Diploma in Early Childhood Education and Care

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Running Head: DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Diploma in Early Childhood Education and Care

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE 1
Contents
Assessment 1...................................................................................................................................2
Assessment 2...................................................................................................................................6
References......................................................................................................................................15

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE 2
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 CARE 3
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.
Industry vs inferiority (6 to puberty) - This stage leads a child to feel pride for the
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.

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE 4
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
development of the child through friendships with different sort of people. Some are
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 CARE 5
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. During this stage, knowledge is acquired by the infants and toddlers through
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 CARE 6
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

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE 7
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 CARE 8
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
environmental circumstances are responsible for the cognitive development. This
interrelationship is evident from certain circumstances such as promotion of concept learning
from language learning along with the enhancement of spatial reasoning. The language
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 CARE 9
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
developing visual literacy, the critical thinking of the child will automatically improve.
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.

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE 10
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 CARE 11
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 CARE 12
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
acknowledged both verbally and non- verbally. Other experiences involve encouraging
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

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE 13
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 CARE 14
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).

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE 15
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