Saturday, March 30, 2019

Meeting Health and Well-being Needs in Day Care Centre

Meeting Health and Well-being Needs in Day C ar CentreDay Cargon CentreThis assay ordain be the design of a solar day keeping reduce that impart meet the needs of 3-5 year olds cognitive, somatic, emotional and social development. This pass on show examples of how to meet these needs and research to back up the work ons.cognitive developmentBetween these grows lots of cognitive development is going on as they learn from whats around them, this is where my day look at concentrate on bottom of the inning swear out. In terms of language acquisition peasantren are employ sentences made up of much than 4 words, which are intelligible to every mavin, non just familiar listeners. They result also ask how and why questions (Bhalla, 2013), and up to(p) to answer these questions knowing what type of answer is required of them, despite whitethornhap giving the wrong answer (Hussey-Gardner, 1992).They ordain be learning the meanings of words, which result wield them desc ribe things and tell stories. One issue that entrust engender across is the over generalization of grammar rules, for example a minor whitethorn use goed, wented fishes (Hussey-Gardner, 1992). This supports the language acquisition device (LAD) surmisal from Chomsky, a tike assumed and applied the grammar rules from their universal grammar because they could not allow copied or larn these words from adults (Albery, et al., 2008). thus far the flaw with this speculation is that it doesnt prove a child has a LAD, although it supports that children dont learn language finished imitation al iodine, they could learn it through other interactions (DAgostino, 2001). In my day complaint nerve centre I depart serve up prevent over initiation of grammar rules by repeating the sentence back with the correct grammar in place, cultivation books with different tenses, ensuring I use the words which are frequently misapply in the right context. I testament also encourage their s aving in general by acquire them to describe things, and asking them to relieve their activities.Vygotsky claimed that children at this age leave al one(a) talk to themselves in order to sponsor complete tasks, this is a very important stage in cognitive development because speaking out loud whilst trouble resolution will eventually lead to internal olfactory modalityings (Albery, et al., 2008). In the day care centre I will inspection and repair encourage this by giving children tasks by giving them spoken instructions so they stop repeat these instructions to themselves whilst completing the task. Using language to assist in problem solving occurred in what Vygotsky called the egocentric speech stage. This stage has a connection to Pia astonishs pre-operational stage, where Piaget also believed that children of this age were egocentric and had egocentric speech (Albery, et al., 2008). However Piaget didnt come to the conclusion Vygotsky did that egocentric speech turned into internal thoughts, Piaget thought egocentric speech just disappeared (Blunden, 1997).Piaget also believed that within this stage children make believe mis upshots due to centration, which is not being able to think of two things at once. He showed this using a balance scale task where children had to take into account distance and number of weights to see which side will go down (Waring, 2006). A criticism for Piagets trial is that it was not something children silent and are used to and therefore harder for them to relate to the test (Waring, 2006) .I could encourage children think less centrally by using Vygotsky scaffold surmisal (Chaiklin, 2003). They preserve solve a puzzle on their own winning only one element into account, then with the help of a more knowing adult they can solve a puzzle taking into account two elements, they then should be able to do this themselves. The scaffolding image from Vygotskys zone of proximal development theory is the idea that m ore knowing adults can guide children through what they can do by themselves, what they can do with help and eventually doing it themselves. The problem with this theory is that it doesnt take into learnation childrens personal abilities, if they are not particularly good at a skill, no amount of help will get them to succeed by themselves. It also doesnt consider childrens motivation or desire to complete the task (Chaiklin, 2003) sensualChildren at the age of 3-5 years are developing their fine and raw motor skills. They can get more involved in physical conform to, like climbing, or using tricycles. They can hold things surrounded by their thumb and finger rather than their whole fists and manipulate clay (Australian Government division of mixer Services, 2011).To help develop their fine motor skills I can start by giving the children bigger pencils and scissors and gradually sacrifice them smaller ones to use. I would also give them bods to draw, at first acquiring them to draw along dotted lines, then written mattering a shape and them getting them to draw it free hand (Bhalla, 2013).Trawick-Smith (2010) noted in his news report that motiavtion is an important factor in childrens physical development espeshially in their tax revenue motor skills. He believes that children relate to make believe and role vie bets and that they devlop physically when they can reflect on their actions and see what their actions do and tonus like. So in my day care centre I will have an area for physical sessions with a mirror coverng one side. In these sessions I will relate movements to characters e.g. marching soldiers or woddling penguins. As intimately as having an outdoor climbing frame which children can play on with each other. The problem with Trawick-Smiths (2010) ideas are that it is hard to motivate a large group of