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Running Head: DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE Diploma in Early Childhood Education and Care
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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE1 Contents Assessment 1...................................................................................................................................2 Assessment 2...................................................................................................................................6 References......................................................................................................................................15
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE2 Assessment 1 1.Vygotsky’s social development theory introduced two major principles that the cognitive development is limited to a specific extent at any age of the individual and that the full cognitive development of the individual requires social interaction. The curiosity present in young children leads them to get actively involved in learning and the development and discovery of new understandings/schema leading to their social development. According to Vygotsky, the development takes place after social learning. Also, the theorists provide that each and every function related to the cultural development of the child appears twice, firstly on the social level and secondly on the individual level. The first one takes place inter- psychologically i.e. between people and then intra- psychologically i.e. inside the child (Daniels, 2016). 2.Vygotsky’s theory in relation to language development is based on constructivist learning theory, which provides that knowledge is acquired by the children as a result of engaging in social experiences. With the help of social and language interactions, younger and less experienced members are taught by the older members regarding values, skills and knowledge. The theory refers to the words as signals. The intellectual development of the child is crucial for the language development. The interaction with the environment assists the child in developing private and inner speech (Learning Theories, 2019). It will impact my practices as an educator by guiding me to engage the children in a secondary signal system in which objects and ideas are represented by the words. Furthermore, it will require leading the child through the process of guided discovery and addressing their learning potential. This is due to the fact that the language learning process occurs in the form of give and take (Minick, 2017). 3.ZPD stands for zone of proximal development and the Vygotsky’s theory is dependent on the idea that the potential for cognitive development is dependent upon ZPD. ZPD can be defined as the difference between what a learner can do without any help and what they can’t do. According to the theory, the example of an adult is followed by the child and therefore,
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE3 ability is developed within the child for performing certain tasks without help (Fernández, Wegerif, Mercer & Rojas- Drummond, 2015). While performing the role of an educator, it will impact the role as it will require offering experiences to the children, which will assist in encouraging and advancing their individual learning like strategies and skills. This is due to the fact that an example of the adults is followed by the children which, in turn, gradually leads to the development of their ability to perform certain tasks without assistance or help. 4.According to Eric Erickson, eight stages are passed by an individual from birth to late adulthood as follows: Trust vs Mistrust (0- 12 months) - This stage leads to the development of trust by the child towards the caregiver. The successful development of trust provides confidence to the child, on the contrary, if trust cannot be developed then the child start feeling insecure in the world. Autonomy vs Shame and Doubt (1- 3 years) - The child develops independence in this stage by eating on their own, and walking away from their mothers. If the independence of the child is supported then it provides them self-esteem and confidence. Low self- esteem and lack of confidence is a result of controlling the independence of the child (Coleman & O' Hanlon, 2017). Initiative vs Guilt (3- 6 years) - This stage leads the child to plan activities and starts to hang out with other kids. Encouragement in this stage makes them feel secure about leading others and decision making while, they develop a sense of guilt and become followers if they are discouraged. Industryvsinferiority(6topuberty)-Thisstageleadsachildtofeelprideforthe accomplishments. Encouragement at this stage makes them feel confident in their abilities and discouragement leads them to doubt their abilities. Identity vs Role Confusion (during adolescence) - This stage makes an individual independent. Encouragement at this stage provides confidence and they form an identity. Discouragement leads the child to have confusion about their identity. Intimacy vs. Isolation (young adulthood) - In this stage, the individual explore the possibilities of relationships. Success in it makes them feel safe and intimate with the partner or else they feel isolated and lonely.
