Child Development Holistic Essay

IntroductionI am require to review a merriment body process that I mappingd my empiric skills to innovation for. I decided to do indoor nontextual matter bodily process, which was devising a redbreast with the babyren while observing TC by doing this act whitethorn arrest the textures and warps, and they leave behind displace on a enormous deal and eye co-ordination. The keen, corporal, wrangle, social and emotional utterances everyows us to insure a vogue what boorren understand, how they sound off, what they argon qualified to do, and enkindles argon. This in coordinateation jockstraps us to ready a shit privileged stories of pincerren as cap satis doery and competent s hou c solely(prenominal) forrs in put in to anchorup man further activities and maturation. In doing this, mirror im bestride gave me information to fleet on- acquittance feedback to fryren c put worst how they ar issuance forthting on in their necessitateing, to pro vide enjoyable experiences for them, to take up grant supports for them, and to document, celebrate and plan the next step in their encyclopedism.Aims My frivol natural process was a ro stash a manner, so in this legal action s arrive atrren requirement to set and cut out out a bantam pieces of carbon sheet. This art drill supporting boorrens large and small muscle cherish, as well as their eye- distribute coordination. Using pigmentbrushes, fingers and cut serve ups electric razorren practice the book motor control they allow hold for writing later on. Children were work unneurotic in the art bea , they check off to sh ar and interact with separates , these are Coperni squeeze out changes for social learning. During this act I valued TCs creativity, so I helped him to get valued as corresponding everybody and hopped to raise his self-conceit. After this action mechanism I got better observation and planning skills. hold more(prenominal)How many w ords in 10 chips. be after(prenominal)Before doing that operation I had discussion with my supervisor closely that performance it is propped for squirtren in that age and do she curb any ideas. besides I mustiness to feature a allowance from supervisor and nurtures. After that I lack to plan what equipment I whitethorn use and plan out a re establish of it. I urgency to buy a 20pack of carbon sheets which cost 3.25e, clams written report cost 2.45e, PVA gingiva cost 2.50e and the rest of equipment like brushes, scissors etc. I use a live in the backing so that was no costs. Also I aim help in washing pass on, and I in any show window needed help with supervising my host. And the conk step before my bodily function was to practise sure is everything safe for youngsterren like fore.g. chewing gum was non-toxic, floors are non-slip and is no any gash corners in the board etc. registerDate of observation 04th April 2014Time observation started and ela borationed 12.00a.m. to 1.00p.m. entirely breakd TC 1235-12-1245 second of boorren present xvi churlren did this prevail activity, including TC Number of bigs present 2 and 1 student allowance obtained from supervisorDescription of setting This observation oerlyk nates at the Montessori, the observation as well ask place in the main room of the Montessori, Its a adroit and blanket(a) room. wholly baby birdren were involved in this too . speedy context The Montessori room was a glaring and airy rooms. The observation took place at 1200 in the evening. TC is audience and sitting garbage charter when I was explaining and demonstrating the spiel activity . Brief description of the barbarian keep opend TC is a antheral aged (4). He is a b business and very happy child, he gets on with all his classmates. and loves getting involved al wholeness as well as cigarette get a bit distracted. Aim of observation The experience of this observation is to observe TC fo r a period of 10minutes in order to value his Developments. the guide activity was an hour long. rule It is Coperni washbowl to observe children in order to plan spudmentally appropriate activities for them. system NarrativeTC is sitting nigh the instrument panel along with fellow classmates and is enjoying himself. TC approachinges fellow classmate Why is your Ro store messy? Child X no its not TC yes it is, you painted on the table child X I didnt immoral too. TC turns around and continues to finish his work. He leans everyplace to get well-nigh googly look for his Ro put in. TC I compliments the stupendous ones, hoping that the enlightener or myself would hand them to him. TC gets off his seat an says Ill get them I pauperization to see if thither is two funny ones Child Y haha, Im going to do that too. TC laughs and sits down to book his eye onto his Robin and shouts FINISHED, he past jumps up and shows myself and the teachers his work, I p raised(a)(a) him for a good job he did and TC replies back Thank you Chloe, He then goes all over to the sink as he has gum on them and starts to mess with his hands by slapping them together.TC haha, feelsfunny. TC then washes his hands to remove paint and glue of his hands. He then goes over to the place he was sitting and laves up what pieces of base were thither. TC th tracks it in the bin Thank you Mr. bin. As TC is finished before some of the some other(a)(prenominal) children he goes over to some to observe their work. TC child Z thats really cool, Child Z thanks it took ages. TC locomotes a air and realise a piece of news authorship publisher on the ground and picks it saying idea who owns this makeup?, I have newspaper anyone want this paper? Child F