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1C Foster the emotional and psychological development of children
Learning Outcome 1 &
1.
- The child's independence & autonomy are fostered through a range of different self-help skills at various levels.
- There is a home corner with dress ups where children can practise dressing themselves or the dolls that are provided.
- At meal times there is a pleasant homelike environment where older toddlers are given a spoon and encourages to feed themselves, and preschoolers to serve their own food as well as pour their own water.
- Children who are capable are encouraged to dress themselves and get up & down from the change bench.
- Lucy (18 months) is encouraged and has her effort acknowledge when trying to put her shoes on and do up the velcro straps. She is made aware of assistance if she needs it so she is not being setup to fail.
- Danny (4 years old) is encouraged to get the floor cloth and clean up the paint he spilt, with the help of a teacher.
- The children's independence & autonomy is allowing children to attempt tasks for themselves no matter how messy it may get and they are offered assistance when needed to support the learning process.
- Fleur (4 years) is encouraged to wheel her own wheel chair independently throughout the room and encouraged when succeeded (eg you got your chair all the way around all these blocks on the floor!)
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- Children are given opportunities to make appropriate choices throughout their daily routine.
- Children are able to make decisions about what equipment they would like to use because they are put on easily accessible shelves for children to pick and choose.
- Infants are encouraged to feed themselves but if they choose not to then a caregiver also has a spoon to feed them with.
- Children are encouraged to choose their own food & a plate / bowl.
- The children are also able to make the decision about what colour cup they would like to drink their water from.
- Lucy (18 months) is able to make the decision to put her own shoes on without help from an offering caregiver.
- Three preschoolers, Madison, Shona and Shane are able to solve their problem in the block corner by making choices about how to keep the babies from knocking their structures over and eventually came to a solution.
- Being able to make their own choices fosters the children's independence. IT is important because it gives a child a sense of responsability and a better understanding of decision making and its consequences.
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- The children are given an opportunity to participate in decision making in their daily routine at the Centre.
- At meal time children are able to make decisions about their meal, the colour of the bowl, what they want to eat or perhaps if they would like to eat.
- Lucy (18 months) is given the opportunity to make a decision of how to keep the babies away from their bricks.
- Decision-making not only gives children a sense of responsibility but also to accept responsibility for their actions and individual choices.
4.
The opportunities which this center provide to foster self esteem and a positive self image are
- Allowing children to make their own choices and take responsibility for their actions.
- Offering consistent encouragement
- Providing a relaxed environment (homelike)
- Praise when they achieve goals or tasks (eg. Lucy's shoes)
- Pushing the boundaries and guiding the child to succeed Lucy and her shoes, Fleur and her wheel chair, Elfi and climbing to the bench.
- Explaining differences whether they be cultural, physical etc. Eg. Fleur and her wheelchair helps Fleur to feel part of the group and special.
By introducing children to change and differences you are effecting their judgment about the world and our values, therefore our self-esteem. Out interactions with children need to be as positive as possible to support our self-concept or our sense of ourself as well as our self-esteem because this is what forms part of our selves and will be wit us for life.
5. Some situations where caregivers encourage children to gain more confidence and deal with frustration are
- In a safe environment where infants can crawl and begin to learn o walk
- When serving food children are encouraged to feed themselves but not forced to, if they become frustrated there is an adult to help feed the child
- The three preschoolers are able to overcome the frustration of having their blocks knocked over by being able to make a group decision on how to solve the problem. This enhances responsibility and also confidence
- Lucy (18 months) gains confidence by being able to put her own shoes on. When the caregiver notices that Lucy is getting upset she offers assistance and waits near by to see if help is needed.
6. How are individual differences, cultural backgrounds and acheivments acknowledged and respected?
- Children are treated as individuals and accessed on their developmental level (not all judged) eg. Older infants are given spoons but preschoolers can serve themselves.
- Home corner has provided a wide range of items to reflect different cultures, abilities, people and lifestyles
- Meal time is a pleasant, relaxed social occasion where children are encouraged self help skills and their efforts are encouraged and acknowledged
- Children's differences are acknowledged and ranges of choices are provided for children to choose from eg. Nappy change time where independence is fostered by allowing children to help
- Fleur (4 years) is in a wheelchair and she is encouraged to do things for herself and the children are given honest explanation about why she is in a wheelchair. She is made to feel welcome and part of the group
- Lucy (18 months) is encouraged and acknowledged for trying to put her shoes on
- Decision-making is respected and encouraged from the three preschoolers about the divider.
Learning Outcome
to 5 year olds
Play Activity Singing songs
- if your happy and you know it,
Clap your hands.
If your sad and you know it
Have a cry…Boo hoo.
