childcare–Paper B Flashcards
(108 cards)
1
Q
5 areas of development
A
Physical
Social
Emotional
Communication
Cognitive
2
Q
Role of practitioner
A
Have a good understanding of a child’s development
Moniter and assess development
Support and promote child’s development
3
Q
Activities to promote communication
A
Picture cards
Songs/rhymes
Roleplay
4
Q
Examples of communication
A
Hand gestures
Pronounce words clearly and slowly
Facial expressions
Open body language
Eye contact
Active listening
5
Q
What happens if information isn’t clearly communicated to child?
A
Limits child’s development in learning
6
Q
Normative patterns of development meaning
A
Age at which children broadly reach specific key milestones
7
Q
Reasons why someone may have atypical development
A
Physical disability
Special needs
EAL
No support at home
8
Q
Coordination and control definition
A
Ability to use arms and legs in a coordinated way e.g. hockey=arms control ball, legs to run at same time
9
Q
Neonate definition
A
A newly born baby
10
Q
Reflexes definition
A
Physical movements or reactions a person makes without consciously intending to
11
Q
Reflexes in babies
A
Startle reflex-a startled baby will clench their hands and fists and move their arms
Grasp reflex-baby clasps fingers when palms and fingers are touched
Standing and stepping reflex- baby will make stepping movements when held upright
Rooting reflex-baby moves head to search for mother’s nipple
Tonic neck reflex-arms will stretch out and elbow will bend(fencing position)
Suck reflex-allows baby to suck and swallow liquid
12
Q
Gross motor skills definition
A
Large movements of the body e.g. walking
13
Q
Fine motor skills definition
A
Small,skillful movements e.g tying shoes
14
Q
Hand and eye coordination definition
A
Use your vision to control, guide and direct your hands to carry out a task e.g. throwing ball in a hoop
15
Q
What areas of development do reflexes develop?
A
Physical and cognitive development
16
Q
7 social and emotional development stages
A
1)Developing emotions
2)Learning to express emotions
3)Developing behaviours and self-control
4)Developing relationships
5)Learning to cooperate and follow instructions
6)Developing self-concepts(who am I?)
7)Moral development
17
Q
Emotions definition
A
How yourself and others are feeling
18
Q
Behaviour definition
A
How you act on your feelings
19
Q
Relationships definition
A
How you interact with others
20
Q
Morality definition
A
Describes our values and principles which inform our behaviour and decisions, includes values and principles which are enforced by society e.g. ‘stealing is wrong’
21
Q
Cognition definition
A
Process of learning and understanding through thought, experience and senses
22
Q
Thought/thinking definition
A
Process of considering or reasoning about something
23
Q
Early brain development definition
A
Rapid brain development that occurs between birth-5 years old(shapes how brain develops)
24
Q
Neurological definiton
A
Related to nerves and nervous system
25
Neuroscientists definition
Scientists who study nerves and nervous system
26
Metacognition definition
Awareness of ones own thinking or thought processes
27
Atypical development definition
Not regular age/sequence child meets key milestones
28
Why is it important for practitioners to have good knowledge of stages of development?
To understand and respond to the needs and behaviour of the children/young people they work with
Track students development
29
Holistic development definition
The whole of a child's/young persons development
30
What does it mean to learn holistically?
To develop and learn across all areas of learning simultaneously
31
Holistic interdependency definition
Acquisition of some skills and/or learning depends on another aspect of development e.g. child won't be able to read if they've not yet acquired language to decode text
32
What is effective activity planning?
Safe for kids
Suitable for age group
Fun for kids-Interactive-Peaks their interest
Activities should be purposeful
33
What makes an effective learning environment?
1)Supportive-Planned to support individual children, devised with child's sense of confidence, self-esteem and well-being in mind
2)Challenging
3)Varied
4)Balanced-Opportunities to stimulate children's learning in all areas of development
5)Vibrant
6)Exciting
7)Purposeful
34
Effective activities examples
| And how they promote areas of development
Physical development=1)Write letter/draw picture, 2)Football-Develops gross/fine motor skills
Social development=1)Imaginary/Creative play e.g. playing pretend with toys, 2)Make up stories/songs-Child will be talking/playing with others
Emotional development=1)Messy play e.g. mud kitchen, 2)Puppets that show a range of emotions-Child will learn how to respond to negative emotions, relieves stress/negative emotions
Cognitive development=1)Play card games, 2)memory games, 3)cooking games e.g. measuring water-Encourages thinking, Child may think back to past experiences e.g. parents cooking
Speech/Communication=1)Reading stories aloud, 2)Role-play-Links words to context of story, Being with peers may encourage speech
35
What are the factors called that affect holistic development?
