Child Development The Early Years Overview
Child DevelopmentOverviewThese summaries highlight the more importantaspects of child development in each of the sixstages of the EYFS. Further information can be foundin the Principles into Practice cards, in the Learningand Development sections on the CD-ROM and in thelinked Early Support materials which give more detailon the areas of Learning and Development.Birth–11 months uring this period, young children’s physical development is veryDrapid and they gain increasing control of their muscles. They alsodevelop skills in moving their hands, feet, limbs and head, quicklybecoming mobile and able to handle and manipulate objects.They are learning from the moment of birth. Even before their firstwords they find out a lot about language by hearing people talking,and are especially interested when it involves themselves and theirdaily lives. Sensitive caregiving, which responds to children’s growingunderstanding and emotional needs, helps to build secure attachments tospecial people such as parents, family members or carers. Regular, thoughflexible, routines help young children to gain a sense of order in the worldand to anticipate events. A wide variety of experience, which involves allthe senses, encourages learning and an interest in the environment.The Early YearsFoundation StageBroad phases of developmentAll children are different and to reflect this age ranges havebeen overlapped in the EYFS to create broad developmentalphases. This emphasises that each child’s progress isindividual to them and that different children develop atdifferent rates. A child does not suddenly move from onephase to another, and they do not make progress in all areasat the same time. However, there are some important ‘steps’for each child to take along their own developmental pathway.These are shown on the areas of Learning and Development inthe sections Look, listen and note and Development matters.There are six broad developmental phases.8–20 monthsAs children become mobile new opportunities for explorationand exercise open up. A safe and interesting environment, withage-appropriate resources, helps children to develop curiosity,coordination and physical abilities. This is a time when childrencan start to learn the beginnings of self-control and how to relateto other people. In this period children can be encouraged todevelop their social and mental skills by people to whom theyhave a positive attachment. Building on their communication skills, childrennow begin to develop a sense of self and are more able to express theirneeds and feelings. Alongside non-verbal communication children learna few simple words for everyday things and people. With encouragementand plenty of interaction with carers, children’s communication skillsgrow and their vocabulary expands very rapidly during this period.
16–26 months22–36 monthsChildren in this phase are usually full of energy and need carefulsupport to use it well. Growing physical strengths and skills meanthat children need active times for exercise, and quiet times forcalmer activities. Playing with other children is an important newarea for learning. This helps children to better understand otherpeople’s thoughts and feelings, and to learn how to cooperatewith others. Exploration and simple self-help builds a sense ofself-confidence. Children are also learning about boundaries andhow to handle frustration. Play with toys that come apart andfit together encourages problem solving and simple planning.Pretend play helps children to learn about a range of possibilities.Adults are an important source of security and comfort.Children’s fine motor skills continue to develop and they enjoymaking marks, using a variety of materials, looking at picturebooks and listening to stories, important steps in literacy. Self-helpand independence soon emerge if adults support and encouragechildren in areas such as eating, dressing and toileting. Praise fornew achievements helps to build their self-esteem. In this phase,children’s language is developing rapidly and many are beginningto put sentences together. Joining in conversations with children isan important way for children to learn new things and to begin to think about past,present and future. Developing physical skills mean that children can now usuallywalk, climb and run, and join in active play with other children. This is an importanttime for learning about dangers and safe limits.30–50 months40–60 monthsAn increased interest in joint play such as make-believe,construction and games helps children to learn the importantsocial skills of sharing and cooperating. Children also learnmore about helping adults in everyday activities and finding abalance between independence and complying with the wishesof others. Children still need the comfort and security of specialpeople. Close, warm relationships with carers form the basis formuch learning, such as encouraging children to make healthy