E7 Child development Flashcards

Question

Attachment theory: Mary Ainsworth

Answer 1

Features of work: Strange situation experiment- mothers left babies at around 9-18 months with strangers Observed four patterns of attachment 1.Secure - mother response to child’s needs Where mothers were less responsive- 2. insecure avoidant 3. insecure ambivalent 4. disorganised/disorientated Strengths: Recognised quality of attachment matters Influenced practice Limitations: Unethical Not considered to be reliable in other cultures

Answer 2

Key features of work: Compared outcomes for children who had never formed an attachment, and those who had formed an attachment but had been separated (deprivation) Privation is more detrimental than deprivation. Strengths: Influenced practice More support for new parents to help with attachment

Answer 3

Key features of work: Quality of attachment linked more to responsiveness of carers rather than the amount of time spent Four stages: Asocial stage (0-6 weeks) babies prefer humans over other objects but can be settled by anyone Indiscriminate attachments (6 weeks - 6 months) babies are more sociable and can tell individuals apart, no fear of strangers Specific (7months +) seperation anxiety when primary attachment figure leaves Multiple (10/11 months +) infants form multiple attachments such as grandparents, friends Strengths: Quality rather than quantity shows babies can attach to practitioners has influenced when babies are taken into care

Answer 4

1. Sensorimotor - language use is egocentric, crying is to meet own babies needs 2. Pre-operational - continued use of egocentric language, may talk as play, children start to language symbolically and talk about things not present. “Animism” 3. Concrete operational 4. Formal operational - children’s language changes in line with their ability to think logically. They use ‘socialised’ language reflecting their ability to ‘decentre’ , recognising others have different perspectives

Answer 5

-Providing accurate and current information to the child -Giving opportunities to discuss feelings and ask questions -Involving individuals in their own transition planning -Using school-readiness strategies for children due to start reception -Following setting-in-policies and procedures -Implementing support through a buddy system, counsellor, mentor learning assistant -Liaising with with parents/carers/professionals -Referring individuals for specialist support as appropriate

Answer 6

the opportunity to meet new people - such as changing school or home + the opportunity to develop new skills or try new activities - such as starting in a early years setting, going to college + increased confidence in own ability to be resilient - such as coping with pregnancy.

Answer 7

+ anxiety and loss of confidence * missing out on a relationship, for example, not seeing a parent who has moved out, moving away from friends + anger and/or sadness + jealousy, for example, birth of sibling or seeing absent parent with another family.

Answer 8

-Transition from home to an early years provider -Movement between school years or between schools -Adolescent transitions and body changes -Gender transition -Changes in relationships -Post school decisions

Answer 9

-Moving house or location -Illness -Changes of employment -Change to family structure -Pregnancy -Bereavement

Answer 10

Positive: Strong sense of self concept and confidence Feeling of protection and belonging Sense of purpose Negative: Group behaviour can become extreme - bullying and discriminative behaviour Individuals who aren’t part of a group can feel isolated Group behaviour that affects towards learning can negatively impact on progress

Answer 11

Key concepts: Children’s thinking develops over time and language was a tool to support Used term ‘Schema’ to explain patterns or conclusions as a result of thinking process Complex theory has four stages Strengths: Explains why young people speak to themselves Limitations: Underestimated young children’s ability to think logically

Answer 12

Key concepts: Adults instinctively know how to support children’s language Used term Language acquisition support system Strengths: Explains way in which adults universally talk differently to babies than to adults

Answer 13

Key concepts: Viewed language as a central to learning Children learn to use language to think Language and logical thinking is developed through interactions Strengths: Explains why children who have quality interactions with adults may develop better thinking skills

Answer 14

Key concepts: Behaviourist model of language Children develop through external stimuli rather than it being an innate process Strengths: Does not explain in which language develops, and how grammar develops in a similar way regardless of where children are

Answer 15

Level 0- Momentary physical interaction- 3-6 years - Friendship may be fleeting, Friendship driven by circumstance. Level 1- One way assistance- 5-9 years- No understanding of the reciprocal nature of friendship Level 2- Two-way fair weather co-operation- 7-12 years - Friendship may end if one child feels they are not getting anything in return Level 3- Intimate, mutual , sharing - 8-15 years - Acts of kindness and generosity occur without an expectation of reciprocal action. Level 4- Mature friendship - 12 years + - Ability to accept others and be accepted. Understanding friends have other friends too.

Answer 16

This theory focuses on why as children become older, they form groups with distinct identities, such as nerds' or 'popular kids. The theory applies to older children and young people. In-group & Out-group The in-group is the one that a child or young person is part of. The out-group refers to the other group or groups that are seen as rivals or inferior.

Answer 17

1 Categorisation: recognising the characteristics of different groups and linking these to own characteristics. For example, 'This group is good at music. I am also good at music!' 2 Identification: once a child or young person is part of a group, the actions and thoughts of the child or young person reflect those of the group. As other members of the group are also modifying their behaviours to fit in, the group identity becomes stronger. 3 Comparison: the group and the individuals within it increasingly compare themselves to other groups in order to feel superior. This maintains their

E7 Child development Flashcards

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