Supporting children's development

1. Supporting children's
development
Unit 10
Session
1

2. Aims and Objectives for
session
Identify the difference between growth and
development
Explain growth and development of children
Outline the meaning of SPICE
Outline stages and sequences of
development
Describe the meaning of mile stones
Identify the 6 areas of learning within the
EYFS
Explain different types of physical
development
Identify sequences of development for birth –
seven years

3. Starter Activity – Discuss as a
group
What is the difference
between growth and
development?

4. Growth and Development
Growth is the physical changes in
the body. This is measurable. Eg
– Height and Weight.
Development is the progress of
acquiring new skills in all areas of
development. Eg – Holding a pen
correctly

5. Growth or Development?
Johnny has
size five
shoes
Michelle has
gained 2 ibs
Moira can
hop on one
leg
Adam can
write his
name
Layla counted
to 5
Libby has
got taller
Rachel's
hands have
got bigger
Tyler is
starting to
crawl
Aaron is age
3-4 in
trousers

6. SPICE – Areas of
development
Social Development
Physical - Gross Motor Development
- Fine Motor Development/Skills
Intellectual Development
Communication and Speech
Emotional Development

7. Stages and Sequences of
development
Infancy – from birth to one year
Early Years – from one to three years
Childhood – from four to seven years
Puberty –from eight to twelve years
Adolescence – from thirteen to sixteen
years

8. Milestones
These are guidelines for measuring a
child’s development
You will compare your own observations,
that you complete in Teddy Tots and
placement against these.
EYFS curriculum (Please print yourself off a
copy for the next lesson)
http://www.foundationyears.org.uk/files/201
2/03/Development-Matters-FINAL-PRINT-AMENDED.
pdf

9. The EYFS Early Learning
Goals
Known as 6 areas of learning
Personal social and emotional
development
Communication language and literacy
Problem solving, reasoning and
numeracy
Knowledge and understanding of the
world
Creative development
Physical development

10. Physical Development
Fine motor movement
Moving hands, fingers, feet or toes.
For example threading beads
Gross motor movement
Moving limbs, arms and legs.
For example riding a bike
Hand eye co-ordination
the ability to do things that involve your hands and eyes working
together.
For example catching a ball or passing
something through a needle.
As a group create a table to identify movements that cover each heading.

11. Physical Development
Physical development
starts with small
movements and develops
into larger movements.
Children will start at a
young age to draw large
pictures, before they learn
control to draw small
precise pictures

12. Sequences of physical
development
Work in groups of three to complete the
sorting cards to identify sequences of
development for birth – seven years
Birth to one year One to three years Third year to Seven Yeras
Rolls over from front to back, from back to
front.
Beginning to balance blocks to build a
small tower.
May be beginning to show preference for
dominant hand.
Reaches out for, touches and begins to
hold objects.
Takes first few steps independently. Uses simple tools to effect changes to
materials
Passes toys from one hand to the other. Holds pen or crayon using a whole hand
(palmar) grasp and
makes random marks with different
strokes.
. Shows control in holding and using jugs
to pour, hammers,
books and mark-making tools.
Pulls to standing, holding on to furniture or
person for
support.
Makes connections between their
movement and the marks
they make.
Uses a pencil and holds it effectively to
form recognisable letters, most of which
are correctly formed.

13. Getting used to the EYFS
In your EYFS book. Find and write down a milestone for
each various age and area of learning
Knowledge and understanding of the world (exploration
and investigation) Aged 30-50 months
Communication, Language and literacy (reading) age is
birth
Personal, social and emotional development
(behaviour) Aged 22-36 months
Creative development (developing imagination) Aged
8-20 months

14. Sequences and rates of
development
Please read through the given article,
highlight and annotate the important
information.

