Level 2 Childcare project

I need the assignment as per the questionnaire and handouts attached.

Level 2
Childcare project

Table of Contents
MAIN BODY...................................................................................................................................1
1.1 Children Development...........................................................................................................1
1.2 Different Areas of Development and Their Interrelation......................................................6
1.3 Reasons of variation in the sequence and rate of development.............................................7
2.1 Impact of Positive and Negative Environment on Development of Child............................7
2.2 Way to Create the Positive Environment for Childcare.........................................................8
3.1 Description on importance of communicating with children and young people to support
development. ...............................................................................................................................8
3.2 Define methods of communication with babies and young children to support
development.................................................................................................................................9
4.1 Explain support babies and young children, social and emotional, language and intellectual
development through activities....................................................................................................9
REFERENCES..............................................................................................................................10

MAIN BODY
1.1 Children Development
Age Physical Social and
Emotional
Cognitive  Languag
e
0-1 month  React to
pain
 Endogenou
s smile
 No
developme
nt
 Sense the touch
 different
movement
 Assimilation
and
accommodation
 the objects child
can't see that
does not exist
 put every thing
in mouth
 the behaviour is
solitary and
exploring

 No
develop
ments
only cry
on pain
and
rough
handling
by
others.

1-2 Month  Eye follows
the objects
in front of
eye
 can't
balance
head
2-4 Month  Eye follows
the objects
in front of
eye
 Roll from
stomach to
back
 Sit with
Support
 Smiles on
different
movement
4-6 Month  Switch the
object from
one hand to
another
hand
 Feels
uncomforta
ble in hand
of strangers
 Start
creating
babble
sound
6-9 Month  Start
garbing the
 Enjoys the
peek-ks-
 Repetiti
ve
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objects with
full fist
 hold the
objects for
support to
walk.
 Crawl
 stand with
support
 walk with
support of
furniture.
 fear of
falling
develops.
boo
 and start
responding
different
activity by
smiling,
crying and
babbling
respondi
ng like
mama,
Dada.
1 Year  Start patting
photos in
the books
and
documents
 can separate
the cubes
 walk
 try to climb
stairs with
crawling
 kick and
throw the
balls
 Anxiety on
separation
with
parents and
relatives.
 Depended
in the
parents.
 Observe the
gaming and
starts to
play
parallel.
 Achieve object
accessing
 Can
speak 10
words.
2 Year  Copies the  Selfish and  A world of  Use of
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lines of
others
 stakes six
cubes
 try to walk
backside.
 Try to climb
 ascends and
descends the
stairs
 runs
 can move
door knob
and open the
jars
 high activity
level
 start aiming
and
throwing the
objects.
self
centered.
 Imitates
mannerism
and
activities
 may be
aggressive
 No could
be the
favorite
word.
objects
 use the symbols
 moves with
different objects.
 More egocentric
 move objects for
purpose
pronoun
s
 parents
 understa
nds
more
 telegrap
hic
sentence
s
 use two
sentence
s
 uses
more
than 250
words.
 The
speech
can be
understa
nds by
stranger
s.
3- Years  Copies the
people
around.
 Stake nine
cubes
 can ride
tricycle
 Can play in
group
 fixed
gender
identity.
 Sex-
specific
 Repeat 3 digits
 point and count
2 or 3 objects.
 Can name the
color.
 Speak
complet
e
sentence
s
 uses
around
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 use the
stairs in
adult
manner.
 Runs
 Can cut the
paper with
scissors.
 Manage the
toileting.
 Catches
balls with
arms.
play
 understands
taking
turns.
 Knows own
gender and
name.
900
hundred
words.
 Underst
ands
four
times of
speak
words.
 Stranger
can
understa
nd their
languag
e.
 Recogn
ize the
common
objects
in
picture.
4 Year  Copies
square
 groom self
 hops on one
foot
 can easily
climb stairs
 throw the
objects
overhead.
 Imitation of
adult roles.
 Playing the
doctor-
patient
games.
 Nightmares
and fear of
monster.
 Repeat four
digits
 identify the
body parts.
 Can tell
a story
 uses
proposit
ion
 uses
plurals.
 Compou
nd
sentence
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 Develop an
imaginary
friend.
s.
5 Years  Copies a
square
 partially
dressed self
 complete
sphincter
control
 catches ball
with two
hands.
 Conformity
to peers
importance.
 Romantic
feelings for
others.
 Oedipal
phases.
 Count 10
objects perfectly
 Ask
meaning
of
words.
 Abstract
words
elusive.
6-12 Year  Copies
Triangle.
 Copies
diamonds
 prints letters
 ties shoes
 draws
recognizable
man with
head, body
and limbs.
 Boys are
heavier than
girls.
 Permanent
teeth.
 Skips with
 “Rules of
the game”
are key
 organized
sports
possible.
 Being team
member
focal for
many.
 separation
of sexes.
 Sexual
feeling not
apparent.
 Demonstrat
ing
 Abstract form
objects.
 Law of
conservation
achieved.
 Adherence to
logic.
 Seriation
 no hypothetical
 mnemonic
strategies.
 Personal sense
of right and
wrong.
 Shift
from
egocentr
ic to
social
and
public
speech.
 The
incompl
ete
sentence
s reduce.
 Vocabul
ary
expands
to 50000
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alternative
feet.
 Ride
bicycle.
 Refined
motor skills.
 Gain
athletic
skills'
coordination
increased.
competence
is key.
by age
of 12
 identifie
s right
and left.