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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE4 Generativity vs Stagnation (middle adulthood) - individuals form a career, family and future in this stage. Success makes them feel production while failure leads to despair (Knight, 2017). Ego Integrity vs Despair (late adulthood to old) - At this stage, the individual retires and looks back on the accomplishments. Accomplishments allow forming integrity while dissatisfaction leads to despair (Zalenski & Raspa, 2016). 5.Social skills can be defined as the skills required for the purpose of interacting adaptively in the cultural environment. The emotional health and well- being of the child is also impacted by social skills. Social development can be defined as the process with the help of which a child learns the manner of interacting with the people around them. The social skills acquired by the child from the family involve behavior patterns and the educational styles (Craig, Brown, Upright & DeRosier, 2016). The style of upbringing of the parents impacts the social skills of the child to a great extent. Peer groups also have an influence on the social developmentofthechildthroughfriendshipswithdifferentsortofpeople.Someare hyperactive and aggressive while some are lonely and shy. Such friendships impact the social development of the child (Lewallen & Neece, 2015). Social development is impacted through the readiness of cooperation. By way of developing the skills for communicating with others in an effective manner, the children are capable of perceiving their own individuality within the community (Scanva, 2019). 6.Attachment can be explained as the strong willingness for seeking proximity and contacting with a specific figure and doing so in particular situations especially in case of tiredness or illness. Temperament is a neurobiological element of a person that varies from person to person in self-control, sociability and emotions (Keogh, 2018).Attachment impact the interactions with the child as it allows them to rely on people and trust them which is often evident from the interactions, otherwise they experience a difficulty in getting along with people and suffer from the inability to develop sense of trust or confidence in others. If a child is not attached with someone or is in unfamiliar environment with a stranger then they do not feel secure. Temperaments often results in frustrations and even in conflicts while interacting with the child. Temperament can also contribute towards the patterns of adjustment of the children over a period of time.
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE5 7.Obedience and Punishment Orientation (Stage 1) - This stage provides that the focus of the individuals is on the direct consequences of their actions on them. It is often referred to as obedience and punishment orientation. For example, if an action is regarded to be morally wrong due to the fact that perpetrator is punished; the punishment for the act is dependent on how “bad” the act is perceived to be. Instrumental Orientation (Stage 2) -This stage is often referred to as the instrumental orientation. This stage is driven by self-interest and therefore the individuals define the right behavior by what is believed to be in their best interest and do not give importance to relationships with the group of people and one’s reputation. As a consequence, intrinsic respect and loyalty does not act as the basis for the concern for others. 8.Following are the four stages of cognitive development provided by Piaget’s theory: The Sensorimotor stage (Birth to 2 years) - This stage takes place from birth to 2years of the child.Duringthisstage,knowledgeisacquiredbytheinfantsandtoddlersthrough manipulating objects and sensory experiences. The child further realizes that their actions are capable of causing the things happen in the world. The entire experience of the child occurs with the help of basic senses, reflexes and motor responses (Resnick, 2017). The Preoperational Stage (2- 7 years) - During this stage, kids struggle while taking the perception of other people and comes across the idea of constancy. The children become egocentric, think symbolically learn using pictures and words for representing objects. Also, they get better with thinking and language, however, things still appear to them in very concrete terms (Demetriou, A., Shayer & Efklides, 2016). The Concrete Operational Stage (7- 11 years) - Logical thinking of the children begin at this stage along with the understanding of the concept of conservation. Changes in thinking of the child take place and it becomes more organized and logical but can still be regarded as concrete. The use of inductive logic can also be noticed among children (Bada & Olusegun, 2015). The Formal Operational Stage (12 and up) - At this stage, the teens starts thinking abstractly and reason regarding hypothetical problems. This stage often leads to the increase in logic and the capability of using deductive reasoning. Teens start thinking regarding moral, ethical, social,
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE6 philosophical and political issues which needs abstract and theoretical reasoning (Bjorklund & Causey, 2017). 9.Following are the seven functions of language- Instrumental- It is when language is used by child for expressing the needs. For example, “want juice” Regulatory- This is when language is used to tell others what to do. For example, “Go away” Interactional- This language is used for making contacts and relationships with others. For example, “love you Mummy”. Personal- It is the use of language for expressing opinions, feelings and individual identity (Gregory & Carroll, 2018). For example, “Me good girl”. Heuristic- It is the use of language for gaining knowledge regarding environment. For example, “What is the tractor doing?” Imaginative- Here language is used for telling jokes and stories and for creating an imaginary environment. Representational- it is the use of language for conveying information and facts. Assessment 2 1.Cephalocaudal- The cephalocaudal principle describes the general pattern of motoric and physical development followed from infancy to toddlerhood and in early childhood where head- to -toe progression is followed by development which implies that the physical control of the head is firstly achieved by the child and then it moves towards the arms and lastly to the legs. Proximodistal- This principle is also responsible for describing the development direction. The principle provides that the development proceeds from the center of the body outwards. The development of spinal cord takes place before outer parts of the body. Before hands, arms of the child develop and finger and toes develops before hands and feet. Toes and finger muscles are the last to develop in the physical development. Orthogenetic- This principle provides that development takes place from the state of lack of differentiation and relative globality to a state of increasing articulation, differentiation and hierarchic integration. A human firstly starts in the form of a single cell and becomes billions of specialized cells such as liver cells and blood cells after the growth. Such differentiated cells