15. Supporting children's
development
Unit 10
Session
2

16. Aims and Objectives for
session
Identify ways to communication with children
Identify the difference between communication
and language
Outline the percentage of verbal and nonverbal
commutation used
Describe emotions used through facial
expressions
Identify what a theorist is and look at Noam
Chomsky theory of language.
Justify positive and negative elements of
websites to develop and encourage
communication
Identify sequences of development for birth –
seven years
Outline an activity to encourage children’s
communication skills.

17. Starter Activity – Write on the
white board as a group
How many ways can you
identify that we could
communication with
children?

18. What is the difference between
communication and language ?
Communication - Is the exchange of
information
Language - The method and words
used to communicate.

19. Varity of language and
communication
Verbal
Non Verbal
Pre-linguistic (the stage up to 12
months)
linguistic (words now used with
meaning)

20. Facts
Children communicate before they are born
A new born baby communicates through
crying
We recognise different cries: hungry, tired,
cold, fed up
The speed of development depends on the
interactions with the child
Parents often become concerned that a child
is late in talking

21. Demonstrate Expressions
Use the laminated blank faces, that
show the following emotions:
1. Worried
2. Bored
3. Surprised
4. Sad
5. Aggressive
6. Happy

22. Theorist – What are they?
They are ideas and concepts that
have been shared over the years
giving reasons/evidence as to why
people do the things they do
Many theories have different views on
the same aspect
You will see these in practice when
you begin placement.

23. Noam Chomsky
Believes that children have a structure in the
brain which enables them to understand the
rules of language. LAD (language Acquisition
Device)
Believes children can apply the rules of
grammar in their daily language
Believes all children, regardless of their
intellectual ability, become fluent in their
native language within five or six years

24. Development of encouraging
communication
http://www.letterland.com/products/school-uk
http://jollylearning.co.uk/overview-about-jolly-phonics/
Make notes to discuss with the group

25. Sequences of language and
communication development
Work in groups of three to complete the
sorting cards to identify sequences of
development for birth – seven years
Birth to one year One to three years Third year to Seven Yeras
Turns toward a familiar sound then
locates range of sounds
with accuracy.
Enjoys rhymes and demonstrates
listening by trying to join in
with actions or vocalisations.
Focusing attention – still listen or
do, but can shift own
attention
Listens to familiar sounds, words,
or finger plays.
Has a strong exploratory impulse
Listens to stories with increasing
attention and recall
Concentrates intently on an object
or activity of own choosing
for short periods.
Listens to and enjoys rhythmic
patterns in rhymes and stories.
Maintains attention, concentrates
and sits quietly during
appropriate activity.
Moves whole bodies to sounds they
enjoy, such as music or a
regular beat.
Pays attention to dominant stimulus
– easily distracted by
noises or other people talking.
Is able to follow directions (if not
intently focused on own
choice of activity).

26. How can we promote
Communication and Language in
children?
In pairs you are going to plan an
activity to use with your children in
placement to encourage children’s
communication skills.
You will share with the rest of the group
at the end of the session

27. Supporting children's
development
Unit 10
Session
3

28. Aims and Objectives for
session
Identify that everyone see’s things
differently so equality and diversity is
important
Outline what a scheme is
Explain how a scheme relates to
children’s development
Describe how own learning, thinking
and ideas have be influenced by
experiences.
Explain different theories of cognitive
development

29. Starter Activity –
As an individual can you
draw a monster
What do you think the word Schema
means?

30. What do you see?
1.
2.
3.

31. Schema Examples
A young child may first develop a schema for a horse. She
knows that a horse is large, has hair, four legs and a tail.
When the little girl encounters a cow for the first time, she
might initially call it a horse. After all, it fits in with her
schema for the characteristics of a horse; it is a large animal
that has hair, four legs and a tail.
Once she is told that this is a different animal called a cow,
she will modify her existing schema for a horse and create a
new schema for a cow.
Now, let's imagine that this very young girl encounters a
miniature horse for the first time and mistakenly identifies it
as a dog. Her parents explain to her that the animal is
actually a very small type of horse, so the little girl must this
time modify her existing schema for horses. She now
realizes that while some horses are very large animals,
others can be very small. Through her new experiences, her
existing schemas are modified and new information is
learned.

