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LEVEL 3! > ALL FLASHCARDS > Flashcards

ALL FLASHCARDS

1
Q

M7 SG

Name some signs of Neglect.

A
  • Substance abuse during pregnancy
  • Inadequate clothing
  • No / lack of food and drink
  • Poor shelter
  • Lack of warmth
  • Lack of love and protection
  • Lack of supervision
  • Dirty clothing
  • Poor hygiene
  • No access to medical / dental care
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2
Q

M7 - SG

What is the definition of Safeguarding?

A

Providing help and support to meet the needs of children as soon as problems emerge.
Ensure that they grow up safely.

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3
Q

M7 - SG

What is the definition of Child Protection?

A

Child Protection is a part of Safeguarding and promoting welfare.
Actions taken to protect a specific child who are suffering, or are likely to suffer, significant harm.

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4
Q

M7 - SG

What are the 4 main categories of child abuse?

A
  1. Physical
  2. Emotional
  3. Neglect
  4. Sexual
    (in no particular order)!
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5
Q

M7 - SG

What is the definition if Physical Abuse?

A

Causing actual harm to a child.
Can also include deliberately inducing a child to be ill.

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6
Q

M7 - SG

Name some signs of Physical Abuse.

A
  • Hitting / pinching
  • Burning / scalding
  • Throwing objects at a child
  • Poisoning
  • Drowning
  • Suffocation
  • Pulling / pushing
  • Kicking
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7
Q

M7 - SG

What is the definition of Sexual Abuse?

A

Forcing a child or young person to take part in activities of a sexual nature.

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8
Q

M7 - SG

Name some signs of Sexual Abuse.

A
  • Unwanted physical contact
  • Kissing
  • Rubbing
  • Touching
  • Penetration
  • Non-penetrative acts
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9
Q

M7 - SG

Name some signs of Sexual Abuse on the internet.

A
  • Shown or take part in sexual images or videos
  • Grooming
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10
Q

M7 - SG

What is the definition if Emotional Abuse?

A

Persistent maltreatment of a child in an emotional way, causing a severely negative effect on a child’s emotional development.

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11
Q

M7 - SG

Name some signs of Emotional Abuse.

A
  • Being told they are worthless
  • Being told they aren’t loved
  • Mocking a child
  • Silencing a child
  • Shouting at a child
  • Swearing at a child
  • Bullying a child
  • Scaring a child on purpose
  • Exploitation of a child
  • Stopping a child from learning
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12
Q

M7 - SG

What is the definition of Neglect?

A

Failure to meet the basic physiological or psychological needs of a child.

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13
Q

M7 - SG

Name some signs of Neglect.

A
  • Substance abuse during pregnancy
  • Inadequate clothing
  • No / lack of food and drink
  • Poor shelter
  • Lack of warmth
  • Lack of love and protection
  • Lack of supervision
  • Dirty clothing
  • Poor hygiene
  • No access to medical / dental care
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14
Q

M7 - SG

Name some injuries that are a concern when it comes to immobile infants.

A

THESE ARE INJURIES THAT YOU SHOULD RARELY FIND ON AN IMMOBILE INFANT:
* Eye injuries
Burns / scalds
* Bruised lip
* Scars
* Abrasions
* Lacerations
* Bruises
CAN ALSO INCLUDE:
* Deliberate poisoning
* Suffocation

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15
Q

M7 - SG

What is Contextual Safeguarding?

A
  • Sexual and Criminal Exploitation
  • Gangs
  • Online
  • Extremism
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16
Q

M7 - SG

What is Female Genital Mutilation?

A
  • Partial / total removal of external female genitalia or other injury to the female genital organs.
  • It is ILLEGAL in the UK!
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17
Q

M7 - SG

What is Breast Ironing?

A
  • Form of Physical Abuse
  • Halting development / making breasts disappear
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18
Q

M7 - SG

What is Extremism?

A

The promotion or advancement of an ideology based on violence, hatred or intolerance.

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19
Q

M7 - SG

What is Radicalisation?

A

Refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.

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20
Q

M7 - SG

When should you have concerns over physical injuries?

A
  • When the injury can’t be explained
  • When the injury is in an unusual place
  • When the story doesn’t add up
  • When the injury looks suspicious
  • When the child has persistent injuries
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21
Q

M7 - SG

What is an Indirect Disclosure?

A
  • When a child gives verbal hints about abuse
  • When a child gives written hints about abuse
  • When a child gives graphic hints about abuse (drawings / artwork)
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22
Q

M7 - SG

What is a Direct Disclosure?