Biological and Environmental
36
Biological definition
Include genetics, gender, hormones, brain chemistry and the effects of nutrition in children/young people which can impact their development(e.g. SEND, height, etc)
37
Environmental definition
Describes the way children/young people live (e.g. their housing, culture, family income and education) which can impact their development
38
Positives in biological factors
Hormones=Develops sexual characteristics, Bones mature, Growth of reproductive organs
Diet=Maintain healthy weight, Sharpen their minds
39
Negatives in biological factors
Hormones=Dysregulated mood, Weight gain and Fat storage
Diet=Neutrational deficiencies, Body image problems
40
Positives in environmental factors
Education=Access to books and other resources, Support from peers
Income=Reduce negative school outcome
41
Negatives in environmental factors
Education= If you don't go to school-Fewer opportunities, Child marriage, Abuse. If you go to school-Bullying
Income=Worse cognitive, social and behavioural
Housing=Damp and mold lead to illness, Crowded house
42
Attachment definition
Deep and enduring emotional bond that connects one person to another across time and space
43
Attachment theory definition
Explains how parent-child/carer-child relationship emerges and influences subsequent development
44
What does term 'maternal deprivation' explain?
Why some children don't develop emotional wellbeing
45
What does John Bowlby's attachment theory explain?
Why children turn out the way they do and considers the influential factors
46
What does John Bowlby's attachment theory aim to explain?
Why children may/may not have the ability to form meaningful, satisfying relationships with those around them
47
What does John Bowlby's attachment theory analyse?
Factors which contribute to child's experiences of anxiety, avoidance and fulfilment when it comes to relationships
48
Internal working model definition
Child's experience of attachment creates a template for future relationships
49
What are the stages of attachment(Bowlby)
Pre attachment(birth-6 weeks)=Child doesn't differentiate one person from another and has no fear of strangers
Attachment in the making(6 weeks-6/8 months)=Child directs signals towards a particular person and recognises parents
Clear cut attachment(6/8 months-2 years)=Child can experience separation anxiety and can be attached to several people
Goal corrected partnership(18 months-2 years+)=Child understands the caregiver's schedule and separation protests decline
50
What did Schaffer and Emerson's study indicate?
Attachments were most likely to form with those who responded accurately to the baby's signals, not the person they spend more time with
51
What were Schaffer and Emerson's stages of development?
Asocial stage(0-6 weeks)=Babies show no bias towards a particular individual but prefer human stimuli e.g. dolls
Indiscriminate attachment(6 weeks-6months)=Babies are more sociable and can tell individuals apart but don't form strong attachments; they don't demonstrate a fear of strangers
Specific(7months+)=Babies show signs of separation anxiety when their primary attachment figure leaves; begin to demonstrate a fear of strangers
Multiple(10-11 months+)=infants form multiple attachments e.g. friends, grandparents,childminders,etc
52
Who did Ainsworth work together with to identify set patterns of behaviour children displayed?
Bowlby
53
What are the 3 set patterns of behaviour Bowlby and Ainsworth identified?
1)Secure attachment=Infants show some upset when separated but were easily comforted when mother returned
2)Anxious-resistant attachment=Infants took longer to be consoled when the mother returned and showed greater distress. They also appeared to 'punish' the mother for leaving
3)Avoidant attachment=Infants appeared indifferent to the mother leaving the room and demonstrated very little or no reaction to either them leaving or returning. When mother returned they either avoided them or ignored them
54
What pattern of behaviour did Ainsworth later add while working with Bowlby?
Disorganised-disoriented=Infants didn't fall into any of the already identified categories and had an unpredictable pattern of behaviour
55
What did Ainsworth's strange situation experiment involve?
Involved putting a child(9-18 months) in an unfamiliar room with their parent and observing how the child reacted during the following:
Stranger arrives
Parent leaves child alone with stranger
Parent returns and stranger leaves
Parent leaves child alone
Stranger returns
Parent returns and stranger leaves
56
What did the child's reaction in Ainsworth experiment indicate?
Child's attachment style
57
What did Harlow prove?
Its not all about survival, emotional attachment is also needed
58
What was Harlow's first experiment and the results?
