Language and Communication Development in Early Years

This unit explores the stages of language and communication development in early years, including physical, personal, social, and emotional development. It covers current scientific research, theoretical perspectives, and their impact on the current framework. The unit also provides activities for young children. Course code and college/university not mentioned.

UNIT-14

Table of Contents
MAIN BODY...................................................................................................................................4
Activity One.....................................................................................................................................4
Stages of language and communication development.................................................................4
1.3 Current scientific research relating to neurological and brain development in early years...6
1.4 Current scientific research relating to neurological and brain development in early years
influences practice in early years settings....................................................................................7
2.1 Theoretical perspectives in relation to cognitive development..............................................7
2.2 Theoretical perspectives in relation to cognitive development impact on current
framework....................................................................................................................................8
1.2 Theoretical perspectives in relation to speech, language and communication development
and its current framework............................................................................................................8
1.3 Theoretical perspectives in relation to personal, social and emotional development and its
current framework........................................................................................................................9
2.1 Theoretical perspectives in relation to physical development-............................................10
2.2 Theoretical perspectives in relation to physical development inform current frameworks. 10
2.1 Theoretical perspectives in relation to personal, social and emotional development..........11
2.2 Theoretical perspectives in relation to personal, social and emotional development inform
current frameworks....................................................................................................................11
Activities for young children.....................................................................................................11
Unit 3.9..........................................................................................................................................13
3.1 Learning experience that supports the development of sustained shared thinking in the
children aged..............................................................................................................................13
3.2 Leading a learning experience which supports the development of sustained shared
thinking in children aged: .........................................................................................................13
5.1 The provision for supporting cognitive development in the setting....................................14
Unit 3.10........................................................................................................................................15

3.1 A language rich environment which develops the speech, language and communication of
children in own setting...............................................................................................................15
4.1 Plan an activity which supports the development of speech, language and communication
of children aged:........................................................................................................................15
4.2 Implement an activity which supports the development of speech, language and
communication of children aged: ..............................................................................................16
4.3 Reflect on own role in relation to the provision for supporting speech, language and
communication development in own setting.............................................................................17
Unit 3.11.........................................................................................................................................17
3.1 Plan an opportunity which promotes the physical development of children aged:.............17
3.2 Provide an opportunity which promotes physical development for children aged: ............18
3.3 Reflecting on own role in relation to the provision for promoting physical development in
own setting.................................................................................................................................18
Unit- 3.12.......................................................................................................................................19
3.1 Environment that promotes the personal, social and emotional development of children in
own setting.................................................................................................................................19
4.1 Opportunities which promotes the personal, social and emotional development of children
aged:...........................................................................................................................................19
4.2 Opportunities which promotes the personal, social and emotional development of children
aged: ..........................................................................................................................................20
4.3 Benefits to children’s holistic learning and development when promoting personal, social
and emotional development.......................................................................................................20
4.4 Own role in relation to the provision for promoting the personal, social and emotional
development of children in own setting.....................................................................................21

MAIN BODY
Activity One
Stages of language and communication development
Development signifies the manner in which a child grows and the changes that take
place. The language and communication development of the child can be classified into
five stages.
Pre-production, where the child is normally silent while listening to new words
Early Production, children begin to practice pronouncing new words
Speech emergence, they start to speak in longer sentences and to ask questions
Intermediate Fluency, they speak more fluently and improve their reading and writing
abilities
Advance Fluency, they expand their vocabulary
At every stage, the child reaches various milestones also known as the 'nature of a
stage' which includes mainly four domains that are the communication and speech,
cognitive, physical and personal, social and emotional.
Newborn (0-3 months)
When the newborn reaches to the domain of language and communication, he/she
starts cooing, making eye contact, crying and starts to listen to the voice of another
person.
Physical domain, babies start to move their arms, hands, legs and the head starts to
turn the way in which he/she hears any sound, the eyes of the newborn start to follow
the objects.
Social and the emotional, the newborn starts to smile within 2 or 3 months.
Cognitive, the newborn starts showing interest in the faces he/she recognises and
various objects.
Infant (3-12 months)
The communication and language domain- From the 3 months, the infant starts
babbling with increasing numerous sounds, listens and also might react or respond to
the babbling, learns about the conversations, react to sudden noises. From 7 to 9
months, the infant start recognizing its own name sound, looks at the objects and