A
  • When a child specifically says that they are being abused / neglected
  • When a child describes situations that are abusive or neglectful
  • When a child says that they will tell you about something concerning abuse but only if their conditions are met
  • When a child pretends that abuse is happening to another child
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23
Q

M7 - SG

What is a Third-Party Disclosure?

A
  • When a child discloses abuse that is happening to another child
  • When an adult discloses concerns for a child they think may be at risk
  • when an adult discloses concerns about the behaviour of an adult or child which may be putting a child at risk
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24
Q

M7 - SG

What should you do with a disclosure?

A

1: Stay calm, listen carefully and get the essential facts
2: Reassure the child that they’ve done nothing wrong
3: Tell the child what will happen next
4: Report the concern to the DSL (Designated Safeguarding Lead)
5: Make detailed notes of everything that you can remember from the disclosure

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25
Q

M7 - SG

What is a Serious Case Review?

A

A serious case review (SCR) takes place when a child or young person has been significantly injured or has died due to abuse or neglect.

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26
Q

M7 - SG

Who is your settings DSL?

A

Stacey. If not in then it’s Roni. If not in then it’s Jo.

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27
Q

M7 - SG

Who is responsible for Safeguarding?

A

EVERYONE!!!

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28
Q

M7 - SG

What is a DBS for?

A
  • Check an employee’s suitability
  • Do they have any previous convictions?
  • Are they safe to work with children?
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29
Q

M7 - SG

What is the Equality Act?

A
  • 2010
  • Protects from discrimination
  • Outlines the 9 protected characteristics
  • Enables inclusive environments
  • Must have a policy for Equality and Diversity within setting
  • All settings must have a SENCO
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30
Q

M7 - SG

Prevent Duty and British Values …

A
  • All education providers ‘have due regard to the need to prevent people from being drawn into terrorism’.
  • This act also ensures that children are protected from extremist ideologies and radicalisation.
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31
Q

M7 - SG

What is the Counter-Terrorism and Security Act

A
  • 2015
  • this act contains powers to help the UK to respond to terrorism threats
  • Temporarily seize passports
  • Disrupt overseas travel
  • Combat underlying ideologies
  • Improve Law Enforcement Agencies
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32
Q

M7 - SG

What is Working Together to Safeguard Children?

A
  • From the Government
  • Everyone working with children should safeguard them
  • Act was revised after the Victoria Climbie case
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33
Q

M7 - SG

What is the Children’s Act?

A
  • 2004
  • All people and settings have a duty to safeguard and protect a child
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34
Q

M8 - H&S

What is the Health and Safety at Work Act?

A
  • 1974
  • We have a duty of care towards employees, members of the public and ourselves
  • Provide a safe and healthy place to work
  • Correct Risk Assessments in place
  • Risk Assessments should be monitored and updated as and when needed
  • Provide training to all employees
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35
Q

M8 - H&S

What is Management of Health and Safety at Work Regulations

A
  • 1999
  • Identify risks and effectively plan ahead
  • Businesses with 5 or more people must do this
  • Report any issues to the person in charge straight away
  • Report any accidents or incidents
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36
Q

M8 - H&S

What is Work Place Regulations (Health, Safety and Welfare)

A
  • 1992
  • Health = ventilation, lighting, comfortable working temperature
  • Safety = drinking water
  • Welfare = break facilities available
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37
Q

M8 - H&S

What is the RIDDOR Act?

A
  • 2013
  • Requires anyone employed or on the setting to report any accidents and report them in the correct way
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38
Q

M8 - H&S

What do you report to RIDDOR?

A
  • Death that is work related
  • Fractures (not fingers or toes)
  • Limb amputations
  • Permanent / reduced loss of sight
  • Crush injuries resulting in organ damage
  • 10% body burns
  • Carpal Tunnel
  • Occupational Dermatitis
  • Occupational Asthma
  • Occupational Cancer
  • REPORT THESE TO LOCAL HSE AND RECORD IN COMPANY ACCIDENT BOOK!
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39
Q

ACRONYM

What does DSL stand for?

A

Designated Safeguarding Lead

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40
Q

ACRONYM

What does RIDDOR stand for?

A

Reporting of Incidents, Diseases and Dangerous Occurrences Regulations

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41
Q

ACRONYM

What does PFA stand for?

A

Paediatric First Aid

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42
Q

ACRONYM

What does UK GDPR stand for?