Infant monkeys were given 2 wire mesh 'mothers' in place of their real mothers. Each of the wire mesh mothers had a milk supply but one was bare
wire and the other had a covering of a soft cloth
Results= Monkeys chose to go to the soft cloth mother indicating it's not all about survival and obtaining milk, something else needed to be considered
59
What was Harlow's second experiment and the results?
Gave each monkey one mother either wire mesh or soft cloth
Results=Cloth mother-Would seek comfort from the mother when frightened or subjected to a loud noise
Wire mesh mother-When frightened, they would scream and rock back and forth and throw themselves on the floor
60
What was Harlow trying to figure out with his experiment?
Whether attachment was an emotional or physiological reaction
61
What monkeys did Harlow use and why?
Rhesus monkeys
They're similar to humans(share 93% DNA) and they have similar traits to humans
62
Can you categorise the monkeys reactions based on Bowlby's and Ainsworth's stages/phases of attachment?
Monkeys who sought comfort from cloth mother had more secure attachment style as they looked for comfort when afraid. Monkeys with wire mesh mothers had insecure attachment and could be in 4th category of disorganised because their reactions were emotional: they screamed and threw themselves on the floor
63
Bowlby and Ainsworh similarities
Both used humans
Attachment to one figure
Create secure attachments
Worked together
64
Bowlby and Ainsworth differences
Ainsworth looked at the behaviour of Bowlby's theory whereas Bowlby looked at stages
65
Bowlby and Harlow similarities
Both identified how infants reacted
Both tested maternal deprivation
66
Bowlby and Harlow differences
Bowlby used human infants and Harlow used monkey infants
67
Ainsworth and Harlow similarities
Monkeys/children reacted in similar ways when mother wasn't present
Infant doesn't seek comfort from the strangers
68
Ainsworth and Harlow differences
Harlow used fake mothers
Harlow was more aggressive with experiment(monkeys in cage, purposefully scared them)
69
Bowlby and Schaffer and Emerson similarities
Both have 4 stages
Both have same first stage
Both looked at emotional development
70
Bowlby and Schaffer and Emerson differences
Bowlby focused on how relationship attachment will influence future relationships
Schaffer and Emerson focus on quality of relationship(bond to responsive carer)
Don't have exact same stages
71
What did Trevarthen theorise?
Infants develop quickly through interactions, communication and play with caregiver. Infants develop proto-cultural intelligence through these interactions
72
Proto definition
Origins/beginnings
73
Cultural intelligence definition
Understanding of how to behave within society
74
Proto-cultural intelligence definition
Earliest understanding of how to behave within society, such as how to regulate emotions and form relationships
75
Innate definition
Something that comes naturally rather than being learned-natural ability rather than a learnt one
76
Intersubjectivity definition
A shared understanding which forms the basis of future and further interactions, communications and learning
77
Sensory-motor processes definition
Processes by which sensory information is coupled to a related motor response in the central nervous system
78
Primary intersubjectivity
Development of the sensory motor processes that enable interaction between the infant and caregiver
79
Wellbeing definition
Positive state of mind, feeling of safety and security
80
What did Trevarthen believe?
Before a shared understanding can be achieved, the areas of brain and sensory-motor processes that are needed for shared understanding must be developed. He called this part of child's development 'primary intersubjectivity'
Infants are looking for companionship, not attachment
81
Links between Trevarthen and attachment
Importance of interaction between mothers and infants
Considering how relationships are supported and nurtured
82
Companions characteristics (Trevarthen0
Loving
Compassionate
Playful
Sympatheric
Understanding
Encouraging
Attentive
Engaging
83
Signs of wellbeing (Trevarthen)
Enjoys life and shows vitality
Feel at ease
In touch with own feeling and emotions
Shows confidence and self-esteem
Relaxed
Open to ideas
Acts spontaneous
84
Trevarthen and Bowlby similarities
Both thought that child's early interactions linked with behaviours and relationships formed later in life
Both focus on quality of relationships
85
Trevarthen and Bowlby differences
Bowlby focused on maternal bonds
Trevarthen focused on different people's bonds
Bowlby organised stages of attachment
Trevarthen believed infants develop through interactions
86
Trevarthen and Harlow similarities
Both focused on emotional side
Intimacy and comfort are important for both
87
Trevarthen and Harlow differences
Harlow used monkeys
Trevarthen has no experiment, just a theory
Harlow experimented with and without the secure attachment (fake mother)
88
Trevarthen and Ainsworth similarities
Both focus on how future relationships will form
Infants develop through interactions
Pattern developed through interactions
Link secure attachment and emotional wellbeing
89
Trevarthen and Ainsworth differences
Ainsworth conducted an experiment
Ainsworth has categories for theory
Trevarthen didn't categorise
90
Trevarthen and Schaffer and Emerson similarities
Babies are closer to person who communicates most with them
Neither of them focused on just the maternal relationship (all relationships)
91
Trevarthen and Schaffer and Emerson differences
Schaffer and Emerson conducted research (experiment)
Schaffer and Emerson talked about stages of development
92
What did Ferre Laevers pioneer?