people whenever any person name them. From 9 to 12 months, the infant starts
identifying the meaning of 'no', communicate with gestures and use protowo rds.
Physical domain- From six months, the infant have increased control over his legs and
arms, is able to sit, turn and roll over and explores the surrounding. From 7 to 9 months,
he/she starts grabbing objects, crawling and some of them even learn to stand. From 9
to 12 months, he/she has enhanced hands and eye coordination, is able to walk by
holding onto any standing object such as furniture or appropriate equipment.
Social and emotional domain- From 2 months, the infant is able to laugh and cry, able to
identify familiar faces, responds to face expressions and the tone of voice
Cognitive- The infant is able to notice music, drop things, concentrates and adapts to
various learning strategies.
Toddler (1-3 years)
Communication speech- The toddler starts to say the first words, recognizes various
accents and responds to questions. Also he/she can name different objects.
Physical domain- Now, the toddler has a preferable hand, is able to stand and walk a
few steps, crawl and can sit up easily. Moreover, he/she is able to jump, hop and the
walking improves.
Social and emotional domain- It is able to identify self in the mirror, emotions are clearly
visible, have different feelings and becomes more confident with strangers.
Cognitive- He/she can point out the bodily parts while naming them, can solve puzzles,
recognize letters and numbers, knows its own name and starts copying others.
Preschool Age (3-4 years)
Communication and speech- now, he/she can say difficult words, speak in clarity.
Physical- He/she can use a bicycle and other toys, toothbrush and scissors, can walk
up and downstairs, catch a ball, draw a circle, use cutlery.
Social and emotional- Starts participating in sports and games, shows imagination,
convey about feelings, can role-play.
Cognitive- can concentrate and the memory become more improvised.
School Age (4-5 years)
Communication and speech- The child is now able to use more complicated words,
narrate stories, respond to simple questions and recite poems.

Physical domain- He/she is able to dress, eat and wash on his/her own, hold the pencil
and other stationeries, can walk and he/she is able to draw more complicated pictures.
Social and emotional- Eager to start conversations with others, make friends, argue with
other children, display anger, enjoy freedom, use imaginative play.
Cognitive- Knows the difference between right and wrong, learn about the alphabet,
numbers, colours, size, understands words, comparisons and routines.
1.3 Current scientific research relating to neurological and brain development in
early years.
The science behind the initial level of the development of brain can specify in the
form of the investments in the early level of childhood. These concepts help to develop
on the basis of the neuroscience and the behavioural research which help to justify the
reason that child development from the time of birth till five years is the basic foundation
for the developing and flourishing society. The current research signifies that brains are
built over a period of time starting from the bottom to the top and then continues till the
adulthood. The genes and the experience also plays a crucial part in and their
interactive influences also plays an important part.
Moreover, the capacity of the brain starts on decreasing according to age, the
emotional, cognitive and the social abilities are twisted together throughout the course
of life. If there are any toxic stress then it will damage the architecture of the brain which
can adversely affect the mental and physical health.
1.4 Current scientific research relating to neurological and brain development in
early years influences practice in early years settings.
There are also some of the genetic differences that create a modifying effect of
the severe environmental conditions on the neurodevelopment of the child like the
polymorphisms and the catechol-O-methyltransferase type of genes. When the growth
of the fetal is poor which is also used as a highlight point of the adverse intrauterine
environment and also researched on the basis of the prenatal factors on the
development of brain and the behaviour.
Although, there are not many evidence that has been discovered that the long term
changes are constant or persistent. When the brain starts to develop in the first years of
life then it becomes vulnerable to the influences of the environment which means that

the experience that happens during this time period create a lasting impact on the
structure as well as the function of the brain with the help of epigenetic modifications
which will afterwards affect the chances of mental disorders.
2.1 Theoretical perspectives in relation to cognitive development.
The theory of Piaget and Gesell specifies that the development on the intellectual basis
have an outcome from an active, different interplay between the child and his or her
environment and it also states the promotion of the changing development in the
already arranges sequence. He has contributed a lot on the knowledge of the growing
infant and the child. Another theory of Eriksson and Spock stated the development
related to the emotional level in the children in terms of time period.
2.2 Theoretical perspectives in relation to cognitive development impact on current framework.
There are basically four stages of this theory that includes the sensorimotor, pre
operational, concrete operational. There exists different classifications of the Eriksson's
and the Spock's theory findings that are the period of trust, the period of autonomy, the
period of initiative, the period of industry and the adolescence. Also, there is focus on
the practices which are aimed at developing the children like adults in the way of their
thinking. When there is developmental progress then the differences of the individuals
should be accepted.
1.1 Speech- It is basically the sound made when the child is talking, and they learn the
speech in the order of the development and there particular rules which are applies
such the sounds can or can cot initiate words.
Language- It is used when talking with utilizing the words and the sentences while also
developing the proper grammatical skills and also about what is being comprehended.
Communication- It is very necessary as it is important in making and maintaining the
relationships which also involves the comprehension of the manner of interacting and
involving others with the skill to understand the disruptions of the non-verbal
communication.
Speech also has some factors such as the volume, tone, fluency and pitch.
Generally, the children are required to repeat the new words that they hear so that
before they can collect the words on their own. For language development, there are
also some higher level skills that are needed such as the inference and the reasoning

