Childcare Definition and Meaning - Assignment Example

Name: Course: Institution: Lecturer: Date: Child care A. Social development 6. How to foster child’s self esteem Self esteem makes a child feel self worth and earn some self respected. Self esteem in a child can be fostered through being attentive to the child, spending time with them allowing the child to make mistakes and help them correct them, always appreciate their positives and give the child unconditional love. Involving the child in responsibility also builds up confidence in a child so that they feel self respect. 7. Activities for Jack and Harry Building houses with blocks Planting a flower garden round the house Helping the gardener with planting flowers where Harry will be showing Jack how to do it Arranging the house How to introduce the activities To introduce the activities I will explain to the children the importance of working together since it promotes social development and allow sharing of ideas. This will make the children ready to learn from each other and to help each other do what the other can do. 8. Steps for identifying a child with special needs Identity the child (referral) Evaluate them for any difficulty in learning or disability The need to have the child in special program is identified Plan the activities for the child How to monitor and plan for special child Allow them an opportunity to participate Integrate them with other children but avail the special resource and attention required to make them participate Give them special attention and allow them extra time in activities Evaluation of a child with special needs When evaluating the performance of a child with special needs you look at their ability to master their skills and perform their tasks more independently. 9. Strategies for helping a child with social development Make most of their activities collaborative so that they interact and develop socially as they engage in the activities Enhance a child’s self esteem so that they are confident to interact 10. Importance of parent’s knowledge and input in assessing and planning for a child’s social development The parents learn and get involved in appreciating their child The children feel loved and secure and are confident to interact Parents are able to support the child in building social relationships 11. Steps to seek assistance for a child with special social development needs Identify the special need Report to a medical expert Evaluation of the child’s needs Recommendation of activity to help the child Evaluation of the child’s social development progress 12. Activities in a kinder room The activity to apply in a kinder room to support social development for the children is play. This is because play facilitates wholesome development in a child so that they energized to interact. It is developmentally appropriate because it promotes different aspects of a child’s development and is easy to focus children to learning. Play fosters social development because the children are involved and interact especially with a range of games. To support play in the kinder room the teacher should plan for it and should choose the plays as per their level of development so that the activity is relevant for the children. 13. Welcoming an infant in a kinder room To welcome an infant to a kinder room, let them know you as you get to know the infant through their developed language. Encourage the child to know other children and involve the infant in activities that foster development of social skills in the child, being there for the child makes the child develop trust in relationships thus, develops social skills. B. Emotional and psychological development 1. Stages of psychological development Erickson developed the stages of human development and attributed them to be essential in contributing to development of a personality. The stages occur as development progress till development is stagnant. According to Erickson these stages are very important for development of a person’s personality because if well balanced specific characters are acquired at each stage Newman, and Philip, (Pp 60). The first four stages are discussed below; Trust vs. mistrust stage (0- 1 year) This stage is in the infancy age where the child is much dependent on their parent or caregiver. When care provided for the child is consistent the child learns to trust their caregivers or parent. This is achieved through consistency in feeding the child and being there for the child. When this care is not provided the child feels neglected and develops mistrust. In this stage children develop hope as a virtue for life. Autonomy vs. shame and doubt (2-3 years) This stage in the anal stage of the child, it is in this stage that children learn aspects of independence and want to demonstrate control over their skills and abilities. The child will show independence in their toileting. Praising the child’s achievements make them develop autonomy while the failure to control their skills makes them to feel ashamed and doubt. Supporting the child with constant guidance and praise for achievement makes the child cultivate a willing spirit. Initiative vs. guilt (4-5 years) During this stage the child is very curious and ready to explore their environment. The child is very keen to learn from adults and thus imitate them. The children are attracted to parents of opposite sex and feel rivalry for the parent of the same sex. Approval for their experiences and exploration makes them develop as sense of purpose and thus they are initiative while if the parent does not support them they feel guilty. Industry vs. inferiority (6-12 years) This stage occurs in the latency stage; children are of school age and are working towards meeting school demands which has both academic and social demands. Children are really working towards success and parents and care givers should support their efforts. Being successful makes the child feel competent while failure in academics and in making friends results to a feeling of inferiority. 2. Beliefs about social development According to me social development is shaped by our cultural practices since they contribute to our identity and thus we have the confidence to interact. Interviewing a friend from another culture on her belief about social development she told me that our culture shapes our earlier experiences in life so that it greatly determines our social development. The difference between the two beliefs is that in one our social development is influenced by our identity while in the other social development is attributed to experiences gained from cultural practices. The two are similar in that culture has some influence in shaping our social development. 3. Policy at work place The policy encouraging development of emotional and psychological aspects of children development is fairness in treating of children. The philosophy behind this policy is that fairness in treating children will enhance equality so that children feel equally appreciated and thus develop a sense of identity. This policy guides the staff to be appreciative of all children equally despite their differences so that they can give them equal opportunities for their development. 4. Importance of culture in development of self awareness Self awareness is the ability of a person to enhance their personal knowledge .This is contributed by development of self identity. Culture is important in development of self awareness because it gives us an identity and shapes the understanding of ourselves because what we are mostly influenced b2azy our culture. Culture also defines our roles and contributes a lot to our background which are important aspects for self awareness. 