s ability to listen to speech for him to understand are using listening games and fun activities to promote the listening. Fun activities will help especially in dealing with selective listening where children hear what they want to hear talking to the child all the time will help improve their listening skills here a parent or guardian develops a habit of narrating chores done around the house to the child. Furthermore, when reading stories to the child, one can always stop and ask them what they think will happen and listening to stories together. Some of the games that would help improve a child listening skills to speech include asking the child to name the noise here the child closes the eyes and guesses the...
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...The child I chose for this project is a five year old little girl who is in kindergarten. She is classified as the Preschooler (purpose) Initiative vs. Guilt under Erickson’s Stages of Psychosocial Development. She is very imaginative. She plays with dolls as though they are her little family and she is there mother. She likes to dress up as if she has created her own magical world. She looks up to her mother greatly. She wants to be just like her mom. If mom has her hair done with makeup on, she wants her hair and nails done as well. She initiates play and conversation very easily. She loves planning parties for her dolls and she enjoys playing games. The mother stated she will sometimes cheat during a game but feels so guilty she ends up telling on herself. The child is current on all immunizations. She has received Hep B vaccine at birth and two months, three doses of DTap, RV, PCV, IPV from birth to six months. From ages 12-18 months she receives MMR, Varicella, Hep A. The child will receive DTap, MMR, IPV, and Varicella at six years old. Future immunizations she can look forward to are MMV, TDap, as well as the HPV vaccine if the mother chooses to have her daughter receive it. That vaccine will consist of a total of three one will be two months after initial dose and the last will be six months after initial dose. The child has met the expected developmental milestones of a normal five year old from my observation. The child was able to count to 100; she was also able...
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...EDU 145 Child Development 2 Time Sampling Introduction: Observation is the key to understanding young children and their development. Teachers learn about a child’s physical, social, emotional, cognitive and language domains as they watch children in multiple learning experiences. Through your observations you will learn to identify appropriate observation techniques (competency # 4). Observation also allows you to meet the CPCC core competencies of communication, critical thinking and information technology and quantitative literacy. Outcome Assessment Standards: NAEYC Standards Standard 1: Promoting Child Development Standard 3: Observing, Documenting and Assessing to Support Young Children & Families. Support Skill 3: Written & Verbal Skills CPCC Core Competencies Communication, Critical Thinking, Information Technology & Quantitative Literacy Description of Specific Assignment Requirements Adapted from Observing Development of Young Children (Beaty, 1990)) In the time sampling method, the observer records the frequency of a behavior’s occurrence over time. The behavior must be overt and frequent (at least once every fifteen minutes) to be a candidate for sampling. For example, talking, hitting, and crying are such behaviors, because they can be clearly seen and counted. Time sampling thus involves observing specified behavior of an individual and recording the presence or absence of this behavior...
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...shift you will be asked or told what needs to be done for the children to be able to start playing in the room. Then when the parents drop the child off you need to communicate with the parents to make sure that the child has been ok whilst they haven’t been at nursery and find out if they are on any medication which we should know about. If you have a problem and you are not fully confident with dealing with the situation by yourself, you may need to speak to management for advice with the situation. Explain how effective communication affects all aspects of own work- When you...
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...monitored. Monitoring how children behave and watching what they do and the way they do it is really important. Observations may be formal or informal. A formal observation is one that is planned ahead and has a specific purpose and helps assess children’s development. Informal observations are when an adult may observe a child doing many small things during the day/year. Observations can be in the form of checklists, tick charts, written records/snapshot observations, time and event samples. Feeding back information from observations to the teacher is important as it means that a clear picture can be made of the child’s development needs and progress. Information can be shared with parents, carers and outside agencies so that they can work together to help any child that might need...
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...experiment is to document the actions observed and to use the observations as evidence for the child study. To gain an efficient amount of evidence the observation must consist of at least 20 hours but the hours must be spread out within a 2-4 month time span. The student is observed in the same setting, so he is comfortable enough to “act natural.” The first class I observed was Ms. Alison’s class which consisted of 12 boys and 2 girls, age 4. Ms. Alison is a new inexperienced teacher. The second class I observed was Ms. Corney’s class which consisted of 9 girls and 8 boys, age 5. Ms. Alison is an experienced teacher, of whom has been teaching for 5+ years. During the instructed time in each class, observation will be taken of the students peer to peer communication, academic ability during curriculum activities and each child’s individual progress within their own development. The student I observed is an African American/Hispanic, male age 5. He can understand Spanish and is learning English. For the sake of this experiment I will refer to the student as “Michael.” He has black hair and dark brown eyes. Michael is high energized, happy boy whom enjoys playing with toy cars. He is learning to communication with his peers as his English is progressing. He became the focus of this child study because I have observed his behavior progression more so than others. The focus on one student allows for a more thorough observation, compared to observing a group of students. His motor...