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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE7 become more integrated and organized into functioning system in the body such as the brain or the digestive system. 2.Physical development involves the development of control over the body, specifically physical and muscles coordination. It is linked with social development as it provides children with an ability that allows them to explore and interact with the world around them. Slowly and gradually, physical development also results in the development of the intellectual, emotional, cognitive and social capabilities of the human beings which is often termed as psychological development. Physical development cane be experienced as the result of proper nutrition which also keeps a child healthy mind and psychologically and allows him to interact socially. After a child becomes physically developed, he/ she is allowed to go outside to become more social with peers and friends (Berk, 2017). 3.Memory can be defined as the retention of information over time for influencing the actions of the future. Attention assists in maintaining thought, perception and behavior despite distraction. It supports cognitive development as it increases the capacity of taking information with the passage of time and increases attention span and memory storage (Lind, 2017).Perception can be defined as the ability of capturing, processing and actively making the sense of information that are received by the senses. Problem solving allows perceiving, thinking and gaining the understanding of the world and including decision making. Concept development refers to the understanding of what is needed for making sense of the world. Mental representation is the hypothetical internal cognitive symbol through which external reality is represented.All these points leads to cognitive development of an individual as they are responsible for constructing the thought processes including decision making, problem solving and remembering. All these terms can also be regarded as the cognitive processes which allow an individual to adapt itself to the environment (Bjorklund & Causey, 2017). 4.Language can be defined as the way utilized for the purpose of communicating with each other through the use of sentences, words, syntax and grammar. On the contrary, cognition can be described as what we think, how we think and why we think.The cognitive development is
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE8 linked with all the aspects of development as the child starts to explore the world around him. The development of language and communication skills is a part of it as the child starts to interact with the people around him. After the acquisition of language by the children, they do not go through the set series of stages. Rather, their interaction with cultural norms, adults and environmentalcircumstancesareresponsibleforthecognitivedevelopment.This interrelationship is evident from certain circumstances such as promotion of concept learning fromlanguagelearningalongwiththeenhancementofspatialreasoning.Thelanguage development is therefore regarded as the result of general cognitive mechanisms which are determined with the help of biologically programmed processes (Nelson, 2017). 5.Babbling- This stage takes place between birth and the 11 months of age of the child. This is when they start producing and recognizing sounds and such sounds are universal. It is not necessary that the human infants are upset or excited during babbling. This implies that the babbling can also be spontaneous when they are emotionally calm (Prieto & Esteve- Gibert, 2018). Holophrastic- This stage is often known as one word stage which occurs between 11 months of age to 1.5 years of age. The children produce small isolated words during this stage along with many sounds. For example, mama, dada, etc. This is the stage when the child is capable of communicating complex ideas with the help of simple fixed expressions and single words (Ortega, 2016). Two-word Sentences- This stage occurs when the child starts using two word utterances and this continues till the age of 2.5 years. It is in the form of noun- verb or noun- noun. For example, “doggie bark”. This stage may often lead to confusion among the listeners regarding what the child is trying to say. Such confusions are the result of lack of knowledge in the child regarding tenses and plurals. Telegraphic Sentences- This stage is before a child can speak fluently and occurs around the age of 2.5 years and continues till fluent language skills are acquired by the child. For example, “what that?” this stage is referred to as telegraphic stage due to the fact that the sentences produced during this are similar to information used for the purpose of telegrams. Joined Sentences- This stage allows the child to make the use of joined sentences. It takes place by age 3 when they start using more structured sentences. For example, “Put sock on foot”.
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE9 Overgeneralizations- In the last stage, they are even capable of applying grammatical rules in their sentences. Overgeneralization can be defined as the implementation of grammatical rules by the child in the sentences. For example, young child use “foots” and after overgeneralization they use feet. 6.Experiences that lead to the development of talking skills are narrating the day as it evolves and reading to the child, telling stories and enjoying music together. The children should also be assisted in the building of the language skills. Listening skills can be developed by asking the child to repeat the instructions, reading stories to them, allowing them to identify sounds. The active listening skills of the child should be developed through asking him to maintain eye contact. The child should also be allowed to ask questions to resolve the confusions and queries (Stone, Silliman, Ehren & Wallach, 2016). The use of picture books can be made for promoting visual literacies in child. With the help of developingvisualliteracy,thecriticalthinkingofthechildwillautomaticallyimprove. Moreover, the visual literacy of the child can also be developed with the help of seeing images on paper, in film and on TV. For technologically related literacies, the child should be made aware regarding the use and working of particular tools along with enhancing their critical thinking capacity. Their queries should be resolved relating to the use of technology so that their knowledge does not go in the wrong direction. The literacies of popular culture is developed among children with the help of their experiences in computer games, television, film and other cultural texts. Books on the popular culture can also make a child aware regarding the popular culture (August & Shanahan, 2017). Functional literacy can be defined as the capability for managing the employment and daily living tasks for which reading skills are required beyond the basic level. Functional literacy can be promoted reading aloud and taking turns for reading the book or maps. The child should be assisted in focusing on the actual meaning of the images and individual words. Ecological literacy can be defined as the capability for understanding the natural systems which creates the possibility of life on earth. Ecological literacy can be developed in a child by teaching him to recycle the waste at home.