5. How an event helped a child to shaped a child’s emotional and psychological development The child shared with me how the death of his parents through a tragic road accident made him develop emotionally and psychologically after going through a very hard time and had to be counseled by his teacher and this made him learn how to control his emotions. 6. An activity to promote development of self esteem in a child Self esteem in a child makes the child feel good about themselves especially when they are able to do things right. Involving the child in simple chores or responsibility makes the child boost their self esteem. This is because the child feels like an achiever and is able to build confidence in them when they are able to successfully carry out the activity. 7. Case study 1 To encourage Trinny to more independent and thus be able to make some decisions herself I would involve her in activities that require her to work independently. To achieve the objectives of the activity she will have made decisions. I will appreciate her and this will motivate her to achieve some more so that she is appreciated. I would also support to being more involved in activities so as to boost her confidence and skills. I will also give her chances often to suggest activities so that she will be willing to participate. Case study 2 To encourage Carrie to express her thoughts and feelings I could encourage to initiate an activity that we can engage in with her so that she will feel appreciated and be ready to speak out her feelings. I will also encourage the father to be attentive to her because in her age she is likely to share more with the father. I will also approve her beauty and tell her how being sad makes her not look good. I would also involve her in activities that promotes much of expressing oneself for instance storytelling and describe personal experiences from this I can be able to understand her feelings. I will also encourage her parents to show her love, be attentive to her and give her responsibility to develop her confidence and cultivate a sense of security in her. C. Cognitive development 1. According to Guijarro, et al (Pp758), Jean Piaget developed the stages of cognitive development which are dependent on stages such as assimilation, accommodation, equilibrium and disequilibrium. The stages are discussed below: The Sensorimotor stage In this stage children acquire new skills through constant experiment with objects around them. The child wants to keep doing something new because they want to see its results. This stirs up a desire to know in children which essential for intellectual development. Since children believe that things exist when they are on sight they develop abstract thinking. Preoperational stage In this stage children develop symbolic thinking because they are able to relate objects with sounds and with picture. This facilitates development in their language, memory and imagination so that their intellectual ability is enhanced. Though at this stage the child does not think logically they are able to relate ideas. Concrete operational stage In this stage think logical and thus, their reasoning is concrete. Children also increase their awareness of themselves and the environment and are able to integrate the two.in their mentality they are able to reverse reactions and so are not egocentric. This facilitates development of their mentality and are able develop problem solving skills Formal operational stage In this stage children can think logically and use their logical skills to solve problems systematically and construct abstract ideas in them. This stage marks the climax of cognitive development because in this stage children have developed their intellectuality. 8. Importance of peer groups in child development Children develop their cognitive skills through interactions in peer groups. This is as a result of exchange of ideas and in groups children are able to construct meaning to ideas and it also promotes their language development. 9. Role of family and community in child’s cognitive development Family and the community form part of the child’s environment which is an important aspect for their cognitive development since they form the schemas facilitating processes of cognitive development. They interfere with the child’s cognitive development if they don’t support the child through the stages of cognitive development for instance in language development. 10. Activities for child development Knowledge and understanding of movement To facilitate knowledge and understanding of movement in children I will involve them in gross motor play so that they will learn to coordinate their knowledge about the motor and the movements required for one to successfully play, Hand eye coordination I will engage the children in throwing the beanbag or the thread ball where the children will be expected to focus their eyes on the direction of the bag and with their eyes catch it without letting it fall. This will facilitate their ability to coordinate the hand and the eye which will facilitate cognitive development. Language To enhance child’s language development I will engage them in songs that facilitate them to relate between objects and their names and later let them remember them and use them to construct sentences. The play songs can also involve making sound from letters and vowels. 11. Social constructivist approach This is a leaning theory that perceives learning to be as a result of human interactions and activities in the society as dictated by one’s culture. The approach supports that learning is an active process that is not influenced by the learner but also by their surroundings. In this approach to learning learners are perceived to see reality from human activities around them while knowledge is as a result of meanings constructed from activities surrounding them. In this approach teachers build their lessons on learner’s existing knowledge Fensham et al (Pp 29) 12. Language and creativity in cognitive development Children are very curious and inquisitive, this facilitates their cognitive development. Language helps them to express their curiosity since they are able to ask questions and seek clarity. This enables them to express creativity as they do things. This promotes their imaginative and mental skills. This is how language and creativity promote cognitive development. 13. Samantha’s plan time activity 7.30-8.00am arrival and free play 8.00-8.20am toileting and clean-up 8.20-8.40am breakfast 8.40-9.30am circle time: stories, songs and learning activities 9.30-10.00am outdoor play and gloss motor 10.00-10.10am toileting and hand washing 10.10-10.30am snacks 10.30-11.00am artwork: painting, modeling and making shapes 11.00am-11.30 Counting time 11.30-12.00pm participate in organizing tables for lunch 12.00-12.10pm Hand washing 12.10-12.40pm lunch 12.40-1.00pm toileting and free play 1.00pm-1.30pm Drawing various animals 1.30pm-2.30pm quiet time and clean up 2.30-3.00pm waking up/toileting and hand washing 3.00-3.30pm snacks 3.30-4.00pm outdoor play 4.00-4.30pm group activities( that encourage interest in science) 4.30-5.00pm Going home References Fensham, Peter J, and Richard F, Gunstone, the content of science: a constructivist approach to its teaching and learning, Routledge, 2013. Guijarro, Arsenio Jesús Moya, and Jesús Ángel Ávila Zamorano, "thematic progression of children's stories as related to different stages of cognitive development," text & talk-an interdisciplinary journal of language, discourse & communication studies 29.6 (2009): 755-774. Newman, Barbara M, and Philip R, Newman, development through life: a psychosocial approach: a psychosocial approach, Cengage learning, 2011. Read More