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...Observation Samantha Evans EC310 June 21, 2015 Barbara Sheats Observation Tuesday, June 16, 2015 Tricia’s Sunflowers, Perry, UT (In-Home Daycare) 9:30 – 11am In this observation, I will refer to the child with a hearing impairment as B. When I first stepped into the room where the child with the hearing impairment was, I immediately noticed a few things around the room that were put there specifically for her. There were flashing lights right next to a clock and there were pictures of ASL signs next to written signs in the room. Right away, I could tell the teacher in this room really took the time to see what she could do to assist in communication. This room has six children, all between the ages of 3-5, and B is the only child who has a hearing deficiency. B wears a hearing device, a cochlear implant, to help her hear better and understand the other children. Although she is encouraged to keep the device on at all times during school, aside from nap time, B will take off her device if she is upset, needs quiet time, or is not feeling well. I arrived just as the children are beginning their morning group session. The teacher in this classroom, Ms. Tricia, knows ASL because she taught her children ASL when they were babies and toddlers to assist in communication. During morning group, as the teacher is talking, she is also signing to B who is sitting in the front and center of the group. It is interesting and heartwarming to see the other five children...
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...Unit 1 Contribute to support of child and young person Development (missing questions) Performance Criteria (PC) 1 Be able to contribute to assessments of the development needs of children and young people 1.2 Identify different observation methods and know why they are used Answer: Physical development: Playing on sit-and-ride toys, running, climbing, building bricks, doing simple jigsaw puzzles, pedalling a tricycle or pushing it along with feet, turning pages in books and pointing out objects, able to walk up stairs on alternate feet, able to use the toilet, small ball games, activities such as threading, pouring and using scissors. Communication and intellectual development: Points to pictures of familiar objects and name them, phrases such as “ daddygone” or “drinkno” where two words are used together, speech that adults unfamiliar with the child can understand, interested in mark-making, painting, and books, enjoyment of sand and water play, children asking questions and enjoying talking, speech and pretend play that models adult life, concentration when an activity has caught their interest and drawings that have meaning for the child and are recognisable. Social, emotional and behaviour development:...
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...We aim to provide a safe, happy, caring and stimulating environment where your child can learn through encouragement, sensitivity to others and mutual respect while at the same time encouraging each child to express his own personality through imaginative and creative play. Our program offer children opportunities for learning, play, taking part in arts and crafts, children will be able to work and play in small and large groups, both inside the classroom and outdoors. In our main class we include a library’s corner; we reinforce all skills about communication, reading and writing. Through stories, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts, we provide a separate motor’s room as well offering the children organized games and gym based program and an outdoor play area with a wide range of toys, slides, playhouses… and also we have a garden area that the children use to grow flowers and vegetables. Spanish language is an integral part of our curriculum. Teacher introduces Spanish through songs, games, instruction, greetings…This program is designed for children who have no prior knowledge of Spanish. We enjoy open communication with parents, we provide highly detailed daily report forms and diaries for each child. "Free the child's potential and you will transform him into the world". Maria Montessori 2. THEORETICAL BACKGROUND TO CHILD DEVELOPMENT AND LEARNING Our idea behind the Montessori classroom is allowing...
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...CSI COMPETENCY STATEMENT I To establish and maintain a safe, healthy learning environment As a teacher of young children I am aware of the need to provide a learning environment that helps children grow, develop and learn. As I reflect on my teaching practices, I make sure that I provide appropriate teaching strategies and services in each of the three Functional Areas below to meet Standard I. Safe - Each day, I make sure the environment is safe for the children in my care. The classroom is free of dangerous objects that can harm the children. All electrical outlets are covered, cleaning supplies/chemicals are stored in a locked cabinet, and the floor is checked throughout the day for unsafe conditions. The outdoor play areas are checked before the children go outside to play. The fire extinguisher, smoke detector, and other emergency equipment are checked monthly. I practice emergency drills monthly. I also keep a well-stocked first-aid kit available. Health - Good health habits are very important and must be practiced daily. The children and I practice good health habits throughout the day. We wash our hands before meals, after toileting, outside play, messy activities, etc. All tabletops, counters, chairs, etc. are sanitized daily at appropriate times. Toys are washed daily or more often if needed. Learning Environment - In my classroom, I make sure all toys are within the children's reach. All materials are displayed on low labeled shelves. My...