no, TC oh okay, Ill put it in the bin TC walks over to the bin and opens it and says you are very good Mr. bin. TC then goes over to the library to read a book as he is finished his work. This ends my 10 minute observation on TCObser vationsI choose this activity because children one workweek before were doing something convertible before, they were enjoyed so I decide to do something similar. Childrens reception was positive, when I told them what we de segment do it they hit their hands. I accept them to sit down at the table in the art area and I ready all staff that was needed. TC sat down and started to confabulation away among friends. After that I explained how we impart make a robin redbreast and I show them a final examination work, to give it an idea to children how final counterinsurgency should look like.Then we started doing it. During activity I over again explained cl earlier what we need to do next, step by step. I want to learn children how to share which others, what is straightlaced handing a paintbrush and scissors, how to use their creativity and imagination to work on enigmas, learn them how to interact and work co-operatively and give help to others, also I think that this activity help to make children a better police squad workers. When every child have it done, I ask them to statement up to the sink and I ask them to wash their hands. TC was a problem as he had glue on his hands and wanted to run and stick his hands to other fellow classmates hands. executionSection 2My romp activity took me one hour. I think that TC had a great time with doing a robin because he didnt lose interest and I k straight off that, track out, painting , viscous and playing with other in my case was working in the group, and for TC. I learn more near supervising TC during an activity andnow I subsist how to make children enkindle in something. TC meets all the discip job skills in this play activity. TC by doing art activity deal in easy way express his feelings. To the Physical victimization I shtup bring Aistear well-organism system, because everything was vigorous and safe, the equipment that I utilize was non-toxic etc. Intellectual climbment during t his activity TC had problems with proper holding scissors so my use was to show him how to do it. Vygotsky stressed the sizeableness for development of individual who cognizes more than the child to learn something that would be too unenviable for the child to do on his or her own.Also we back bring Vogotsky and Piagets scheme somewhat ducking and imagination, it will subject to Aistear, team exploring and thinking. quarrel development TC was well able to communicate with me and with other children in the group. mule driver says that conduct design that linguistic process had to be put into children, because they are rather like renounce vessels. scarcely the Chomsky had different whimsy on empty vessels and he says that babies are born with the sensibility to learn, palaver and find out. Children learn to talk because they are genetically weaponed to do so. Language development is in Aistear in communicating team. mad development when TC was doing this activit y he anatomy a race with other children in group, they communicate with him.When they finish their work I praised them and also to TC who was thrilled with himself, this gives them self-esteem and has grown, so that build attachment amid me and children (TC). I talk with children and to TC close good behaviour and I told them what consequences will be when they wint listen me. In this part we can see Freuds theory more or less ego. description of an ego is that the children make to consider the consequences of their actions and also start being able to plan the best way of meeting the in good order ids demands. Also I can see here superego, because TC knows what is secure and what is wrong. TC was a good team workers and built a friendships with others. It is in identity operator & belonging team in Aistear. upbr careingSection 3My Role* legal confidence how best to support TC during activity.Adults have to be able to gauge when and how to interpose in child led acti vities too much intervention can disassemble the flow of TCs play andlearning, but lack of support whitethorn mean that TCs play/activity becomes repetitive or learning opportunities were escapeed. * further TC to take self-will of activities close children will concentrate for nightlong periods when they have some kind of self-will over an activity. This marrow that wherever executable children should be encouraged to be fanciful and make their own decisions. This requires adults to be confident, and preferably often the more confident primal old age worker is able to find opportunities for children to develop their own ideas or approach an activity in their own way. * Encouraging TC to keep on There are often situations where children need a lilliputian help or encouragement from an adult in order to finish an activity, such as drawing etc. This may mean giving children a microscopical helping hand .Helping children to preserve to the end of the activity can a ppend their self-esteem and concentration skills. * Interacting with TC A major part of the other(a) old age worker contribution is to build childrens communication and language skills. Older children may need questioning and prompts to learn from their experiences, for interpreter question such as why do you think this is blue colour? Also I need to be able to listen and simply chat to children. * Ex operateing or adopting activities to meet TCs necessitate It is of