A

United Kingdom General Data Protection Regulation

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43
Q

ACRONYM

What does SENDCO/SENCO stand for?

A

Special Educational Needs and Disabilities Co-Ordinator/Special Educational Needs Co-Ordinator

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44
Q

ACRONYM

What does EYFS stand for?

A

Early Years Foundation Stage

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45
Q

ACRONYM

What does COSHH stand for?

A

Control of Substances Hazardous to Health

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46
Q

ACRONYM

What does NSPCC stand for?

A

National Society for the Prevention of Cruelty to Children

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47
Q

ACRONYM

What does PPE stand for?

A

Personal Protective Equipment

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48
Q

M2 - L&M

What is a Phoneme?

A

The smallest unit of sound.
E.G. fl can be broken down into f and l.

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49
Q

M2 - L&M

What Factors can affect children’s communication and language needs?

There are 5!

A
  1. Relationships
  2. Quality and sufficient adult interaction
  3. Background noise
  4. Screen time
  5. Hearing loss
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50
Q

M2 - L&M

What is a Grapheme?

A

The sound made by a letter or group of letters (tion sounds like shun)

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51
Q

M2 - L&M

What is a Digraph?

A

2 letters that come together to make a new sound.
E.G. ‘ch’

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52
Q

M2 - L&M

What is a Blend?

A

Draw phonemes together to make a word.
E.G. s-n-i-p are blended together to make ‘snip’

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53
Q

M2 - L&M

What is a Segment?

A

Split up words into separate phonemes - this skill is needed for spelling.

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54
Q

M2 - L&M

What is CVC?

A

Consonant - vowel - consonant.
E.G. c-a-t or p-a-t.

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55
Q

M2 - L&M

What is Sustained Shared Thinking?

A

Problem solving with a child.

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56
Q

M2 - L&M

What is scaffolding?

A

Providing opportunities that are relevant, meaningful and purposeful for the children with varying levels of adult intervention.

57
Q

SEN

What are some examples of people you work in partnership with?

A
  • Social Worker
  • Health Visitor
  • Physiotherapist
  • Dietician
  • Speech and Language Therapist
  • SENCO
  • Police Liasson Officer
  • Educational Psychologist
58
Q

SEN

What is a Nuclear Family?

A

Family consisting of 2 adults and any number of children who are living together.
The children may be biological, step or adopted.

59
Q

SEN

What is a Single Parent family?

A

Family that consists of a parent not living with a partner. This parent will have most of the responsibilities for the child and raising them.

60
Q

SEN

What is a Reconstructed Family?

A

Known as a ‘blended’ family or ‘step’ family.
It is a family where 1 or both parents have children from a previous relationship.

61
Q

SEN

What is more than one family?

A

This means 2 families in a household. For example, living with a partner and child but with parents.
Partner and child = 1 family
Grandparents = 1 family
Family total = 2

62
Q

SEN

What are Extended Families?

A

Extended family is your grandparents, aunts, uncles, cousins etc. They have to live near to or within the same household.

63
Q

SEN

What is a Foster Family?

A

Provides temporary care to a child until they can return to their biological family.

64
Q

SEN

What is a Developmental Disability?

A
  • ADHD
  • Autism
  • Down Syndrome
  • Dyslexia
  • Aspergers Syndrome
65
Q

SEN

What does Biological Factors mean?

A

The term ‘biological’ refers to the range of ways that nature affects children’s development. It is about the factors that are present at birth or present later but are determined biologically. It includes the human instinct to breather as well as genetic factors such as how tall children grow and what colour hair they have.

66
Q

SEN

What does Environmental Factors mean?

A

The term ‘environmental’ refers to how the child’s development is shaped, both positively and negatively by factors that are external – Society, lifestyle and parenting. It is wide ranging and include factors such as the number of siblings in a family, the type of parenting style and whether the child’s family is religious.

67
Q

SEN

What is the Special Educational Needs and Disability Act

A
  • 2001
  • States that reasonable provisions are made to ensure people with additional needs are provided with the same opportunities.
  • Introduced the right for disabled people not to be discriminated against
68
Q

SEN

What is the SEND Code of Practice

A
  • 2015
  • Explains the duties of local authorities, Health Bodies and Schools providing those with SEN
  • Gives further information on 2 Year Progress Checks
  • Clarifies the role of a SENCO
69
Q

SEN

What is the Children and Families Act

A
  • 2014
  • Formalise how children and young people are protected in law
  • Processes around adoption, family justice, SEND, childcare, child welfare, parental leave & flexible working
  • Introduced the EHC Plan (Education Health & Care)
  • Introduced the definition of SEN (Special Educational Needs)
70
Q

SEN

Who is your settings SENCO?