which further involves making eye-contact, using of gestures and expressions and thus
becomes a vital part of the conversation.
1.2 Theoretical perspectives in relation to speech, language and communication
development and its current framework
The theories in relation to the speech, language and the communication development
includes the behavioural theory which means that the language is a collection of verbal
nature which learned with the help of operant conditioning which also includes the
imitation and the practice. Another theory is Nativistic theory which is theory in terms of
biological which means that the language can be transmitted which also includes the
Language Acquisition Device that is a language organ wired at the time of birth into the
brain. Other theories includes the semantic- cognitive theory that focuses on the
relationship between the learning of language and the cognition.
The speech, language and the communication skills are very important for the complete
development of the young children.
To be able to speak in clarity and to hear the sounds, to comprehend and keep up with
others, to be able to express ideas and have an interaction with others is very
necessary for the enhanced building of the development of the child.
Research and findings also suggests that better communication, language and the
education at the young age should be of the utmost importance at of the results at the
schools.
Other theory includes the social-pragmatic theory which takes in account the
communication as the main function or role of the language and emphasizes on the role
of the communicative function of the partner and the interpretation of the partner about
what is being said and the specifies the outcome of the speech action.
Theoretical perspectives in relation to physical development and its current framework
The theory of the Piaget and Gallaher states that the first two years of the child are all
about the functioning at the intellectual level through the sensory and the motor related
experience and it also states that the movement is very necessary for the lives of the
young children which includes some movement related activities like the group
parachute play that have a vast potential for the promotion of the social skills of the
child. The Physical developments can be seen at the early years' foundation stage and

this is all about the area of learning and development. The two important aspects of the
physical developments are the moving and handling and the self care and health. The
social stages of play as stated by Mildred Parten describes that the children can play
together at the age of four. Moreover, there exists a nativist approach that describes that
the children will reach the particular level of the physical development after the ending
of the reception year.
1.3 Theoretical perspectives in relation to personal, social and emotional development and its
current framework
The personal development is totally based on how the children obtain the knowledge
and also on the basis of their individual personal skills, the way in which they think and
the manner in which they perceive themselves. Social development means the way in
which they comprehend themselves in relation to others , the way in which they make
friends, to comprehend the rules of the society and how to behave in front of others.
Emotional development means acquiring the feelings, comprehending them and the
capability to feel empathy for others and also their feelings. The current scenario is
framed in relation to the personal, social and the emotional development on the basis of
factors such as the self-regulation, self- management and building the relationships.
The theory which encourages the importance of having the key worker which can be
trusted is known as the Bowlby's Attachment theory. The theory of mind encourages the
ability of the child to develop and maintain the relationships and recognize and spread
empathy, compassion and a comprehension of others. The Bandura's Social Learning
Theory specifies that children should be given with choice and appreciation so that they
can make a strong self-efficacy.
2.1 Theoretical perspectives in relation to physical development-
Erik Erikson introduces eight particular stages of personality from the time of birth to the
old age. He also developed that the personality introduces throughout the life and the
personality of the individual is constantly moving and always reinventing itself. In
infancy, there is a development of the sense of trust against mistrust which depends
upon the amount and quality of care received. At the age of 2 to 4 years the children is
able to experience freedom and a sense of autonomy. At the age of 4 to 6 years,the
child starts to get control over his or her body. When the child reaches the school age