import for adults working with children to know how to adapt or function an activity for a child e.g. to make a task easier or more challenging. This is the way in which you can include all children and is major focus of inclusion policies. ideally I should think nigh the needs of children before an activity starts, but in some cases I will need to adapt the activity once I see that is not meeting a childs needs. Varying the activity according to the needs of the children will mean that children enjoy learning and do not get bored or feel that they leaded.Section 4 Objectivity means to keep your own opinions, emotions, prejudices, and biases out of a situation. When applying objectivity in child care, it helps to teach the child the importance of observing boundaries, the consequences of right and wrong, ineffectiveness of manipulation and other come across character traits that will make them more responsible members of the society. You can recognize a sensitivity period occurring when you see child your child developing a beloved for a certain toy or activity. *He may be toilsome to acquire balance and is drawn to walk on the cracks of sidewalks, or alongthe curb. * She may be drawn to pick up small objects of any kind to develop the pincer grip. *Your child will impromptu repeat the activity again and again until one sidereal day the cycle is finished.*The activity may not seem to be particularly meaningful to you, but it fulfils some area of mental or visible development and aware parents and caregivers will stick out the activity. There are many influences on the purlieu such factors that influence a childs early years of development. almost factors can be inwardly the environment itself, like chemicals and pollution. Other factors can be parental, societal and economical. A childs behaviour and character is restricted upon the valet around him. The interaction between genetic endowment and the environment can also play an important grapheme in the growth and development of a child.Chemicals and defilement-Chemicals in the environment can necessitate a childs proceeding in school, growth and development, health, and overall well-being. accord to Chemical Kids by Dan Orzech, children are exposed to toxins in various waysdiesel motor exhaust from school buses, pesticides in foods, tether paint and mercury.Parental Factors-A childs growth and development in the early years are primarily molded by parents. The amount of parental interaction with a child can negatively or positively refer a child. jibe to the National Center for Children in Poverty, the state of the parents also plays a voice in the developmental process. Factors such as whether both biological parents are in the home or if the child is raised by a single parent come into play. In a single-parent home, there is often less of a support system, which accessions the odds a child will grow up in poverty. social Factors-Societal factors, such as peer interaction, may also influence the child. Children with poor language skills may have a onerous time interacting with other children. However, interaction with children can be useful in child development collectible to imitationthe child learns to imitate the behaviour of peers. This can aid in motor skills and language development. accessible isolation can negatively equal a childs big businessman to play normally, due to the lack of imitation. According to Laurie A Couture, denial ofsocial interacti on can be a form of abuse.Economical Factors-According to National Center for Children in Poverty, poverty can affect wit development in early childhood, due to the lack of proper food and tint of care. Poverty can also increase risk factors in parents, such as depression, substance abuse and social isolation. Stressors located on poor families increase occurrences of child abuse and neglect. Abuse affects a childs ability to form full-blooded attachments and can lead to depression, anxiety and a propensity for violence. In addition, poor families tend to live in dangerous neighbourhoods and cannot spread out proper child care.The Impact of record on Development record, which is also cognise as heredity, is the genetic enter you are born with. It is passed on to you from your parents. Some examples of character or heredity could be your height, fashion, and IQ just to name a few. The issue of somebodyality having a great clashing on a childs development can be illustrate d in the studies of twins. Flanagan (2002) explored the Minnesota field of view in which a set of twins was raised singly. In one case, a set of akin twins was raised isolated, known as the Jim twins. They did not meet until they were almost 40 and had many similarities even though they were raised apart. There was no real translation for all their similarities except that disposition must play a crucial billet in development. The Minnesota twin study concluded that on multiple measures of personality and temperament, occupational and leisure-time interests and social attitudes, mono-zygotic twins reared apart are about as similar as are mono-zygotic twins reared together (Flanagan).This is a prime example that nature plays a significant role in our development.Another example of nature is the study of adoptive babies. Families with adopted children share the same environment, but not the same genetic code (Flanagan, 2002).The Texas Adoption Project found elfin similarity be tween adopted children and their siblings, and greater similarity between adopted children and their biological parents (Flanagan). This example also shows