Jean

Piaget (18961980) proposed the theory of cognitive development that included four stages of development:

Sensorimotor (birth2 years) Preoperational (27 years) Concrete operational (711 years) Formal operational (11 years and over)

 http://www.youtube.com/watch?v=iG9CE55

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 Lev

Vygotsky (18961934) described the zone of proximal development (ZPD).

 Erik

Erikson proposed the theory of psychosocial development, which maintains that children develop in a predetermined manner.

 The

key influences contributing to social learning include:

attention retention reproduction motivation.

 The

social constructivist theory of learning assumes the childs brain builds and generates knowledge from experiences.

 Uric

Bronfenbrenner (19172005) proposed the ecological systems theory. Bronfenbrenner suggests that different aspects or levels of the environment influence childrens development including:

the microsystem the mesosytem the exosystem the macrosystem.

 Attachment

theory:

John Bowlby (190790) theorised that a young child needs to develop a relationship with at least one primary caregiver for normal social and emotional development to occur.

 Strategies

for fostering independence in

infants:

Provide lots of tummy time for the infant when they are awake. Encourage them to reach for toys that are just out of reach. Put the child in their cot while they are still awake so they learn to fall asleep on their own.

 Strategies

to foster independence in young children:

Encourage them to think and reason. Provide opportunities for children to experiment. Play memory games. Get children to review their actions. Role-play. Give simple choices. Listen to and acknowledge the child.

 Steps

for delivering positive reinforcement:

Recognise and acknowledge the childs wishes. Calmly and clearly state any limits to their wishes. Help the child express in a socially acceptable way any resentment that arises.

 When

implementing consequences bear in mind that they:

dont make much sense to children under the age of 3 dont have to be harsh to be effective need to be explained to children ahead of time work better when they occur as soon as possible after the behaviour.

 When

storytelling or reading encourage children to:

describe what may happen next explain what may happen if alternative paths are chosen speculate about what may happen if characters make other choices along the way.

 Decision-making

formula:

Define the problem and identify the decision you need to make. Explore the options and decide whether they are feasible, safe or risky. Understand the consequences of each choice. Make a decision, then implement it. Evaluate and learn from the decision.

 Some

useful activities to give a child confidence in their abilities are:

daily news show and tell asking individuals to assist in different ways getting children to lead activities having themes for activities.

 Types

of monitoring include:

observation assessment.

 Causes

of frustration include:

lack of socialisation anger not getting their own way hunger tiredness failure at a task.

 Common

rewards can include:

merit cards or tokens given as a progressive reward group or public acknowledgment of achievement of a milestone acknowledgment and praise from the carer peer acknowledgment.

 Opportunities

for achievement can be fostered through:

everyday activities simple tasks creative activities.

 Strategies

and opportunities that provide an opportunity for children to lead include:

show and tell play-acting appointing monitors the buddy system.

 Social

factors that affect a childs transition to school include their:

ability to play alongside others ability to relate to adults awareness of others ease in, and familiarity with, group situations.

 Emotional

factors that affect a childs transition to school include:

self-help skills self-expression expressing needs separation from parent/s.

 Cognitive

skills that affect a childs transition to school include:

knowing their name attending and following through with tasks being able to make minor choices and decisions.

 Emotional

development factors include:

attachment socialisation cultural expectations family situations religious beliefs personality.

 Activities

that may help a child to express their feelings include:

role-plays specifically set up to help children express how they are feeling inside sharing appropriate stories or experiences using pictures of people displaying different emotions drawing and art.

 Art

experiences can include many forms of expression such as:

fingerpainting drawing modelling play dough cutting and pasting.

child can have their strengths and efforts recognised by their peers by:
group validation show and tell applause to recognise and acknowledge achievement.