then the curiosity is encouraged or discouraged it implies an effect on the sense of
industry. At adolescence, there is a sense of identity against the role confusion and at
the time of young adulthood, these people starts to accept themselves as they are
without the fear of feeling of loosing themselves in that particular process.
2.2 Theoretical perspectives in relation to physical development inform current
frameworks.
The theory has had an effect on the current scenario and describes the comprehension
that the children are more able to grasp when are encouragingly grasping and explring
the challenging surroundings. And that the children are more active in the development
of their self learning and the chances that they get to play and explore.
2.1 Theoretical perspectives in relation to personal, social and emotional
development.
The theory of Erik Erikson developed that an individual is motivated by the fact that if he
or she wants to achieve something in their lives. At all and every stage of the
development in this theory from the infant to the late childhood, there is some kind of
conflict or task that needs to be resolved. Hence, when that particular task is completed
successfully then it leads to the feeling of a competition and also a healthy personality
and the unsuccessful completion of it leads to the inadequate feelings of the individual.
According to this theory, the children in the middle childhood becomes very playful and
remain busy and are regularly doing something such as planning, playing and achieving
and eventually become successful in their lives and also get motivated for their future.
2.2 Theoretical perspectives in relation to personal, social and emotional
development inform current frameworks.
The childcare professionals are involved in the work which is necessarily practical and
thus the theory is more useful to the professionals that act as the means of examining
care and through learning the circumstances which involves examining the resources
and their use as a language to brief what is happening. Various simplified discussions
and the experiences shared between these people are the best source of relating the
context related issues to the theoretical concepts.
Activity 3-

Activities for young children
Birth - one year and 11 months-
Activity name – Peekaboo
Placing a toy under the blanket and leaving some part of the toy to be visible. Ask the
baby where the toy is being placed and encourage him or her to find it. If the baby can
not find the toy then the blanket should be removed and be replaced.
Benefit of holistic learning and development-
Connecting with the natural environment- Through this activity, the children can connect
with the natural world around them which also allows them the freedom to explore and
to analyse how their actions fits into the reality.
Two - two years and 11 months
Activity name- Fractions with paper
Take a sheet of paper and cut it into half and then explain to the child how those two
pieces made the whole paper and then cut it into four parts making quarters and
likewise cut it into eight parts. Each time after cutting, collect the papers and show the
child how those pieces can form the original sheet of paper.
Benefit of holistic learning and development-
On the basis of such activity the future activities can be planned which will assist the
child's complete learning, development and his or her well-being. With the help of this
activity the child can get involve in a number of various directions simultaneously and
the child can also explore according to his or her interest.
Three - five years
Activity name- Reading all types of books
Read books of all kinds, pointing out the pictures, information, images and while they
read it, record it for them.
Benefit of holistic learning and development-
The above activity helps in building better relationships and the children are able to get
involve and convey better with other individuals whom they trust and hence build a
positive relationship. It helps them to be open-minded and prove out to be better for
making positive connections and emphasizes on the success. This also fuels motivation

for the learning of their children and offers them the freedom to learn in a creative
manner.
Use of technology in supporting the development of speech, language and
communication.
Technology can encourage the language development of the children if the children
wants to use them while communicating with other children and the adults. Also, the
digital technology encourages the previous years practitioners to enhance their practice
in appreciating the communication, literacy and language of the children. When used in
the appropriate way, technology can be used by the children they can face less face to
face interactions which is help in the advancement of the good language development
by sharing information with the parents of the children they could monitor or track the
activities of their children.
Unit 3.9
3.1 Learning experience that supports the development of sustained shared thinking in the
children aged
0-1 years 11 months
For supporting the sustained share thinking in children, the students are needed to sit in
the class and the teacher need to make the individual student to make him or her stand
on their seat and make them talk with the facial expressions or the actions and doing
other activities like hiding objects and them reappearing them, looking in mirrors which
will enhance the development of the children at the sustained sharing will be improved.
2-2 years 11 months
For supporting the sustainable development in the children firstly, the students need to
interact with the teacher and after that teacher will let the students explore and
experience the things by themselves in the class. They should not be made to sit in a
stable position for a longer period of time. Through this the children will be able to
acquire various learning experiences and be able to exlore.
3-5 years
For supporting the sustainable development in the children,the teacher should engage
the students in the deep discussions asking about their daily life routine, what they eat