12  Adolescent
growth
spurt.
 Onset of
sexual
maturity
 developmen
t of primary
and
secondary
sexual
characteristi
cs.
 Identity is
key issue.
 Conformity
is most
important.
 Organized
sports
diminish
for many.
 Cross
gender
relationship
.
 Abstract from
abstraction.
 Systematic
problem solving
strategies.
 Can handle
hypothetical.
 Deals with past
present and
future.
 Adopts
personal
speech
patterns.
 Commu
nication
becomes
focus of
relations
hips.
1.2 Different Areas of Development and Their Interrelation
The different areas of the development are physical, social, emotional, intellectual and
moral development. The development of children is divided in the five parts and these all types
of the development are interconnected with each other. The physical development is connected
with all other kind of development (Havnes and Mogstad, 2015). Is the child in not physically
developed, then it will difficult to develop in emotionally and social which further related to
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intellectual and moral development. For the social and intellectual development the emotional
development is needed must because without emotional development it is hard to connect with
others in the society. Moral development is needed for the social, intellectual and emotional
development. This is how the different kind of developments are interconnected with each others
(Deater-Deckard and Panneton, 2017).
1.3 Reasons of variation in the sequence and rate of development
The development of child is influenced by different factors which can vary the sequence
of development in a child (Thompson, 2018). This factors are environmental, familial,
geographic and social economic status. This factors can affect the development of the child by
different reasons. The family is the most important factor in the child development. The
environment and behavior of the family can influence the development of the child. The
geographic conditions can affect the development of child by factors like temperature, humidity
and other condition. Economy status of family is directly related to the nutrition provided to the
child. Good nutrition can make the growing process better and less nutritious diet of child can
slow down the development process. The social status of family can influence the emotional and
moral development of child by providing different social rituals (Freud, 2018).
2.1 Impact of Positive and Negative Environment on Development of Child
The environment around the children may have impact on different areas of development.
The positive environment develops good things in a child which are good for their future.
Positive environment can help to develop the child in emotional, social, moral and intellectual
manner. Positive environment helps the child to grow in better condition which helps them to
grow emotionally strong and with moral values. The negative environment can harm the
development of the child. Bad environment stops or slow down the speed of the development
and this can lead to mental or emotional distress. Bad environment reduces the growth of the
child and affect the different areas of personality of child (Moore, 2017).
Impact of Positive Environment on Child Development
The meaning of the positive environment is the overall set up around the children that
have a structure or routine in which the children can depend on secure environment. The positive
environment helps the children to grow fast in good manner. This can develop confidence in
children. Positive environment develops good relationship with others in social platforms. This
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can also develop the decision making in the children. This can help the parents to ensure the
growth in every field of development.
Impact of Negative Environment on Children
The environment is consists of the family and bonding, physical environment, financial
background, health and nutrition and learning. This all together develop the environment around
the child and if any one of this field in not good, can affect the development of child. The bad
family bonding can cause emotional problem in the child that can lead to mental diseases or
disorders. The financial background can affect the need of the children and their satisfaction
related their needs. Health and nutrition is depended on the financial condition. This can affect
physical growth of the child. When all this factors are not good it can affect learning and
development of child.
2.2 Way to Create the Positive Environment for Childcare
There are different ways to develop positive environment to ensure the right development
of child. These methods can make the environment good for the child which can improve the
development of child. By removing the clutter to make them feel orderliness in the environment.
By ensuring their comfort level can help to create the positive environment (Keenan, Evans and
Crowley, 2016). By ensuring the Healthy and safety around the child can be good to develop the
positive environment. By supporting them in moral and emotional way can help to develop their
emotional and social behavior. Therefore, it can be stated that the happy environment relay on
the secure environment. With the help of developing the positive environment it will be helpful
to develop them more confident. By showing the gratitude towards the child and ensuring the
positive thinking aids to creates positive impact over the child. Hence, there are generally three
categories are falling to create positive environment for the child care and defined as-
Good relationship- By building positive relationship with child and to understand them at each
aspect helps to create positive environment for the child.
Clear communication- It is crucial it is very important to set clear communication between the
parents and children.