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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE10 Literacies other than English can be developed with the help of adopting one parent one language strategy so that the child gets to know about the languages (Saville- Troike & Barto, 2016). 7.Maintaining child’s first language is crucial for learning as it allows valuing the culture and heritage which, in turn, contributes towards a positive self- concept. Moreover, the first language of the child is crucial for his or her identity (Saxton, 2017). In other words, the first language is considered to be the part of social, personal and cultural identity. It also assists in the educational development. This is due to the belief that the children who continue to develop their first language are expected to have higher academic achievement in the later years as compared to the students to learn English rather than their first language (Liu, Wu & Ming, 2015). Also, the proficiency in first language provides an excellent foundation for learning a second language. Moreover, reading in the first language can perform the function of accelerating the development of reading ability in other languages as well. The child is also able to strengthen its cultural identity along with family ties through the use of first language. If the first language is maintained in the early stages of the childhood, the horizons are broadened for the future of the child as it provides them with better employment opportunities due to their fluency in the first language (Ambridge, Kidd, Rowland & Theakston, 2015). 8.In consultation with the parents, I would like to seek community resources for the purpose of working on this process so that exposure can be provided to the first language of their child in social settings outside their home. It will be kept in mind that the development of the literacy skills in the first language should start early and at home. The parents can also go for reading to their child in their first language from the early age. It should further be ensured that enough comprehensible input is received by the child in the first language such that it can be maintained and further developed. The best language learning by the children takes place from the people who are able to speak it well and often. The parents can assist the children in learning the first language by helping them in naming actions, objects and feelings, reading and telling stories, playing together, singing rhymes and songs and talking about what they are seeing, doing and hearing. The child will soon adopt the first language as a result of hearing it all day (Ambridge, Kidd, Rowland & Theakston, 2015).
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE11 9.Multi-lingualism can be defined as the use of more than one language by the speakers. The multi- lingual practices could be put in place by making the child read books on multilingualism. One parent one language strategy can also be adopted as a part of the multi- lingual practices. Formal schooling is also a strategy for raising multi- lingual children due to the influence of the peer groups. The presence of siblings also influences the language policy of the family. The parents should try to relate with the child while they are juggling with the diverse languages. The children should also be exposed to the books, music and TV shows such that the interest and knowledge in a particular language can be developed. This will offer practical support to the child while learning diverse languages. The parents should also appreciate the intrinsic value and instrumental of learning the new language. Furthermore, the parents should also teach the child regarding code- switch between diverse languages. Code switching can be regarded as the language phenomenon where two or more languages are alternatively spoken by the speaker in the context of single conversation (Slavkov, 2017). 10.Self-esteem refers to the extent to which we approve, accept or like ourselves or the extent to which we value ourselves. Self-concept can be defined as the combination of self-esteem, self- image and the ideal self. The key difference between these two terms is the addition of feelings. Self-concept is simply regarded as the informational side of things where the facts are already known about our own selves. On the other hand, self-esteem is about how a person feels about those things which are already known, whether it is enjoyed by the person or appears to be annoying. In other words, self- esteem evaluates a person on the basis of who you are while self- concept does not do so. Self- concept is considered to be a more cognitive concept regarding self and on the contrary, self- esteem is more about the evaluation of one’s self. The difference in the two terms lies in the definition of the two terms which provides that self- concept is the idea of self which is constructed from the responses of others and the beliefs held by a person about himself.On the other hand, self- esteem is regarded as the emotional evaluation of self- worth by an individual in a subjective manner (Fennell, 2016). 11.The presence of self-concept within children can be noticed right from their birth but it is further influenced by factors such as environmental experiences along with own social, cognitive and