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...the psychologists who have helped us along the way in our pursuit to recognize the parent child dynamics, as it relates to parenting styles and attachment styles. Through the use of literature and my real world observations, I will show some links between attachment styles and parenting styles. The four basic parenting styles are as follows: Authoritative Parent An Authoritative Parent is described by Baumrind as parents who "monitor and impart clear standards for their children’s conduct. They are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. They want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative” (Baumrind, The Influence of Parenting Style on Adolescent Competence and Substance Use, 1991). This parenting style is the most popular in the United States, although in specific races, cultures and socioeconomic groups this parenting style may not be very popular. The authoritative parent is one who understands a child’s mind to be tabula rasa. These parents provide a positive emotional climate. They commonly use induction and socialization to mold, grow and correct a child’s behavior while preparing them to be responsible independent adults. It may seem to some observers that an authoritative parent is in a democratic relationship with their child. This is close to the truth, but not entirely. These parents promote choice an autonomy...
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...Development | Description | Utterance Sounds | Activities/ Strategies | Cooing | Cooing can begin as early as 6 weeks of age. During this time the infant child begins to explore and play with sounds by using the tongue, mouth and breath. During this time, the child is likely to form vowel like sounds before constants sounds begin to be established. | /aaa/, /ooo/, /ahhh/… | Talking and reading to the baby helps with not only voice recognition, but also verbal development (similar.com). | Babbling | Babbling happens between 4-6 months of age. During this stage, the constant, vowel combination comes into play. As the child gets older 8-10 months, the babbling becomes more developed. This becomes more like a rhythm and sound babbling known as echolalic babbling. | “Ba-ba-ba”“Da-da-da”“Ma-ma-ma” | Imitate any sounds that the baby may make. Also cheer when the baby makes a related sound back (similac.com). Also play mouth patting games helps with oral development. Incorporated with sounds helps with the development (http://www.earlyliteracylearning.org/cellpractices_rev/CELLpracT_Inf_Babbling.pdf). | One Word Stage | This stage comes around the age of 1. During this time, a child may create a word that refers to a special object or toy. Parents may use these created to words to help communicate with the child and establish communication. These words are known as idiomorphis. Conventional words are bought about at this stage as well. | “Cup”“Go”“No” | Label all things and repeat as...
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...upset easily and don’t want to change their minds once they start to do something. Quality care means developmental care that helps children develop both their minds and bodies in a safe and healthy place. In child care, it is not enough to see that children are fed, clean, and safe from harm. This custodial care meets only the child’s basic needs for health and safety. Developmental care tries to meet all the needs of the growing child for love, guidance, and learning. By the time children are 24 months old, they should be able to understand many of the words that are said to them every day. They usually say about 50 words, and some children can put two words together to make a little sentence. One child may talk better than another but; most children catch up quickly when they have caring adults who help. Twos talk about the things they sense- the things they hear, see, smell, taste, or touch- so teachers should talk about these things with them. Name people, things, and actions for Twos; Talk about what their senses tell them. Talk about the things that are part of their own world so that they will understand what you are talking about. Toddlers use the few words they say in many ways. They will use one word to mean a whole sentence. For example, a child may say “apple” to mean “there is an apple,” or “I want an apple.” One can figure out what Twos mean to say by closely watching what is going on in their world. Listen closely whenever they talk, and figure out what...
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... Sarah Enston. Understanding Child and Young Person Development. 3.1. Explain how to monitor children and young people’s development using different methods. • Assessment Frameworks. There are frameworks in place to asses a child’s development, especially their academic performance. • Observation. Observations can be made at any time to record what a child is doing. The observer can either participate or not. • Standard measurements. Standard measurements are used by many different professionals. They include reasoning tests, Cognitive Aptitude Tests, auditory assessments and health assessments. • Information from carers and colleagues....
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