in a day, about their friends and given puzzles to sort and arrange the pieces, through
this children will be able to acquire various learning experiences.
3.2 Leading a learning experience which supports the development of sustained shared thinking
in children aged:
0-1 year 11 months
Purpose- a learning experience which supports the development of sustained shared
thinking
Description- The teacher will invite the students to explain their opinions about a
particular topic in the class and then respect their opinions and asking them questions.
This will be done to each student in front of the class.
Resources- Toys, books, objects.
Evaluation- The children will be able to acquire various learning experiences.
2-2 years 11 months
Purpose- a learning experience which supports the development of sustained shared
thinking
Description- The students are provided with some simple topics about their daily life
routines and then asking them various questions and accordingly providing them with
different questions and options to choose from.
Resources- Toys, books, objects.
Evaluation- The children will be able to acquire various learning experiences.
3-5 years
Purpose-a learning experience which supports the development of sustained shared
thinking
Description- The current basic topics must be narrated to the students in the class and
on the basis of that, they must be asked questions like what do you think is happening,
how can you make or create this.
Resources- Toys, books, objects.
Evaluation- The children will be able to acquire various learning experiences.
5.1 The provision for supporting cognitive development in the setting
The ways and the provisions for supporting the cognitive development can be sing-a-
longs by singing along with the child and encouraging them. This can be done by

playing the child's favourite music and then the child may start singing regularly by
himself. Another way is by identifying noises that the child can hear all the day like bird
singing, running water. Practising the alphabet, counting, shapes and colour, offering
choices, asking questions, visiting interesting places, playing with everyday items and
offering different games.
Unit 3.10
3.1 A language rich environment which develops the speech, language and communication of
children in own setting.
For the development of the speech, language and the communication of the children
there must be slowing down and by being present fully in the discussions. Talking to the
children in all the daily activities, following what the child say in every everyday activity
and getting down to the the communication level of the child, watching the child,
interpreting their messages and responding meaningfully, keeping a positive language,
asking questions, offering opportunities, investing in quality toys, staying active and
limiting the screen time.
4.1 Plan an activity which supports the development of speech, language and communication of
children aged:
0-1 year 11 months
Purpose- supporting the development of speech, language and communication of
children
Description- The teacher must encourage the child to make the vowel and consonant like
sounds such as the ma, da, ba by first saying it by oneself and then letting the child to
imitate it which will help to improve the speech, language and the communication of the
children.
Resources- Poems, books
Evaluation- The development of the child in the field of speech, language and
communication will take place.
2-2 years 11 months
Purpose- supporting the development of speech, language and communication of
children

Description- The parents or the teachers will use the photographs of different objects and
then letting the children to identify them one by one. The students must be provided with
the photos of the animals, objects or birds that they need to identify.
Resources- Poems, books
Evaluation- The development of the child in the field of speech, language and
communication will take place.
3-5 years
Purpose-supporting the development of speech, language and communication of
children
Description- The parents or the teachers will enncourage the child to give directions in the
house about the objects or the toys that are kept and then letting them find them which
will also help in improving the thinking ability as well as the speech and communication
skills of the child.
Resources- Poems, books
Evaluation- The development of the child in the field of speech, language and
communication will take place.
4.2 Implement an activity which supports the development of speech, language and
communication of children aged:
0-1 year 11 months
For supporting the development of speech, language and communication of
children,various fun games such as the baby can learn parts of the face and then letting
them repeat them one by one on a regular basis so they will be able to remember them
for a long time. The development of the child in the field of speech, language and
communication will take place.
2-2 years 11 months
For supporting the development of speech, language and communication of
children.Children using the signs have more vocabularies than the non-signers and
converse in more advanced sentences. These children expand their language speaking
skills so as to demonstrating the way in which the language abilities influence the
different aspects of the development and learning. The development of the child in the
field of speech, language and communication will take place.

3-5 years
For supporting the development of speech, language and communication of children.
Playful reading sessions in the night and letting them ask questions that will also
increase the engaging interactions which is one activity to indulge the child in the
development of speech, language and the communication. The development of the
child in the field of speech, language and communication will take place.
4.3 Reflect on own role in relation to the provision for supporting speech, language and
communication development in own setting.
As the early year practitioner, enough time should be utilized on reflecting and reviewing
the function in relation to the provisions for supporting the speech, language and the
communication development. The practitioner may review the activities that were earlier
planned and executed and asking questions such as did the activity was well planned
as expected, did it was ensured that all the children had the chance to interact and what
could be done the next time?
Unit 3.11
3.1 Plan an opportunity which promotes the physical development of children aged:
0-1 year 11 months
Purpose- promoting the physical development of children
Description- The parents or the teachers will counting on fingers and toes of the
children while making them do various physical exercises that will enhance the physical
movement of the children when bend and move their body.
Resources- Table, chair, toys.
Evaluation- The physical development of the child will improve.
2-2 years 11 months
Purpose- promoting the physical development of children
Description- The parents or the teachers will develop a tunnel maze in the backyard or
the garden and asking them to dig out the sand and collect it.
Resources- Table, chair, toys.
Evaluation- The physical development of the child will improve.
3-5 years
Purpose- promoting the physical development of children