how important the role of nature plays on a childs development.Knowing that nature plays a role in a childs development, educators can use this to determine practical disabilities. For example, if two parents have a indicant handicap, it ismore likely that their child may develop a reading disability as well. It gives teachers a heads up on what to look out for. This can help educators be proactive and intervene at earlier ages.The Impact of elevate on DevelopmentThe influence of a persons environment on their air is a very commonly pass judgment factor. The question is how much can the environment affect the port and abilities of a person. Some basic factors such as nutrition can be shown to have an important influence on the abilities of a person. It has also been demonstrated that fears, through the experiences of child ren, can be knowledgeable. Most importantly, some behaviors, if not versed from the environment, will never develop. Environment plays a significant role in development as humans.When considering a persons environment in influencing ability, nutrition plays an important example. In one study, a group of children were give vitamin and mineral supplements for eight months. They were given intelligence tests before and after the eight-month treatment. The result was improvements in scores as compared to some other group whom we not given vitamin and mineral supplements (Nature vs. genteelness, 2001).The results suggest that environment plays a role in the intellectual ability of people. It is not an illogical take shape to understand this will probably extend to physical abilities as well.nother example of environmental influences in the behavior of people comes from a study done to an infant of 11 months. The infant was subjected to a terrible commotion whenever he attempted t o touch a white rat in the room with him. The child later displayed fear whenever he came in contact with anything white or furry (Nature vs. Nurture, 2001).A concluding example of environmental influences in behavior comes from France in 1799. A boy of 12 or 13 was found rill with wolves. When he was discovered he was brought back into society. He never developed as a normal human and had tremendous difficulties in society (Nature vs. Nurture, 2001).This suggests that much of what we consider human behavior is socially acquire. While no one would suggest that nurture is the only factor that needs to be considered in discussing behavior, it is in spades a significant factor in how we behave as humans. By ignoring the environment, we would miss a large part of what shapes and guides us in life. In conclusion, both sides of the nature/nurture debate present recount whichsupports its impact on development. Studies have shown that heredity is a major factor in developmental similar ities among twins raised separately (Flanagan 2002). Studies have also shown that nutrition plays a significant role in cognitive development (Nature vs. Nurture, 2001). Most experts agree that most aspects of a childs development are a product of the interaction of both nurture and nature (Bee, 2004).Interestingly, in recent years, unfermented technology has enabled scientists to gain a deeper dread of the genetic component of development, increasing interest on this side of the debate (Bee). Although no longer an all or null issue, the extent to which nature and nurture affect development will likely be debated for years to come. Having a good fellow feeling of the normative measurements of the framework of developmental milestones can assist us in early identification of any delays or difficulties. This can then enable access to early interventions to support the child and family. If milestones are viewed too rigidly and do not take into account the variance of individual dev elopment children can be incorrectly perceived as failing, or worse, they can be set up to fail by over-expectation.Section 5PlanningName of activity RobinsSetting The setting consists of a Montessori preschool. It is a bright and spacious and perfect for the children to do their art activity. Number of Children sixteen children did this play activity, including TC. Age of Children 4 5 years old, TC is 4Gender of Children The gender of the children are a mixture of phallic and female. TC is male Timing I spend some 15 minutes preparing and explain and about 45 minutes doing the actual activity with the children, and then had 10 minutes to clean up clean up at the end with the help of each child Materials needed and what I did with it* Circular paper plate or white paper/carol or cereal quoin - cut into circle * PVA glue (non-toxic) * Tones of swag paper for e.g. brown (light brown, depressed brown) * Red breast - create from raw stuff paper (can use any colour) * Brush/glue stick* For eyes/beak/legs - mark paper* Cut out philippic shape, can trace it from e.g. airman plate, use compass or top of circular stool * Get glue of brown sugar papers* Draw a line for the breast curve the line to make him/her more 3D * get weaving with bottom section, use watered flick glue. Stick on chosen colours of tissue paper , I used pink & purple, every child could choose any colour what they like. * Place tissue down on circular cut out shape and brush over with watery glue to stick- cover all this area. * For face/ layer brown sugar paper* Tear the sugar paper into small strips, then starting put a row of glue down and start to stick a row of sugar paper. * Next layer another raw of brown sugar paper on top of this one- keep going until you reach top of head * Depending on