Developments

The goal can be reached only if the progress is checked and monitored at every stage so that immediate goals are appropriately realized which in turn will ensure the realization of the final goal. This verification of the progress is attempted by immediate feedback leading to knowledge of results and is intended to identify or detect a variety of factors.

On the basis of this detection, ifficulties can be spot out and remedial measures can be taken to overcome these difficulties. Goal or Objective is being tested. explain how in th elesson taught each objective had a form of evaluation. For deffrentiating family types the worksheet was used. 3. Placement Function: Evaluation may conduct to determine whether the student can be promoted to a further stage, based on the realization o of the expected level. This function of the final evaluation is called the placement function.

How they progress in the long term and short term. Short term the teacher must esure that the student is comfortable with the topic taught before moving on to another. Long term the teacher must not only excel in social studies but all subject areas to move up in grade/standard. 4. Prediction Function: Another important function of evaluation is to predict whether the student is capable to undertake the anticipated objective or not. If a student succeeds in the evaluation it can be predict that he will be a successful candidate.

On the other hand, if a student is found to be too poor, it can be predict that he will be a failure. or example if a student has to participate in an interschool competition the teachers must assess potential candidates to ensure they are up to par for the comoetition. example

Describe with examples the importance of recognising and responding to concerns about children and young people’s development. The following things would cause concern about a child or young person’s development. If the problem was left untreated then things could get worse, and a delay in treatment could mean that the outcome is not as good as it would have been if treatment was started earlier. 1. Speech / Language. If a child or young person does not talk to anyone or even only speaks a few words compared to others, this may cause concern.

This would socially affect the child or young person’s because they would find it hard to make friends, work in groups or even interact with adults. It would also affect their communicational development because they would find it hard to speak to people and also may find it hard to listen to instructions etc. Early intervention would be the best way to respond to this concern, the first step would be to have the child or young person’s hearing checked because if they have poor hearing they will find it hard to hear people so will not want to communicate with others in case they get something wrong.

Poor reading and writing. If a child or young person has difficulties with their reading and writing it may cause concern, but this may not be noticeable until the child is around the age of 6 or 7 because by this age they should have learnt how letters are formed and start to string words together. These are the main skills a child needs to help them develop in all areas. Due to poor reading and writing the child or young person will start to fall behind his peers of the same age.

They may find it difficult to interact or make friends with others who are more advanced than them, in case they are bullied etc. They would struggle with their intellectual development not only with the reading and writing, but they would struggle with their memory and even their concentration. They would have a low self-esteem, and could also have a speech problem. They may become very disruptive in the class, because they can not do the work etc.

The best way to respond to this concern would to inform the main teacher and also inform the SENCO, so that they can follow it up correctly as the child or young person may have dyslexia. 3. CO-Ordination. If a child or young person starts to show signs of clumsiness or struggle with their fine motor or gross motor movements then this would cause concern and make you wonder what could be causing this? Their social development may be affected as they may find it hard to interact with other children when playing games in the playground.

The child or young person will have problems with fine motor and gross motor skills and therefore may struggle to use a pen/pencil, have hand-eye co-ordination problems, balance and even running. This will also have a knock on affect on them intellectually, because if they are unable to hold a pen/pencil then they will be unable to write. The best way to respond to this concern would yet again inform the child’s teacher and also inform the SENCO, as the child or young person may suffer from dyspraxia, and they will need to be assessed.

Signs of Abuse. It can be very difficult to recognise signs of abuse in a child or young person. They are some signs, which could alert staff to the fact that the child or young person might be being abused at home, for example constant bruising, or having unusual injuries for the child or young person. This may have an affect on their emotional development because they may suffer from low self-esteem, and be unable to name the emotion they are feeling.

They may also have problems with their physical development because if the child or young person has been physically abused and hurt then they may be in pain when doing things. The best way to respond to this kind of concern is to inform the child’s teacher and also the head teacher and then they can then inform social services and the police and then they can look into the situation more closely. 5. Diet / Weight. If a child or young person’s diet / weight were to suddenly drop or increase in a short period of time then this would cause some concern about them.

Things that would raise concern would be if they came to school and did not have any lunch (packed lunch) or if they only eat small amounts, this would make the child very irritable and very lethargic because they are not getting the right nourishment for one reason or another. If the child or young person is malnutrition they may have difficulty with their social development because they nay struggle with their speech and therefore are unable to interact and make friends. Their physical development may develop at a slower rate compared to the other children etc.