choicesin food and exercise. At this stage children are becoming more aware oftheir place in a community. Literacy and numeracy can develop rapidlywith the support of a wide range of interesting materials and activities.Children’s language is now much more complex, as many become adeptat using longer sentences. Conversations with adults become a moreimportant source of information, guidance and reassurance. uring this period children are now building a stronger sense ofDtheir own identity and their place in a wider world. Children arelearning to recognise the importance of social rules and customs,to show understanding and tolerance of others, and to learnhow to be more controlled in their own behaviour. Learning andplaying in small groups helps to foster the development of socialskills. Children now become better able to plan and undertakemore challenging activities with a wider range of materials formaking and doing. In this phase children learn effectively in sharedactivities with more able peers and adults. Literacy and problemsolving, reasoning and numeracy skills continue to develop.Children’s developing understanding of cause and effect isencouraged by the introduction of a wider variety of equipment,media and technologies.ISBN 978-1-84478-886-600012-2007DOM-EN Crown copyright 2007Child Development Overview
The Early Years Foundation StageThe Early YearsFoundation StagePrinciples into PracticeThe four Themes of the EYFS are:A UniqueChildThese fourThemes expressimportant Principlesunderpinning effectivepractice in the care,developmentand learning ofyoung Learning andDevelopmentEach Principleis supported byfour Commitmentswhich describehow the Principlecan be putinto practice.The four Principles of the EYFS are:Every child is acompetent learnerfrom birth who canbe resilient, capable,confident andself-assured.Children learn to be strongand independent from abase of loving and securerelationships with parentsand/or a key person.The environment playsa key role in supportingand extendingchildren’s developmentand learning.Children develop andlearn in different waysand at different ratesand all areas of Learningand Development areequally important andinter-connected.
The Early Years Foundation Stage: Themes and Commitments1.1 ChildDevelopment abies and children develop inBindividual ways and at varying rates.Every area of development – physical,cognitive, linguistic, spiritual, socialand emotional – is equally important.1.2 InclusivePractice he diversity of individuals andTcommunities is valued and respected.No child or family is discriminatedagainst.1.3 KeepingSafe oung children are vulnerable.YThey develop resilience whentheir physical and psychologicalwell-being is protected by adults.PositiveRelationships2.1 RespectingEach Other very interaction is based on caringEprofessional relationships and respectfulacknowledgement of the feelings of childrenand their families.2.2 Parentsas Partners arents are children’s first and mostPenduring educators. When parents andpractitioners work together in early yearssettings, the results have a positiveimpact on children’s developmentand learning.2.3 SupportingLearningEnablingEnvironments3.1 Observation,Assessment and Planning abies and young children are individuals first,Beach with a unique profile of abilities. Schedulesand routines should flow with the child’s needs.All planning starts with observing children inorder to understand and consider their currentinterests, development and learning.3.2 Supporting 3.3 TheLearningEnvironment Warm, trusting relationships withknowledgeable adults supportchildren’s learning more effectivelythan any amount of resources. 1.4 Health2.4 Key3.4 The Wider Children’s health is an integral partof their emotional, mental, social,environmental and spiritualwell-being and is supportedby attention to these aspects. A key person has specialresponsibilities for working witha small number of children, givingthem the reassurance to feelsafe and cared for and buildingrelationships with their parents.andWell-beingPersonISBN 978-1-84478-886-6Every Child he environment supports every child’sTlearning through planned experiencesand activities that are challengingbut achievable. rich and varied environment supportsAchildren’s learning and development.It gives them the confidence to exploreand learn in secure and safe, yetchallenging, indoor and outdoor spaces.Context orking in partnership with otherWsettings, other professionals and withindividuals and groups in the communitysupports children’s development andprogress towards the outcomes of EveryChild Matters: being healthy, staying safe,enjoying and achieving, making a positivecontribution and economic well-being.00012-2007DOM-EN Crown copyright 2007Learning andDevelopment4.1 Playand Exploration hildren’s play reflects their wide rangingCand varied interests and preoccupations.In their play children learn at theirhighest level. Play with peers isimportant for children’s development.4.2 