Rational By providing a song for this activity in which you can change the words to match the mood of the group of children you as a caregiver are not only acknowledging their feelings but you are also telling that child that it is okay to feel that way as long as you express your feelings in the appropriate ways eg. Children who are feeling sad can say boo-hoo and have a little cry because that's okay. Children have the opportunity to choose what emotions they would like to sing about and help to make up the actions eg. if your angry and you know it stomp your feet!
Role of caregiver The role of the caregiver is to set this experience up in a calm, relaxed private area where children can feel free to express their emotions and participate in the activity. The caregiver needs to reassure children that it is okay to feel sad sometimes or cranky when someone knocks down your building and the caregiver could perhaps offer suggestions on how to come to terms with these feelings and deal with them. Encourage children and praise them for recognising their different feelings.
Play Activity Drawing
Rationale - By providing an activity where children have the opportunity to draw a picture of how they are feeling, a child should hopefully feel more comfortable talking to the caregiver about what they have drawn and what they are feeling. Even if the child prefers no to tell the caregiver what emotions they are feeling it provides an opportunity for the child to release some feeling and also gives the caregiver a better understanding of what they are feeling inside. Children need to feel free to express themselves through a wide range of experiences, whether it is drawing, singing, playing musical instruments, playdough etc. Hopefully in this activity the child will draw a picture and allow the caregiver to talk to them about what they have drawn and explain it.
Role of the caregiver The role of the caregiver is to provide an environment which is relaxing and private enough to talk to the child about their picture with, especially if the picture is private or the child is usually shy or withdrawn. Caregivers need to provide the equipment for this experience eg. enough pencil/textas of various colours and paper. Colour is important because from a young age different effects on children and they can pick up on this eg. Red is and angry colour or blue is a sad/calm colour.
Caregivers need to encourage and reassure children about their emotions/feelings.
Learning Outcome 4
Briefly explain whether or not the caregivers responses are likely to encourage children, to support each other and explain why.
1. No, this statement from Madonna (Don't' make a fuss of him, hes got to learn to walk and he'll have to cope with falling over) is not comforting or reassuring for Brett (10 months). It doesn't encourage Brett to want to try again and this type of attitude is not warm or pleasant. Val ( years) is not encouraged or acknowledged for trying to help Brett. Instead she is told not to fuss over him. Next time Brett needs comfort he is unlikely to find it in Val.
. Yes, this scenario gives me a warm welcoming view of the environment. Older children are encouraged and praised for helping those in need, especially younger children who are having difficulty. Rahul (4 years) is thanked from caregiver Betty for helping Casey ( years) with the blocks. Next time Casey needs help he would probably feel welcome to come and ask either of them for help in the future.
. Candice (7 years) is encouraged and acknowledged when she comforts her friend Julie (5 years). Betty the caregiver offers assistance and comfort and respects the wishes of Julie when she declines, but Julie knows she is there when/if she needs Betty. Betty leaves Candice to comfort her friend. This gives responsibility and a better understanding of emotions etc. In the future Candice would probably feel welcome to comfort Julie also. They both would also feel welcome to go to Betty for help/support in the future.
4. Fran helps to make Chloe (8 years) feel welcome within the environment by explaining that Chloe has a hearing problem without alienating her from the other children. Fran also helps the other children learn how to interact with Chloe by reminding and prompting them to speak o Chloe in her left ear when necessary. The children can support Chloe with her additional needs.
5. John doesn't support Mark's emotional needs. HE allows other children to tease him and make him upset because he believes that children need to learn that. John doesn't comfort Mark or acknowledge his hurt feelings instead he lashes out on him when he becomes frustrated with other children. John doesn't offer any support between the other children and Mark to work out their differences. John should educate the other children that other children are good at different things and let Mark know that its okay to feel that way but to talk about or express his feelings in appropriate ways.
Plan Music Play
Key concept Dynamics and following simple instructions.
Introduction
-Everybody do this just like name
- Build it up
- Heads & shoulders
Main activity
- Arabic belly dance.
Wiggling hips, hand waving in air, twisting wrists, bellies moving.
- William tell overture.
Marching holding a horse during the intro
Get up onto horse and trot, and then get faster into a gallop
Get off horse give drink put to bed.
- Enya.
Growing from a seed in the ground into a tall tree, then autumn comes, leaves fall and we shrivel back down to the ground.
Rhythm or singing game
- Scarecrow
- Hop little bunnies
Conclusion
- Gorillas in the zoo
- We can play on the big bass drum ( instruments)
Transition
- Tai Chi (relaxation transition song)
Lying on the floor in our own space, stretching out, we are leaves floating, when tapped on the head they float to the bathroom.
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