Description-The parents or the teachers will wash the car, bike or the bigger toys will
help to maintain the physical development of the children.
Resources- Table, chair, toys.
Evaluation- The physical development of the child will improve.
3.2 Provide an opportunity which promotes physical development for children aged:
0-1 year 11 months
For the promotion of the physical development of children, there should be an
environment that motivates the child to explore and examine while developing the skills
such as reaching, rolling, sitting up, pulling up, crawling, walk, etc. The physical
development of the child will improve.
2-2 years 11 months
For promoting the physical development of children, using of large and soft balls for
practicing the catching to the children.The physical development of the child will
improve.
3-5 years
For promoting the physical development of children for this purpose in a group of
children, various activity programmes must be organised with the interactive sessions,
games and sports. The physical development of the child will improve.
3.3 Reflecting on own role in relation to the provision for promoting physical development in
own setting.
Various things that can be considered such as ensuring that all the children were
included and participated, the particular planned activity went as expected, the
consideration of the interests of the children, providing praise and encouragement to
them, providing the children with help.
Unit- 3.12
3.1 Environment that promotes the personal, social and emotional development of children in
own setting.
For the environment that promotes the personal, social and the emotional development
of the children activities like loving the child and showing them affection, encouraging
them to try new things, offering the child various opportunities, establishing daily
routines, acknowledging the feelings of the child, showing them feelings, providing

social and emotional opportunities for the child which will help them to feel better about
themselves and create a sense of self-confidence and will be able to maintain
relationships with others and learn fastly.
4.1 Plan Opportunities which promotes the personal, social and emotional development of
children aged:
0-1 year 11 months
For promoting the personal, social and emotional development of children, naming the
emotions of the toddler which includes the happiness, sadness, anger which helps to
promote the emotional development of the child. It will help in promoting the personal,
social and emotional development of children
2-2 years 11 months
For promoting the personal, social and emotional development of children, Understand
the emotions of others and displaying interest in them is one way in which the child can
develop the emotional, social and the personal development. It will help in promoting
the personal, social and emotional development of children
3-5 years
For promoting the personal, social and emotional development of children, Displaying
warmth and affection to them on a consistent basis to the children that will also increase
their understanding about their emotions. It will help in promoting the personal, social
and emotional development of children
4.2 Provide Opportunities which promotes the personal, social and emotional development
of children aged:
0-1 year 11 months
For promoting the personal, social and emotional development of children, naming the
emotions of the toddler which includes the happiness, sadness, anger which helps to
promote the emotional development of the child. It will help in promoting the personal,
social and emotional development of children
2-2 years 11 months
For promoting the personal, social and emotional development of children, Understand
the emotions of others and displaying interest in them is one way in which the child can

develop the emotional, social and the personal development. It will help in promoting
the personal, social and emotional development of children
3-5 years
For promoting the personal, social and emotional development of children, Displaying
warmth and affection to them on a consistent basis to the children that will also increase
their understanding about their emotions. It will help in promoting the personal, social
and emotional development of children
4.3 Benefits to children’s holistic learning and development when promoting personal, social and
emotional development.
The holistic development is really effective because all the learning is connected, it
includes the others also, the nature becomes the part of the process, values are
combined or integrated into the learning, the physical as well as the well-being is a
priority for the children,it also considers the individual child, the educators or the
teachers are ready to adapt to their approaches,it creates harmony too in the learning
environment. The children are able to get involved and able to communicate with other
individuals in a better manner and also develop positive connections with other children.
4.4 Own role in relation to the provision for promoting the personal, social and emotional
development of children in own setting.
Loving the child and showing care along with affection to the child, motivating him to try
the new and the latest things, offering the child with many opportunities to play with the
kids of their age, displaying feelings to them, making daily routines that will teach them
about order and productivity, giving attention to the feelings and emotions of the child
and not avoiding them, holding and talking to them in a soft and calm manner, making
them feel confident about them and appreciating their small achievements.