ActiveLearning hildren learn best through physicalCand mental challenges. Active learninginvolves other people, objects, ideasand events that engage and involvechildren for sustained periods.4.3 CreativityandCritical Thinking hen children have opportunities to play withWideas in different situations and with a varietyof resources, they discover connections andcome to new and better understandingsand ways of doing things. Adult support inthis process enhances their ability to thinkcritically and ask questions.4.4 Areasof Learningand Development he Early Years Foundation Stage (EYFS)Tis made up of six areas of Learning andDevelopment. All areas of Learning andDevelopment are connected to oneanother and are equally important. Allareas of Learning and Development areunderpinned by the Principles of the EYFS.When you have finished withthese cards please recycle them80%These cards are printedon 80% recycled paperST IVES 05-2008 R1A UniqueChild
A Unique Child1.1The Early YearsFoundation StageChild DevelopmentBabies and children developin individual ways and atvarying rates. Every areaof development – physical,cognitive, linguistic, spiritual,social and emotional,is equally important.A skilful communicatorChild development Everychild is a unique individual with their owncharacteristics and temperament. Development is a continuous, complex interaction ofenvironmental and genetic factors in which the body,brain and behaviour become more complex. Babies and children mature at different rates and atdifferent times in their lives. Babiesand children are vulnerable and become resilientand confident if they have support from others. Early relationships strongly influence how childrendevelop and having close relationships with carersis very important. Stay Sa f e Be H ea lt h y Babiesare especially interested in other people and incommunicating with them using eye contact, crying,cooing and gurgling to have ‘conversations’. Babiesand children are sociable and curious, and theyexplore the world through relationships with others andthrough all their senses. Babies and children develop their competence incommunicating through having frequent, enjoyableinteractions with other people, in contexts thatthey understand. Childrenlearn to communicate in many ways, not justby talking, but also in non-verbal ways such as gestures,facial expressions and gaze direction, in drawing, writingand singing, and through dance, music and drama.A competent learner Every Child Matters En j oy a n d Achi e ve Babiescome into the world ready to learn and areespecially tuned to learn from other people and thecultural and material environment. Play and other imaginative and creative activities helpchildren to make sense of their experience and ‘transform’their knowledge, fostering cognitive development. Language, thinking and learning are interlinked; theydepend on and promote each other’s development. What children can do is the starting point for learning. Childrenlearn better by doing, and by doing things withother people who are more competent, rather than justby being told. Ma k e a P o s itiv e Contr ibu tion Achiev e E conomic Well- B eing
A Unique Child: Child Development – Principle into Practice Understandthe processes involved in babies’and children’s growth, development and learning. Supportbabies and children to develop a positive senseof their own identity and culture, this helps them todevelop a positive self-image. Encourage,listen and respond to babies’ andchildren’s communications, both non-verbal and verbal. Acknowledgethe different ways in which babies andchildren learn, and be aware that learning is a processthat cannot be rushed. Recognisethat babies’ and children’s attitudesand dispositions to learning are influenced byfeedback from others.Challenges and dilemmas Howto meet the differing and competing needs ofevery child, while being ‘fair’ about time spent withindividual children. Listeningcarefully and waiting for a child whogets excited or pauses a lot when they are tryingto communicate, so that they can completewhat they wanted to say. Recognisingand praising effort as well asachievement so that all children develop positiveattitudes to themselves as learners.Reflecting on practiceThink about each child in the group. Consider their: unique development; individual interests; communication style; learning style.How is each child’s individual development supportedthrough all the experiences in the setting?What do I do next?The Early YearsFoundation StageSetting the Standards for Learning, Developmentand Care for children from birth to five00012-2007CDO-ENISBN: 978-1-84478-886-6 Crown copyright 2007ISBN 978-1-84478-886-6OK Media 02-2007KEEP, Key Elements of Effective Practice, DfES Publications, Nottingham (ref 1201-2005 G):Understanding of the individual and diverse ways that children develop and learn. Welfare requirements are explained in full in theStatutory Framework for the Early Years Foundation Stage booklet. CD tatumming eu feumbla feuiscin henisnulput effective Areasof ing and resourcing at different stages are detailedaciliquisse.in thePracticefor theYears FoundationStageG ridscon Guidanceet nit veliquatduisEarlyessectemniat,booklet and on the CD-ROM.conumat, quatueriurerosto iscorperirit lorero EarlySupportinformationavailableonsequississitthe CD-ROModolorerosdelit. and Development.underareas ofnimLearning R esearch and resources are available on the CD-ROM.00012-2007DOM-EN Crown copyright 2007Effective practice