The signs of a child being under weight could be that they have an illness like leukaemia, or the fact that they are being neglected at home. The best way for staff to approach this would to be speech to the parents/carer of the child or go to social services. 6. Behaviour. If a child or young person’s behaviour is more along a negative line constantly then this may cause concern and make staff etc wonder what could be causing the constant negative behaviour. This behaviour could be signs that the child or young person has ADHD, Autism etc. If left untreated then the child or young person’s development would be affected in a big way.

Socially no one would want to be their friend if they constantly hit, kick or even bite others, this would then make is hard for them to make friends and share with others. If the child does have a condition that is affect their behaviour this would cause them to have poor concentration and their listening skills would also suffer. Emotionally they may be constantly angry or confused by what is going on. The best way to respond to this would be to inform SENCO and maybe introduce a behaviour chart in the class and reward the good behaviour.

You need to look at what you value, what beliefs you personally have and the experiences that you have that may or maynot affect the way you work. How would you describe your outlook on life? Negative? do you feel things will go badly Optimistic? Maybe you’re open to a range of possible outcomes? Are you positively focussed? Do you find it easy to be keen, motivated, eager to plan, witness and take art. The collins handbook lays out guidance for this assessment criteria by category Family background: the make-up of your immediate and extended family and their impact; whether you were an only child or were there many children; sibling rivalry; a mix of genders; the history of your family; whether there was a harsh discipline or permissive attitude.

Environment

the house/flat/caravan you grew up in and its location, within town or rural setting, within a cetain geographical area, or a different country.

Finances

whether you were wealthy or struggled to have your basic needs met.

Education

the ethos of your school; whether single or mixed sex; boarding or day school; inspirational teachers; success academiucally; whether you were bullied; whether you developed special interests. Religious or spiritual beleif system including if you embraced or rejected this.

Moral influences

values passed onto you as being of central importance to the way you live your life. Everyone is influenced and shaped by their unique experience of life.

It can be hard to separate personal and professional responses when you’re asked to perform both simultaneously throughout each working day. For the ability to maintain objectivity or be unaffected by personal bias maybe look at your personal. Would it help to evaluate; examine them by refelcting on your feelings? Eg. if you were asked to write a sentence using your positive/indifferent/negative thoughts on each of the following, what would that single sentence be/ what would it children’s rights?A good idea or bad idea? Sum up? Human rights? ECM and positive outcomes? Partnership and working together as an internal and external team? male / female roles – who stays home to care for children, who goes out to work, who uses ifferent tools, who drives different vehicles, who takes which managerial position?

How do you know when you’ve discriminated against others or found you’ve contradicted yourself. healthy eating substance use – smoking, drugs, alchol mental health exual health?

Consider the role that you’re charged with, the title; description of your Job and the positive outcomes during their time with you and as an underpinning expectation for their forevers. Which of the above do you feel you can whole heartedly support, enjoying all the opportunities available that would promote learning about it.

Which do you accept are an individual’s own choice, whilst not your personal choice you respect their rights/right to be safe, express themselves Which do you struggle to understand, challenges your thinking, causes you to feel defensive or makes you feel a need to ustify or re-examine your reasoning. How supportive could you be to someone with views and beliefs that conflict with your own. How do you think your views, beliefs impact on your practice?

Are you able to separate personal and professional responses? Are you able to see what difference exists between personal and professional practice – objectivity? Are you able to overcome strength of personal feeling to safeguard the children in your care and work in partnership with parents and colleagues? For ideas on methods of relective practice ‘e. thinking, writing, discussion, enacting or role play – this thread may help

In the 19th century the city of Manchester was at the heart of the industrial revolution; it was a thriving port and the centre of Lancashire’s textile industry. Yet, by 1950 business had declined to an all-time low. The canal journey had become too slow and therefore uneconomical for factories and companies. The port could no longer respond to the pressures placed on it by the changes in technology. The docks lay neglected and derelict. Vandalism and crime rates were high, as was unemployment (the city had depended on the docks for jobs).

However, with the help of government funding, grants and publicity the city began to address its social, economic and physical problems resulting from past industrial decline. In 1985 Salford began its huge re-development scheme, construction continued up until 1993 and now is a perfect example of successful inner-city redevelopment. All the decisions that were made were complex and had to consider what land uses were to be located where and how much land to devote to each competing demand or problem.

The construction work alone provided around four hundred jobs, and the area now provides employment for over 6,000 people, leading to the fastest drop in unemployment ever within the Greater Manchester area. Community Schemes have been aimed at improving the quality of schools has kept the youth unemployment rates low. The new Heritage Centre also provides an educational service to schools, colleges and the public. Primary school pupils through to university students use Salford Quays for learning purposes.

