Unit 2- the Developing Child

Unit 2 Assignment- The developing child D1 The expected social stage of social development for a 4 year old is that they are more aware to talk to knew people than when they were the age of 3; the children are more friendly and caring towards others. Children are a lot more confident in these ages. D2 The expected social stage of development for a 5 year old is, her or she is becoming very co-operative and engages in conversation. A 5 year old can speak clearly and use different connectives properly in a sentence. Children can also start to choose their own friends.

By the end of age 5 children want to please friends, agree to rules and enjoy dancing and singing. D3, D4 One method of observation and recording social development of a child aged 5 could be ‘structured recording’. Structured recording is where you observe a child independently whilst they’re playing, learning, or participating in an activity and following their progress by following a basic tick/check list. It involves looking for particular skills or behaviour that they can either do or cannot. D5 Many factors may affect the way children express their social development.

The factors could be, environmental risk factors such as living in an unsafe community, receiving care within a low-quality child care setting, lack of resources available in the community or lack of policies supporting children and families. D6 Snack and meal times can support social development in many ways, for example children learn how to co-operate with one another, they learn how to share with one another for example passing the food bowl around or taking turns, children can also make new friends by sitting near someone they don’t know and interacting with them.

This is supporting the child to develop in their social skills. D7 Diversity is an understanding and excepting that all children are different. It is showing that everyone is diverse, and that everyone has different wants and needs. Inclusive practise is when all children, no matter how diverse, are included in the same activity and don’t get left out; however the practitioners help adjust activities to help meet the individual needs of others, whilst making them feel like they can do anything with another child no matter their ability.

B1 As a practitioner, In order to help the child going through this transition you need to find out as much information as you can, you may do this via parents or career. To support the child through this transition make sure the child understands that everyone will go through the same changes, but that they happen earlier in some children and later in others. Encourage children to take part in regular physical or social activities and give them openings to discuss with you any worries or concerns. B2

Collecting information be carrying out observations on children needs to be seen as the starting point rather than the end point. The next step is to evaluate the information although the way in which you might do this may vary. As a practitioner, you might evaluate the observations and a learning tool for your own professional development and feedback your thoughts to your supervisor. As a practitioner, observations might be evaluated so that information can be passed on to your parents and more importantly, so that you can plan more effectively for the child’s needs and interests.