children in the selfsame(prenominal) agency.The idea of physical employment sessions can also be supported by Banduras theory of ob servational learning which came most from his Bobo Doll experiment. The children now have the ability, biologically, to copy the behaviours and to learn new fine or gross motor skills. I need to offer the opportunity to observe the behaviours, for them to retain the behaviour, imitiate the behaviour, and repeat these behaviours. However I must motiave them to repeat the actions and reward the success of repeated action (Houghton Mifflin Harcourt, n.d.). The problem with this theory is that there is no garentee that a child will repeat the behaviour straight away it may take a while for the child to feel it is beneficial for them to repeat the action (Taylor, 2014).This is a very behaviourist way of looking at pysical development. The nature vs. nurse debate could be relevant here, as you could argue that the a child will devlop the ability to do these activites through muturation. However behaviourist will take the nuture root that the behvaiour is learnt til now the ability to learn it is innate (Keegan, 2002). spirit devlopmental theory takes on both approuches, at this age they are in the childhood stage (Keegan, 2002). At this stage they are gaining motor skillls heretofore because myelination is still in its early stages (the devlopment of the sheath around the axon stucture in the Central Nervous System) a child cannot transmit information as fast, the more it develops the more complex brain processes can be allowed (Fraser-Trill, 2010). This may result in differnent physical activites each child is able to do (MacFarlane Nierman, 2001). So in my day care center I will have 3 groups for physical activites seperating the different ability levels.SocialChildren between the ages of 3-5 will be riseing to interact with other children by kind in pretend play (Bhalla, 2013). They may try and play with toys provided sharing may be a difficult task for them at this age due to them being egocentric (Kamptner, 2014).Egocentrism is a theory put forward in Piagets pre-operational stage, he used the threesome mountains test to show that children could not picture soulfulness elses rack (Albery, et al., 2008). However the problem with Piagets theory is that the three mountains test is not relatable to children, they do not understand what is being asked of him. When Hughes and Donaldson carried out the Policeman test with children it showed that children could see from another point of affect because the task was more relatable as a hide-and-seek type game (Albery, et al., 2008).In my day care centre I will have circle time, each child will have a chance to say something about their day, one child will have a teddy bear, this will intend its their turn to talk, and everyone else in the circle must listen. This will help guide children into understanding others points of view.Egocentrism can also cause difficulties in sharing, taking turns, conflict when playing with each other and can be possessive over toys (Kamptner, 2014). I can try to reduce this in my day care centre by encouraging sharing by having a timer, when the timer ends the toy is given to another child.Also during this age group children are progressing from interactive play, which involves parallel play, where children can play with the same toys in the same area but not together, to eventually, cooperatively play together, which involves playing together with toys which makes it more organised, for example building something together (Kamptner, 2014).In my day care centre I will use Vygotskys scaffolding theory to assist the children in progressing through the two stages. At first I may have group of 2 children and one member of cater to complete a task, for example building a tower. Firstly the children will share the blocks to make one each with the ready eye of the member of staff, which will encourage parallel play. Next I will get the children to build something different each with the same blocks, by chance a tower and a building whi ch put together later on will make a castle, this will show that working together can achieve more. The contiguous stage will be getting the children to build a tower together, the member of staff with them will allot each of them a task to complete. After they will be asked to do the same but the children will organise themselves to cooperative play. The member of staff will be there to diffuse any conflicts that may arise, and to take in they are sharing properly. Another factor I will have to consider is ensuring the children are motivated and rewarded for playing nicely with each other. stirredAt this age children are becoming in tune with their emotions, they are starting to identify their own feelings, they can use words to express themselves which causes less frustration, have fears and are developing a sense of humour, visible functions in particular are funny to them. Its important for children to be able to identify emotions as they can still be overwhelmed by them i f they dont understand, however children need to understand their own emotions and others in like manner (Bullick, 2010).Piaget believed that children in the pre-operational stage could not feel empathy because they are too egocentric, however this was contradicted by the policeman test (Albery, et al., 2008). Now that its been supported that children can have empathy its important to develop it, one way of doing this could be through using a persona biddy. Persona dolls are doll that come in a range of shapes, colour, religion and abilities to help children relate to them. An adult will tell a story about the persona doll, the children then interact by suggesting how it makes them feel and how to make them feel better. For example the doll is scared