A Unique Child1.2The Early YearsFoundation StageInclusive PracticeThe diversity of individualsand communities is valuedand respected. No child orfamily is discriminated against.Children’s entitlements All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race,religion or abilities. This applies no matter what theythink or say; what type of family they come from; whatlanguage(s) they speak; what their parents do; whetherthey are girls or boys; whether they have a disability orwhether they are rich or poor. All children have an equal right to be listened to andvalued in the setting.Equality and diversity All children have a need to develop, which is helped by exploring and discovering the people and things around them. Some children’s development may be at risk, for example:Early support – children who are disabled and those with special educational needs;– those from socially excluded families, such as the homeless or thosewho live with a parent who is disabled or has a mental illness;– children from traveller communities, refugees or asylum seekers andthose from diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help themtake part in society and develop as an individual, with their own culturaland spiritual beliefs. Practitioners ensure that their own knowledge about different culturalgroups is up-to-date and consider their own attitudes to people who aredifferent from themselves.Every Child Matters Stay Sa f e Be H ea lt h y En j oy a n d Achie ve It is important to identify the need for additional support asearly as possible. Without it children will not get the helpthey need at the right time, in the way that is right for them. Early support for children includes listening to families andtaking part in a sensitive two-way exchange of information. For children with the most severe and complex additionalsupport needs you need to plan jointly with everyone who is in contact with the child. This will coordinate supportand promote learning as effectively as possible. Knowing when and how to call in specialist help is oneimportant element of inclusive practice.Ma k e a P o sitiv e Contr ibu tion Achie v e E conomic Well- B eing
A Unique Child: Inclusive Practice – Principle into PracticeEffective practice Encourage children to recognise their own unique qualitiesand the characteristics they share with other children. Make sure that you actively promote equal opportunities and anti-discriminatory practice, ensuring that all children and families feel included, safe and valued. Ask parents whether there is a need for any special services and equipment for children who may requireadditional support. Support children to make friends and help them to thinkabout what makes a good friend.Reflecting on practiceHow would a family arriving at your setting know that allchildren are welcomed and valued? By observing: information in pictures, words and signs indicating how to get attention? a warm smile and greeting from the receptionist? photographs showing the names of staff? a welcome board showing children and families from a variety of cultures, saying “Welcome” in different languages?Challenges and dilemmas Ensuring the needs of every child are fully met, even whentemporarily you need to spend more time with a child who is new to the setting or whose behaviour is giving rise to concern. signs, symbols, photographs or objects relating to the lives of families who use the setting, for example, a charity event in a nearby park attended by children and families from the setting? Keeping a focus on the child’s needs when a parent also has significant needs. displays showing documentation of children’s play,development and learning? Maintaining records suitable for sharing with colleagues in an inter-agency team while acting as a point of contact for a child and their family. somewhere comfortable to sit?What do I do next?The Early YearsFoundation StageSetting the Standards for Learning, Developmentand Care for children from birth to five00012-2007CDO-ENISBN: 978-1-84478-886-6 Crown copyright 2007ISBN 978-1-84478-886-6OK Media 02-2007KEEP, Key Elements of Effective Practice, DfES Publications
4.2 Active Learning Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods. 4.3 Creativity and Critical Thinking When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and .
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May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