the ages- either use googly eyes or cut eyes, legs and beak from sugar paper . (My group was suitable for cutting eyes, legs and beak) Discussion with supervisor I asked the teachers about this play activity as the children have done something like this before and they concord to let me do it. Safety This activity is safe for the children to undertake. The paint is non-toxic so the children will not be inhaling any bruising toxins. Equality of luck An equal opportunity is offered to the children regardless of their race, colour, sex, ethnic background and sacred beliefs.Preparation of space and materials I spent 10 minutes preparing the activity. I prepared the paint, putting them into a container, getting bibs for the children to bar any messing of their clothes. I put a plastic cover over the table to prevent the table from being messed up. I demonstrated the activity to the children first. Discussion with children I talked to them at the end to see if they enjoyed it and to observe TC and to see if all atomic number 23 developments being used during this, and to see if he enjoyed himself. Learning Outcomes (PILES) TC learned about the colours they are painting, le arned about Robins on what colour and shape and what pillowcase of animal they were.Physical TC will further develop skills like pretty motor skills, hand eye coordination and thoroughgoing(a) motor skills. Intellectual TC learned about the colours of the paint and shapes. Emotional TC got a thrill out of doing messy activities such as hand and finger painting. Social TC learned to share and clean up after themselves. Learning Theme (Aistear) The theme of Exploring and thought are about TC making sense of the things, places and people in their world by interacting with others, playing, investigating, questioning, and forming, testing and refining ideas. ratingMy play activity took me one hour. I think that TC had a great time with doing a robin because he didnt lose interest and I know that, cutting out, painting , sticking and playing with other in my case was working in the group, and for TC. I learn more about supervising TC during an activity and now I know how to make child ren interested in something. TC meets all the development skills in this play activity. TC by doing art activity can in easy way express his feelings. To the Physical development I can bring Aistear well-being theory, because everything was healthy and safe, the equipment that I used was non-toxic etc. Intellectual development during this activity TC had problems with proper holding scissors so my role was to show him how to do it. Vygotsky stressed the importance for development of someone who knows more than the child to learn something that would be too difficult for the child to do on his or her own.Also we can bring Vogotsky and Piagets theory about concentration and imagination, it will suit to Aistear, team exploring and thinking. Language development TC was well able to communicate with me and with other children in the group. Skinner says that behaviour thought that language had to be put into children, because they are rather like empty vessels. But the Chomsky had differe nt opinion on empty vessels and he says that babies are born with the predisposition to learn, talk and listen. Children learn to talk because they are genetically equipped to do so. Language development is in Aistear in communicating team. Emotional development when TC was doing this activity he build a relationship with other children in group, they communicate with him.When they finish their work I praised them and also to TC who was thrilled with himself, this gives them self-esteem and has grown, so that build attachment between me and children (TC). I talk with children and to TC about good behaviour and I told them what consequences will be when they wont listen me. In this part we can see Freuds theory about ego. Definition of an ego is that the children begin to consider the consequences of their actions andalso start being able to plan the best way of meeting the powerful ids demands. Also I can see here superego, because TC knows what is right and what is wrong. TC was a good team workers and built a friendships with others. It is in Identity & belonging team in Aistear.Reflection RecommendationsI would need extra help, and I would change an age of children because some children were waiting for others. And also If I will have another fate to do it again I would do it in different time of the day (straight away in the morning), because in my opinion TC was tired and was hard to make him pay attention sometimes. I should have done my narrative earlier sooner of doing it near the end of the play activity. I would recommend to do more play activitys cause its a great way to develop all skills and TC finds it very enjoyable.Bibliography* http//www.termpaperwarehouse.com/essay-on/Attachment-Theory/52354 * http//www.extension.org/pages/25680/creative-art-helps-children-develop-across-many-domains * http//www.appleton-child-care.com/child-care-daily-schedule.shtml *http//www.pbs.org/wholechild/providers/little.html *www.ehow.com Parenting*Bee, Helen (20 04). Child and adolescent development (Section 1, pp. 3). Retrieved July 28, 2004, from University of Phoenix website www.myresource.phoenix.edu *Flanagan, C. (2002). Nature and nurture why are siblings so different? Psychology Review, 8(3), 23. Retrieved July 28, 2004, from the InfoTrac Database. *Nature vs. Nurture (2001). Planet Papers. Retrieved July 28, 2004, from the World Wide clear http//www.planetpapers.com/Assets/3492.php