Salford Quays has addressed other problems too such as vandalism, crime rates, poverty and the lack of investment and funding in Greater Manchester. Organizations such as the New Deal for Communities programme and other funding (over i??100 million in lottery funding has been invested) based in Salford Quays have worked at putting money back into the Greater Manchester community. The Salford Partnership also launched a community plan; all of which demonstrates a commitment to working to achieve change. Plans such as these have improved living conditions and lead to a drop in poverty rates.

To keep investment into the area high, over 300,000 feet of office space was built attracting companies into the area. Well known companies such as Kellogg’s, Rank Hovis, Ford Trucks and Konica all have offices in Salford Quays. Facilities at such buildings as the MGM Cannon cinema and Copthorne Hotel, because of their location, car parking and accessibility attract people from the local area as well as other parts of Greater Manchester. In addition, a high of local pride has been generated that, together with higher income (due to greater employment) and places to go, has lead to a reduction in vandalism and crime.

Easy access to Salford Quays via a Metro link, as well as entrances to the region’s motorways, railways and the city centre of Manchester has resulted in a rise of tourism. Places such as the Lowry Museum, the Imperial War Museum North, as well as the overall design of the area attract large numbers of visitors every year. This has increased the amount of money that has been invested into the area. The redevelopment has made Salford Quays an attractive place to visit, work and live; it has also been a model for other cities to follow. The social and economic benefits have been felt throughout Greater Manchester and the North West.

Essay The contribution of Informatics to the development of social networks and their impact on society Change is continuous constant; inevitable and sometimes unpredictable. We can easily say that world has changed a lot in industrial and mechanical era but the change seen in last half a century is exponential and amazing. If we have to credit one invention which had bought such a revolution, it would be computers. With advent of computers, a new paradigm shift was seen, computers enable mankind to compute and process data in more meaningful way with a blink of an eye.

And it did not stop there, once a standalone computing machine, the true acumen of computers was judge when they were connected with each other forming a giant mesh of information following from one place to another in speed of light. As technology advances, the hardware and software capabilities of computers increased, now recently 1terabyte of hard disk space is normal for personal PCs, where servers and super computers can manage thousands of terabyte easily.

Well it is debatable that can we apply “Moore’s Law” on the expansion of Internet too, but in practice it’s seen that Internet has grown tremendously in past years. Currently there are more than 50 billion web pages on Google alone, so one can easily imagine the depth and breadth of Internet. Humans have always shown eagerness and urge to learn unlearnt, find which is not found yet and invent things with improvisation and innovation. This hunger for knowledge is reflected on Internet, as it has abundance of information where millions of people quench their thirst.

But the most amazing thing about the age of information and Internet is that they not only infested our professional or educational life but they have imbued our social life too. Aristotle once quoted in his Politics that “Man is by nature a social animal’, well if Aristotle would have been alive now he would have uttered that indeed man is social network animal. Internet helped to shape new social norms in our generation, though we are in transaction period but in more than two decades this would be a tautology.

Alvin Toffler in his book “The Third Wave” declared that the shores of the Earth have been struck by wave of information. Interestingly the power of Internet and socializing through networks was so strong that when Alvin Toffler wrote this book back in 1980’s Internet had not yet reached its epitome, though it has not reached it now but it’s far more glorious than back in 80’s. But still the anthropological changes pointed by Alvin are very visible and evident. Ships, trains, supersonic jets etc. have not shortened the edges of this world but Internet has really made this world a global village.

It would not be an exaggeration; but single invention of making a meager data packet flow from one point to another brought all other inventions of 20 century to their knees. As there was a huge junk of scattered information lying on the Internet which would be useless in majority of cases was channelized by the brilliant idea of socializing sites. The informatics provided a concrete edifice to these social sites which developed their existence surrounding it. I can still remember that when I made my first account on orkut and shared a funny and witty scrap among my friends. I was rejuvenated by the replies and then it was no looking back.

The concept of interacting with your friends who are at far geographical locations was just amazing and it also provided a taste of cross cultural exchange, and not only that but also increases your intellect by indulging in talks and debates around the world. The lacuna of geographical, cultural, religious, cast, creed etc. was beautifully filled by social sites and networks. The vastness of these social sites are unimaginable, as on face-book statistics, its reported that 800 million users are active member of face-book, and according to Metcalfe’s law the number of connections can be calculated by squaring the connected people.

One can hardly imagine vastness of the “node link” graph of these social sites. There is no harm in accepting that these social sites are now imperative part of our lives. But with pros there are also some cons attached they come with package, as human being is a bit stubborn, prejudice and many people will argue but sometimes irrational too, social site failed to provide tolerance and flexibility.

It rather serves the purpose of fulfilling your social desires; desire to be loved and liked by your friends etc. But still I am not pessimistic, I am firm believer that these social networking may not bring complete ignorance and patience but will pave the path for global tranquility. In the end, I would like to conclude that social networking has shaped this world and I feel lucky and blessed to be a part of this revolution.