32. What is Cognitive Development?
This can also be know as intellectual
development
How children learn
How children think
How children develop ideas
This area is strongly influenced by
experiences

33. Theories of cognitive
development
Work together in groups of four to
research one of the following.
Jean Piaget – Cognitive development
Lev Vvgotsky – Development of
children’s reasoning
Chris Athey – Identification of schemas
Jerome Bruner – Theoretical framework
Urie Bronfenbrenner – Human
development

34. Theory Presentations
Over to
you!

35. Supporting children's
development
Unit 10
Session
4

36. Aims and Objectives for
session
Identify what emotional development can consist of
Identify what is meant by attachment and bonding
Outline Bowlby theory of multi attachments
Outline basic need of children forming multi
attachments
Outline information about separation anxiety
Outline information about self-concept and
personal identity
Identify Freud’s theory of ID, Ego, superego
Outline information about social development
Identify different social development theories
Explain ways to support children’s emotional and
social development within a setting

37. Starter Activity – Paired
disucssion
Share with a friend the last
time you were emotional
and what caused this.

38. What is emotional development
?
Attachment and bonding
Multiple attachments
Self concept and personal identity
Moral development
Temperament
Personality
Building relationships
Exploring emotions and feelings

39. Boosting group confidence
Choose one of the cards on the floor
Write two positive things about your
first impression of this person.

40. Attachment and bonding
Attachment is the emotional bond
between carer and parent
Bonding is the development of feelings
Bonding is a baby's way of making sure
they are well cared for and safe
Mothers could have a special bond do to
breast feeding their baby

41. Multiple attachments theory
John Bowlby
Children need to have consistent carers to
allow them to develop attachments and
start to form loving relationships
If bonds are not received in early life may
have difficulties forming relationships in
later life
Children can form relationships with
anyone – affection required

42. How can we encourage
attachment
In small groups discuss ways we can
encourage attachment ……..
Skin contact
Smell
Talking and listening to voices
Feeding
Bathing
Playing
Eye to eye contact

43. Multiple attachments
If children have formed close bonds
with several important people they will
be more secure in themselves
Clingy children may have difficulty in
early years forming relationships

44. Separation anxiety
Starts around 6-7 months and can
continue until 3 years old
Screaming/crying/upset (distress)
Children learn about ‘object
permanence’

45. Self concept and personal
identity
Linked together
How someone
looks/perceives themselves
and why
People who harm others
may have had negative
experiences as a child and
have a poor self-concept

46. Theory of ID, Ego, superego
(Freud)
Explored the 3 parts of the unconscious
mind.
The Id- governs our desires and needs
(unaware of needs of others)
The Ego- we are able to work out how
to manipulate to get what we want
The Super ego – conscious mind
develops and we are able to learn
what's right/wrong

47. Ourselves through others
eyes
Draw a picture of yourself………..
In blue pen, write around it positive
words, phases and attributes to
describe yourself
Pass it to your neighbour, in black pen
write around it positive words, phases
and attributes to describe your
neighbour that they may have missed

48. Social Development
Social Skills – sharing /taking turns/ co-operative
Language
Behaviour – aggression/upset/
challenging/morals
Developing personality
Incorporates attachment and bonding

49. Theories of Social
Development
Conditioning – Skinner
https://www.youtube.com/watch?v=MOgowRy2WC0
Social Learning – Bandura
https://www.youtube.com/watch?v=NjTxQy_U3ac
Reinforcement – Pavlov
https://www.youtube.com/watch?v=cP5lCleK-PM
The Big Bang
https://www.youtube.com/watch?v=JA96Fba-WHk

50. Emotional and Social
Development
Building and encouraging children’s
social and emotional development is
very important for us to do.
In two’s please create a poster
identifying ways we can do this within
a setting.