of the dark, a child will move she is scared of the dark like me, I have a night light, we should get her one too or someone told the doll she couldnt play because she was a girl a child would respond someone said that to me once, I felt sad. Everyone should be allowed to play. This doll encourages them to not only identify their own emotions but also empathise with someone elses and what they can do to make themselves and others feel better (Brown, et al., 2012).Children who will help themselves or others with their emotions are using their maiden, which is one of the elements in Eriksons initiative vs guilt psychosocial stage. An initiative child will have a good self-esteem and confident in the activities they are doing. For example they may lead other peers to play a game, or get others to voice in on activities or make decisions for example collect their rise when its home time without being told. However low self-esteem or guilt can occur when this initiative is not praised, or criticised, this can lead to inhibition (McLeod, 2013). I can help raise initiative by encouraging role play games as groups. I may have a small group of children and one adult, the adult will nominate one child to make up roles and organise the game which they will all join in on, and the adult must try not to take over or discourage any of the ideas. The next day the adult will nominate a different child, this way all the children have a fair part to play and they are all gaining initiative. Eriksons theory is based on Freudian view of the conflicting id, ego and superego, however Erikson doesnt state how successfully judge these conflicts and the boundaries between each are vague. It also doesnt show how of if one of the conflict stages can effect another (McLeod, 2013).I could also complicate Bowlbys attachment theory here. Bowlby believed that children become attached to their primary care giver, and by this age they will be upset if they leave them (Keegan, 2002). To help with this transition I could let the parents be at the day care center together, to let them get used to it, and then they could bring a teddy from home that they could use a comfort if they start to get upset.In conclusion I will have to bear in mind a lot of aspects in order for the children in my day care centre to have the best development. It has been supported that role play, problem solving and an adult helping hand can go a long way in the development stages.ReferencesAlbery, I. P., Chandler, C., Field, A., Jones, D., Messer, D., Simon, M., Sterling, C. (2008). Complete Psychology (2nd ed.). (G. Davey, Ed.) capital of the United Kingdom British Libuary Cataloguing in Publication Data.Australian Government Department of Social Services. (2011, March 10). Physical growing 3-4 year olds. Retrieved Febuary 17, 2014, from Rasing Children http//raisingchildren.net.au/articles/physical_health_from_age_3_to_4_pbs.htmlBhalla, S. (2013, April 25). Parenting Tips Sorted by develop Preschoolers. Growth and Development 3-5 years. Retrieved Febuary 13, 2014, from One Tough Job https//www.onetoughjob.org/tips/preschoolers/growth-a-development-3-5-yearsBlunden, A. (1997). Vygotsky and the Dialectical Method. Ret rieved Febuary 13, 2014, from Marxists.org http//www.marxists.org/ pull in/vygotsky/works/comment/vygotsk1.htmBrown, B., Johnson, M., Louth, J., Shepherd, M., Spencer, M., Wilson, M. (2012). Case Studies. Retrieved Febuary 19, 2014, from Persona Doll Training www.persona-doll-training.orgBullick, T. (2010). ripening Miracles. The first six years with your child. (2nd ed.). Alberta Alberta Health Services.Chaiklin, S. (2003). The Zone of Proximal Development in Vygotskys Analysis of culture and Instruction. In V. S. Ageyev, B. Gindis, A. Kozulin, S. M. Miller, Vygotskys Educational Theory in Cultural Context (pp. 39-61). Cambridge The Press Syndicate of the University of Cambridge.DAgostino, F. (2001). Noam Chomsky. Retrieved Febuary 13, 2014, from Chomsky.info www.chomsky.info/bios/2001-02.htmFraser-Trill, R. (2010, August 26). Definition of Myelination. Retrieved Febuary 26, 2014, from About.com tweenparenting.about.com/od/physicalemotionalgrowth/a/Difinition-of-Myelination.htm lHoughton Mifflin Harcourt. (n.d.). Physical Devlopment Age 2-6. Retrieved Febuary 18, 2014, from CliffNotes http//www.cliffsnotes.com/sciences/psychology/development-psychology/physical-cognitive-development-age-26/physical-development-age-26Hussey-Gardner, D. B. (1992). Language Development. Retrieved Febuary 13, 2014, from Parenting Me http//www.parentingme.com/languageKamptner, L. (2014, January 7). musical accompaniment Childrens Devlopment 3-5 year olds Social Development. Retrieved Febuary 18, 2014, from Institute for Child Devlopment and Family Relations http//icdfr.csusb.edu/documents/phandoutsocialdevelopment-2.pdfKeegan, G. (2002). Developmental Psychology. Kilmarnock Learning and Teaching Scotland.MacFarlane, M., Nierman, M. (2001). Life Span Development. Retrieved Febuary 26, 2014, from Annenberg Learner http//www.learner.org/series/discoveringpsychology/development/dev_flash.htmlMcLeod, S. (2013). Erik Erikson. Retrieved Febuary 19, 2014, from evidently Psychology w ww.simplypsychology.org/Erik-EriksonTaylor, V. (2014, Febuary 18). The Disadvantages of Observational Learning. Retrieved Febuary 18, 2014, from ehow http//www.ehow.co.uk/info_8571259_disadvantages-observational-learning.htmlTrawick-Smith, J. (2010). From dissemblepen to PlaygroundThe Importance of Physical Play for the. Eastern Connecticut Head Start Body Start theme Center for Physical Development and Outdoor Play. Retrieved Febuary 17, 2014Waring, P. (2006). Cognition and Development. Retrieved Febuary 13, 2014, from Psychology 4a http//www.psychology4a.com/cognitive_development.htm

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