Unit 4227-136 Support children’s learning and development in
the early years.
Assessment criteria:-
1.2 Evaluate the relationship between theoretical perspectives
and early years curriculum models.
Pavlov, Watson and Skinner believes learning can be affected by rewards and punishments.
Behaviour can be changed or shaped by providing positive reinforcements and while punishments may reduce undesirable behaviours, they do not replace these with desirable behaviours. This theory is a strong foundation in the after school setting working very well with children 4 to 6 years, children of this age thrive with reward and positive praise, it develops a sense of pride and self worth, through displaying work, encouragement in play and activities it gives the child confidence to build and experiment further, hence developing their learning skills.
Punishments need to be implemented in the after school setting, this takes the form of various forms, we find the thinking chair is most affective as it allows the child to reflect on their behaviour and to analyse what may happen should they repeat their actions, as this does not always stop the behaviour it develops the Childs awareness of wrong doing. This all relates to positive reinforcement.
The Essay on Support children and young peoples positive behavior
Outcome 1: know the policies and procedures of the setting for promoting children and young people’s positive behaviour. 1. Describe the policies and procedures of the settings relevant to promoting children and young people. Policies and procedures are in place for the safety of the children and to help follow the ‘every child matters’ there are many policies in place to adhere to promoting ...
Piaget stated that children are actively involved in their own learning.
We develop this by providing the resources for the children to discover various actions; creativity, problem solving, early maths skills, social and emotional skills such as team work. We use this theory as strong base for our planning.
Through researching Piagets 4 stages of cognitive development it became apparent that’s stage 2 and stage 3 play a large part in the after school setting. The younger children in the after school setting would be mid way through the preoperational stage, during this time the child’s memory and imagination develop, they engage in make believe so this is why it is important to provide activities to let the child’s imagination thrive, this takes the form of small world, home corner, dressing up etc. The child also relates now to past and future this helps with getting the children involved in their own planning. During this stage we notice that the younger child is also ecocentric and may enjoy playing alone or beside another child instead of within a group. In our older setting where the children are between the age of 7 and 11 years explains and relates to Piagets concrete operational stage. During this time Piaget believed that children start to think logically about concrete events but find it difficult to understand hypothetical situations. These groups of children are becoming more sociocentric, playing in small peer groups, they also realise other children’s opinions matter, and by allowing social activities we are developing this stage.
This also follows closely with Vgostsky theory that children are active in their learning and learn through social interaction.
Children use language to develop through process. Also the zone of proximal development describes what a child can achieve with help.
We carry out the principles of a child lead environment. Vgostsky theory backs up our objectives that each child carries out there own activities firstly without any adult intervention, we build on the basis that they work together in groups with other children to solve problem, only if the task becomes to difficult or impossible for the child to conquer alone then the adult will step in and assist. I feel Bruner theory backs up the theories by Vgostsky and through observing the children we put Bruners theory that children develop different ways of thinking at different times in their lives, this assists us in providing the tools to enable that child to develop to their full ability.
The Essay on Counseling Children in a Community Setting
This article deals with the effects of loss on children of both a primary and secondary nature. Events such as the death of a parent or friend and the resulting consequences can be difficult for a child to deal with, depending on what stage they are at developmentally. Other losses such as personal possessions, those resulting from abuse or a sudden change in a child’s life can also be ...
Montessori saw that children learn best by doing and that happy self-motivated learners form positive images of themselves as confident, successful people. This theory also works well with the above theories and backs up our programme for the after school child.
Montessori also saw that children held within them something wonderful, something so special that it could be the key to changing the world. She saw that they were inherently good and that, if allowed to develop freely, they felt connected to everything and were naturally caring to each other and the world around them. We at the after school club treat each child as an individual and assess their awn special talents and help to develop them.
As many of the theorists above relate to the after school setting and play programmes I feel Maslows theory on hierarchy is the main structure to any successful setting.
REF:Wikipedia
Referring to Maslows pyramid to make each child feel safe, secure, cared for and develop we need to implement many factors.
As each child’s secondary career away from home we need to meet their physiological needs in the form of food/snacks, water, clean toilet facilities and rest
The child’s safety needs are also met by ensuring a safe environment where they can play but also explore an element of risk. We also meet these needs through outdoor play, healthy eating and personal security.
We thrive to help children build friendships, Maslow believes that humans need to feel a sense of belonging and acceptance among their social groups.
Building each child’s esteem is paramount in the day to day running of the after school club, this goes back to positive praise.
And finally Self-actualization all factors of this are important in the daily care and play of each child in our setting, although Maslow’s theory was controversial in his priority of needs all the factors add to a good balance.
The Development Of A Prevention Dropout For Secondary Student In An Urban High School Setting
The Development of a Prevention Dropout for Secondary Student in an Urban High School Setting According to Noguera and Dimon (2003), the rate of dropout in American urban high schools may be the biggest but least known problem today. Noguera and Dimon estimated that at a great amount of schools 50% and even more of the students who start their ninth grade leave it without graduation. [3]. Many ...
Thorndike was famous for his cat in the box experiment and through this he realized that if an animal achieves through reward then he learns this is a positive outcome, although if an animal does not get reward they soon become disinterested and give up. This evaluation led Thorndike to conclude that animals learn, solely, by trial and error, or reward and punishment.
Thorndike refers to the “law of effect” this relates to the children in the after school setting when completing tasks, when they manage to problem solve they get a great sense of achievement when doing so, therefore encouraging them to tackle the problem again this time mastering it in faster time. Should a child not complete the activity they are mastering they will become bored and move on, this theory applies to our child lead principle.