51. Flipped Learning
Please complete Unit 10 - Highlighting
Social and Emotional Development
within the EYFS for next session
SEB = Social, Emotion and
Behavioural

52. Supporting children's
development
Unit 10
Session
5

53. Aims and Objectives for
session
Identify at what ages and stages of physical
development are norm for children.
Outline factors that may influence
development
Identify what early intervention is
Explain what early years action is
Students to identify what early years action
plus is
Outline Global development delay
Identify cultural factors that may affect
development
Justify how biological and environmental
factors can influence development

54. Starter Activity –
Crawling and walking research task

55. Factors that may influence
development
Biological Factors
Health conditions present at birth
Disabilities that are present at birth
Hereditary conditions
Environmental Factors
Experiences
Housing conditions
Finances
Opportunities
Drug/alcohol dependency

56. Early Intervention
Where a child is experiencing particular
or general learning difficulties, the
Early Years setting or school should
offer that child different opportunities
or alternatives to learning.

57. Early Years Action
• This is the first stage of support available
• This is when the Early Years team or the
Inclusion coordination (INCO) identify a
child with Special educational needs
(SEN)
• The parent/child will be consulted
• The child’s progress should be monitored
and reviewed

58. Early Years Action Plus
• This is the second stage of support
• This is when the Early Years team or INCO
identify that the child requires further
assistance to make progress
• This will usually take the form of external
support services.
Parents/ carers
GP
Health Visitor
Specialists within identified area of need

59. Global development delay
Moderate LD – children are only able to work
at a level significantly below age expectations
Severe LD – children experience more
serious difficulties in all aspects of the
curriculum and will require adult support in
school and with life skills.
Profound and multiple LD- these needs are
even more severe and complex. They also
experience physical and sensory impairments
and slight communication needs as well.
Children will require individual support and
personal care.

60. Cultural factors that may effect
development
In some cultures girls aren’t encouraged
to take part in physical play and activities
while boys are encouraged to be outside
more.
Education can be seen as better for
boys, or as ‘girlish’ or maybe seen as not
necessary.
Children whose culture is a minority can
face discrimination and isolation

61. Summary
Please complete the given hand-out
as individuals. This will help you with
your final task

62. Factors that may influence
development
Lets make a mobile highlighting both
Biological Factors
and
Environmental Factors

63. Present and explain mobiles
Over to you!

64. Supporting children's
development
Unit 10
Session
6

65. Aims and Objectives for
session
Outline the meaning of transition
Identify children’s possible feels,
behaviour and experiences with
transitions
Identify impacts that transitions
can have on children
Describe a plan to prepare a child
for the identified planned
transition

66. Starter Activity – Reflection
How did you
feel when you
finished
school and
came to
college?

67. Transition
The process or a period of
changing from one state or
condition to another.
www.google.co.uk

68. Types of Transition
Work as a group to annotate work
sheet, highlighting children's possible
feels, behaviour and experiences

69. Impact of transitions
Physical impact
Growth spurts
Losing or gaining weight
Behavioural impact
Anxiety
Withdrawal
Loss of self esteem
Self harming
Increased interest
Development of self
identity
Lack of friends
• Mood swings
• Use of illegal substances
• Rudeness
• Loss of interest
• Motivation
• Reluctance to participate
in activities
• Difficulty to build
relationships
• Delayed emotional and
social development
• Lack of trust
• Lack of motivation
• School refusal

70. Preparing for transition
From the type of transitions that are on
your table, create a plan to prepare a child
for a planed transition.
Remember to a add information about
Activities that could support understanding
Who else may need to be involved in planning
Information that child will need to know and
experience
Possible behaviour, feels and experiences of the
child
How to support the needs of the child through the
transition

71. How to prepare children for
transition
Please make note to feedback
https://www.youtube.com/watch?v=l0EnKuLTHpQ

72. Assessment task support
Assessment
is due in
Formative –
3rd October
Final deadline
–
21st October