EXAMINE THE CONTRIBUTIONS OF NGO’s TO DEVELOPMENT NGO is an acronym which stands for “non-governmental organization. The UN defines an NGO as a kind of private organization that is independent from government control and is non-profit, non-criminal and simply an opposition party. According to professor Peter Willets, from the university of London , argues the definition of NGO as an independent voluntary association of people acting together on a continuous basis for some common purpose other than achieving government office, making money or illegal activities.

The most common classification of NGOs is by orientation and level of operation. Orientation refers to the type of activities it takes on, these may include human rights, environmental protection or development works. Level of operation refers to whether it is community based, citywide, national or international. The contributions to NGO’s are: Education, this plays a major role in development since without it development cannot take place. Education can be formal or non-formal.

They provide teaching and learning materials for some schools in the deprived areas in Ghana, improved access to education for adults and child rights in quality education. An example is GIGDEV an NGO based in the north which aims at helping adolescent girls by training them in batik tie and dye, hairdressing and sewing to prevent them from going to the south to seek nonexistent jobs. 150 junior high schools in 13 selected districts from the Brong Ahafo, Central region, Eastern region and Greater Accra region to benefit from a project aimed at improving the quality of education in the country.

Which is been implemented by Plan Ghana. Agriculture, this is done by providing equipment to the farmers in deprived areas to help them get better yields. Also they are taught new farming techniques that can improve the quality of yields, advised on crops to cultivate. They help farmers advocate policies that promote market access, control over productive resources by small scale farmers and sustainable agric in the face of climate change. Examples of such NGO’s are SNV and SARI. Also in the economic sector NGOs help alleviate poverty. Since 2009 Technoserve has supported 4209 women in the northern, Upper East and Upper west.

They have been economically marginalized. 12 women groups were supported to secure Shea processing centres. This means that these people are assisted to start small scale businesses to earn capital which will in turn improve their standard of life. This helps the people immensely because they now gain capital to improve their standard of living. SNV is implementing four year project to assist smallholder farmers in three African countries, Ghana included to supply their national school feeding programme. it is been funded by the Bill and Melinda Gates foundation with a grant of 7. million dollars. Science and technology is also an area NGOs tackle by providing the right materials for science programmes which help upcoming students with keen interest in science to develop their potentials. Some of these NGO come out with research findings which help in development of some sectors. Some of the NGOs SARI, UNESCO. In the area of health care, this is done by providing health centers, providing potable water. Providing the deprived with nutritious food to eat. Some NGOs like USAID provide cooking oil and rice to some of the deprived areas.

They also help them with the guinea worm eradication in the northern parts by giving them mouth filters which can be used to drink water from some water bodies. Some examples are water Aid, Oxfam and WHO Some NGO provide relief items in cases of conflicts and natural disasters like floods which is prominent during the rainy season in Ghana. This relief items like bags of rice, sugar, corn, mattresses, clothing, building materials are donated to the affected people in these areas. An example is ADRA. In addition, others play a role in the rights of people be it the mentally challenged or not.

Basic needs Basic rights belief mental health is not a right or a privilege . They help people with mental illness and epilepsy. When they recover their health they learn new skills or go back to their work. Actionaid promote women’s rights, the organization worked on women’s participation in leadership and decision making, violence against women and girls. To conclude, the contributions of NGOs to development cannot be over emphasized since it deals with major aspects of development like education, agriculture, economic, healthcare, provision of relief items and human rights

Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.

At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, Page 8.

Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.

At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.

In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.

Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illustrated Guide, Page 36.

With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.

Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight back’ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.

With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.

With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve months, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.

Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.

With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into much more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.

At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.

With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp ‘can hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.

Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.

At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.

With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.

With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.

At two and a half years children with their gross motor development can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.

Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what…? ’ or ‘who….? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor development they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.

With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.

Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Child Development An Illustrated Guide, Page 79.

At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.

With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.

Also may state their full name and address ‘can state their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.

In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Development An Illustrated Guide, Page 96.

At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.

With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily developing literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.

At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.

With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represent sky’, Child Development An Illustrated Guide, Page 111.

They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.

He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what it is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.

The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.

The third principle is ‘Development begins with uncontrolled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.

A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick ‘yes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.

The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.

The observer sits away from the child and does not get involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.

It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.

We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.

Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.

In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting not take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.

The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they’re up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observations on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.

My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC practises these skills every day.

When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.

With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.

This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.

She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Because there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.

Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.

The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.

We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.

Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pass onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.

Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.

Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.

Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.

Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became widely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.

His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’.