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE12 motor skills which are achieved through the formative years of childhood. Factors shaping self- concept of children also include innate temperament, interpersonal interaction with people and affectionate caring response of the parents towards the children. It further involves external influences such as peer group, school and society. On the other hand, the factors influencing the self- esteem of the children involve their physical appearance, academic and athletic performance and behavior. Also, if their opinion is valued and they are encouraged to participate, their self- esteem improves. Further, if they are allowed to try and fail and motivated for improvement, their self- esteem gets influenced. Parents are also an important factor that influences the self- esteem of a child by paying attention to how they express love, communicate and can encourage their socialization and independence (Crocker & Park, 2004). 12.The experiences that could foster self- esteem and self- concept in a child are by demonstrating sincere affection and interest. This can be done by discussing the topics of interest with child and finding appropriate information and resources for extending that interest. It further involves accepting the right of the child to be different. Moreover, the efforts of the child should be acknowledgedbothverballyandnon- verbally.Otherexperiencesinvolveencouraging initiative, interactive properly and encouraging independence. Self- esteem is encouraged among the children if they are loved and accepted as they are. They can also feel confident if they are provided with the rules and structure that provides them opportunities for making choices for them and make them independent. Self- concept can be fostered with the help of assisting the children in setting reasonable goals and evaluating realistically. They should further be encouraged to praise themselves. Parents can enhance the self- concept of their children by way of showing faith in their abilities and goodness. Therefore, these concepts assists the child by providing them the needed confidence in their in their own abilities and goodness (Gurney, 2018). 13.Culture can be defined as the belief and behavior characteristics of a specific community, society or ethnic group (Saxe, 2015). Culture plays an important role in the experiences that an individual comes across during the lifetime because it acts as the environment which allows such experiences to take place.The ways in which the culture influences a child’s self-concept
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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE13 include affirming confidence, assertiveness and independence provided to them. Qualities such as being sensitive to others, showing respect for others, exhibiting humility, learning by observing also contributes towards positive self- concept of the child. The culture adopted in the school also has a strong influence on the self- concept of a child. Moreover, the cultural backgrounds of the family, community and classroom also create an impact. The influence of culture on the self- concept can be positive or negative depending upon the culture type that one has brought up in. Furthermore, the differences in the cross- temporal and cross cultural behavior may occur as a consequence of differences in the concepts of the people (DeMarree & Bobrowski, 2017). 14.Empathy is displayed by children by showing concern or trying to comfort others who are angry or sad. Empathetic children perform better in school, in their adult careers and in social situations. Self- control is portrayed by children when they give up something they want for something they want more. This further allows them to have control over their emotions and impulses (Kang, Li, Geng & Zhang, 2016). Cooperation is visible in the activities of the child when they assist others with enthusiasm and reduce resistance. Such children are encouraged for working together with other people and have developed an ability to resolve the problems. Assertion is shown by a child when he is ready to make a distinction between good and bad and says a clear no for the bad things. They show their sensitivity for certain situations and make the use of necessary techniques for defending themselves. Children become responsible when they start caring for their home, family and themselves. They further contribute to the family life and learn the skills which can be used by them in their adult lives such as cleaning, preparing meals, keeping a garden and organizing, etc. Communication skills are noticeable among children when they communicate with their loved ones are able to get their needs met. Basic communication skills portrayed by a child also involve ability of maintaining an eye contact while talking, no interruption in an ongoing conversation and speaking properly and clearly (Liberman, Woodward, Keysar & Kinzler, 2017).
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE14 15.The experiences that can enhance the development of empathy in children are perspective taking, emotional sharing and empathetic concern. It has been noticed in our service that such experiences have led to the learning of children for showing more responsiveness and caring (Davis, 2018). For the development of self- control among children, routines can be established for them along with talking to them regarding the behaviors that are important. It has been noticed that it will help the child in knowing that it is the time to follow the expectations (Duckworth & Steinberg, 2015). The child should be allowed to cooperate by taking turns such that this experience provide them the opportunity for feeling the pleasure of accomplishing something as a team. Furthermore, for the purpose of enhancing assertion, social skills should be developed in the child. It has been noticed that such child are able to communicate calmly, clearly and respectfully. Also, they show consideration for the interests and feelings of their peers. Moreover, for the development of the sense of responsibility, the children should be allowed to face the consequences of their actions along with developing a sense of empathy. It has been noticed that such experience creates positive self- efficacy and teach decision making and responsibility to children. When child experiences a response towards its gestures, sounds and looks, it assists in the development of these skills (Schmidtz, 2017).
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