The concept of experiential education
93
Experiential education definition
A philosophy of education that provides opportunities for a learner to interact with the learning. It also provides guidance and resources to allow the learner to experiment and engage, and learn through trial and error. This is thought to encourage higher level thinking, problem solving and active learning
94
Emotional perception definiton
Ability to recognise the emotions of others
Everyone should have innate emotional perception, child should practise it. Allows people to interact with others on an emotional level because it enables them to recognise and identify other people's emotions, this means that they can react appropriately to those emotions
95
What will a child with high/good wellbeing do? (Laevers)
Is able to be involved and engage with learning experiences. They're less likely to demonstrate unwanted behaviour, stress or anxiety when faced with problems and they're open to new learning
96
What will a child with low/poor wellbeing do?
Less able to learn in a deep way. They may appear to be getting on with tasks but they're not as involved and don't engage at a deep level, less learning will be taking place. Demonstrate frustration, anxiety and exhibit unwanted behaviour
97
Links between Laever's and attachment
Importance of emotional wellbeing in a child's development
Importance of children learning to understand their (and others) emotions
98
What is the Leuven Scale?
Method of scoring a child's wellbeing and involvement. It's graded from 1-5, with 1 being the lowest snd 5 the highest. Designed o help measure child's happiness, observing their level of fun while they're engaged in the learning experience.
(Made by Laevers)
99
Scale of wellbeing
1)Extremely low=Child shows signs of discomfort, anxiety or unhappiness. They may cry or seem detached from their environment. They might even attack others
2)Low=Child shows some signs that they're not at ease, but to a lesser degree than at level 1 and not all of the time
3)Moderate=Child is indifferent and show few signs of either happiness or unhappiness. Their interactions with others are limited
4)High=Child is happy and at ease in their environment, but this is not maintained consistently at the same intensity
5)Extremely high=Child is confident and lively.They may laugh frequently, talk to themselves and act spontaneously
100
Scale of involvement
1)Extremely low=Child displays little energy and is easily distracted. They may simply watch what others are doing or wander about
2)Low=Child is quite easily distracted. They'll engage in activities, but may drift into absent-mindedness
3)Moderate=Child seems busy, but is rarely fully absorbed in their task, which may be routine. They rarely show much energy or enthusiasm
4)High=Child is quite difficult to distract and focuses on their tasks and activities
5)Extremely high=Child displays high levels of concentration and energy. They're persistent and very engaged in their tasks. They're very difficult to distract
101
Factors to consider when using Leuven scale to assess child's wellbeing and involvement
If child is tired
If child's having a bad day
Child's home life
Time of day/day of the week
If child enjoys the lesson
If they like the teacher
Have they eaten?
Are they with their friends?
SEND
102
How to adjust practice to increase involvement and improve wellbeing
Rearrange classroom/make it more appealing-reading corner, child's work on the wall, interactive display
Having a.variety of tasks
Partnered work
Show and tell
Knowing child well e.g. if they have SEND
Neutral classroom-not overstimulating
103
4 overarching principles of EYFS
1)Every child is unique-resilient, capable, confident and self-assured
2)Positive relationships- child learns to be strong and independent
3)Enabling environment-experiences respond to their individual needs and theirs a strong partnership between practitioners and parents/carers
4)Children learn and develop in different ways and at different rates
104
Statutory definition
Required by a written law that's been passes by parliament
105
How can key person bond with child?
1 on 1 activities
Take interest in what they like
106
How can key worker meet child's needs through care routines?
Set a routine (day to day plan)
Have good communication with parents
107
How can key person work in partnership with parents and other professionals
Have clear communication
Be professional
108
How can key worker share information appropriately
Only share information if it's necessary