Trust- By creating the trust over the child, it can be possible to make better and effective
decision.
However, it can be stated that the enabling environment plays the crucial role in terms to support
the children learning and to develop best caring.
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3.1 Description on importance of communicating with children and young people to support
development.
Good communication is one of the effective central working with children, young people,
their families and careers. This is fundamental part of common core. This is very crucial for
parents to communicate with their children in openly and effectively. In order to build rapport
with children and young people, it is significant to demonstrate, undertaking, respect and honesty
(Language Development In Children, 2019.). Therefore, continuity in relationship promotes
engagement and other improvement of lives. Hence, the principles of relationship building with
children and adults are to have the use of effective communication. Thus, better communication
with children leads to have their own social development.
This is assistive in terms to build good relationship with staff. Furthermore, to build
better and effective relationship with children it is crucial to adapt behaviour and communication
accordingly. Thus, children of different ages requires varying level of attention. Hence, it can be
stated that effective communication is important in terms to develop positive and better
relationship with child and young people to communicate effectively as they grow.
3.2 Define methods of communication with babies and young children to support development.
Communication skills are critical to the child's development. Therefore, good
communication aids to engaged in socialization. There are the following methods of
communication for child as-
Expressive communication- The methods of expressive communication will be inclusive of
speaking, signing, gesturing, pointing and crying.
Receptive communication- It is term in which someone interprets or understands a sender
communication. However, listening and skills are few examples of this communication method.
Pre symbolic and non symbolic communication- Under it, there is no shared meaning for
others. There will be using of communication as cry, laugh, reach as a way of communicating the
thoughts. For example- Babies may get hungry when they are hungry or reach for toy when they
want to hold it.
Symbolic communication- It involves the shared message between the sender and receiver.
However, it includes speech, sign language, tactile communication system and picture
communication system etc.
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4.1 Explain support babies and young children, social and emotional, language and intellectual
development through activities.
Child social emotional development motivates them to learn critical skills as ability to
communicates, connect with others and to take initiatives to resolve with other conflicts, self
regulate and cope with challenges. In the early childhood, children experience the earliest year
affect that how their brain works, responds to stress and to form trusting relationship (What is
Social Emotional Development and Why is it Important in Early Childhood?, 2018). Therefore, it
is crucial to enhance their intellectual skills with help of cognitive activities as it is the mental
process through which child can make the sense of world around them and can able to
experience the environment. Hence, the example of cognitive activities are as reasoning,
thinking, perceiving, listening, observing and decision making. These are the crucial skills that
enables children to process sensory information and eventually learn to evaluate, analyse,
remember and to make the comparison and understand the cause and effect. In this, it can be
state that social development includes the experience of the child, their expression and
management of emotions and ability that aids to establish positive and rewarding better and
effective relationship with the others. Thus, child social emotional developments motivates them
to learn the critical skill and ability to communicate and to connect with the others. However, it
can be truce to stated without the cognitive, emotional, social and self control activity in the
classroom the learning within the individual cannot be occur. Thus, the language used by the
adults affects the cognitive growth and learning of the children and it is one of the foster process
of conceptual development. Hence, development and early learning within the child can be
supported as child develops and also enhance their future learning.
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REFERENCES
Books and Journals
Deater-Deckard, K.D. and Panneton, R., 2017. Parental Stress and Early Child Development.
Springer.
Freud, A., 2018. Stages of development. In The Harvard Lectures (pp. 65-78). Routledge.
Havnes, T. and Mogstad, M., 2015. Is universal child care leveling the playing field?. Journal of
public economics. 127. pp.100-114.
Keenan, T., Evans, S. and Crowley, K., 2016. An introduction to child development. Sage.
Moore, R.C., 2017. Childhood's domain: Play and place in child development. Routledge.
Singer, E., 2017. Child-care and the psychology of development. Routledge.
Thompson, R.H., 2018. The handbook of child life: A guide for pediatric psychosocial care.
Charles C Thomas Publisher.
Online
What is Social Emotional Development and Why is it Important in Early Childhood?. 2018.
[Online] Available through : <https://blog.schoolspecialty.com/what-is-social-emotional-
development-and-why-is-it-important-in-early-childhood/>
Language Development In Children. 2019. [Online] Available through :
<https://childdevelopmentinfo.com/child-development/language_development/
#.XL2lUnUzY8o>.
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