A

Roni

71
Q

EXTRA

How long should we boil the kettle for before making a formula bottle?

A

30 Minutes

72
Q

EXTRA

What are the British Values?

There are 4!

A
  1. Democracy
  2. Individual Liberty
  3. Rule of Law
  4. Mutual Respect and Tolerance
73
Q

EXTRA

How many times can we boil water?

A

Once

74
Q

EXTRA

How long must you leave something in sterilising fluid before using?

A

At least 15 minutes

75
Q

EXTRA

Is a 2 Year Check a legal requirement?

A

Yes!

76
Q

EXTRA

Name all of the areas in the EYFS

There are 7!

A

In no particular order:
1. Communication and Language (C&L)
2. Personal, Social and Emotional Development (PSED)
3. Physical Development (PD)
4. Maths
5. Literacy
6. Understanding the World (UTW)
7. Expressive Arts and Design (EAD)

77
Q

EXTRA

What are the 3 prime areas of the EYFS?

A
  1. Communication and Language
  2. Personal, Social and Emotional Development
  3. Physical Development
78
Q

EXTRA

How long until we must dispose of a formula made bottle?

A

2 Hours

79
Q

EXTRA

How often should we check sleeping babies?

A

Every 10 minutes

80
Q

EXTRA

What are the ratios for each age group?

A

Babies - 1:3
Toddlers - 1:5
Pre-school - 1:8

81
Q

EXTRA

What are the 9 Protected Characteristics?

A
  1. Age
  2. Disability
  3. Gender Reassignment
  4. Marriage and Civil Partnership
  5. Pregnancy and Maternity
  6. Race
  7. Religion or Belief
  8. Sex (Gender)
  9. Sexual Orientation
82
Q

M3 P1 – PLAY IN THE EARLY YEARS

What are some benefits of child-initiated play?

A
  • confidence
  • concentration
  • creativity and imagination
  • perseverance
83
Q

M3 P1 - PLAY IN THE EARLY YEARS

What are some benefits of adult-led play?

A
  • children learn new skills, concepts and knowledge that they may not gain alone
  • children learn new ways of playing
  • it gives children opportunities to explore resources that they might not choose
  • it provides children with opportunities to develop language
84
Q

M9P1 Support healthy lifestyles for children

What contributes to a healthy diet?

A
  • Plenty of choice and balance
  • Lots of fruit and vegetables
  • Lots of starchy foods
  • Calcium and iron rich foods
  • Low salt and added sugar foods
  • Regular healthy meals and snacks
85
Q

M9 P1

Can you name some national initiatives for healthy eating?

A
  • 5 a day campaign
  • Schools fruit and vegetables scheme
  • Start4life
  • Change4life
  • Food labelling - traffic light system
  • Community food schemes
  • Growing food
86
Q

M9 P1

What are the stages of weaning?

A

Pureed and mashed foods from 6 months
Soft, finger foods, mashed and chopped foods from 8-9 months
Finger foods from 12 months

87
Q

M9 P1

What are some impacts of a poor diet?

A
  • Anaemia
  • Behaviour and concentration
  • Activity levels
  • Digestive problems
88
Q

M9 P1

What are some long-term impacts of a poor diet?

A
  • bones and teeth
  • obesity
  • tooth decay
  • poor brain development
89
Q

M9 P1

What is an allergy?

A

A child with an allergy will have a sudden and potentially serious reaction if they come into contact with certain foods. It can affect their breathing and can therefore be fatal. Common allergies include nuts, milk, wheat and eggs.

90
Q

M9 P1

What is an intolerance?

A

A child with a food intolerance will have reactions which come a few hours later after eating certain foods. Common symptoms include skin reactions or digestive problems. Common food intolerances include wheat and dairy products.

91
Q

M9 P5 Support physical care routines for children

Name some common childhood illnesses …

A
  • Chicken Pox
  • Measles
  • Hand, Foot and Mouth
  • Impetigo
  • Scabies
  • Scarlet Fever
  • Meningitis
  • Mumps
  • Diarrhoea and Vomiting
  • Common Cold
  • Ear Infection
  • Whooping Cough
  • Tonsillitis
92
Q

M9 P5

What are some signs and symptoms of ill health in a child?

A
  • Dark shadows under their eyes
  • Pale skin
  • Irritability
  • Poor appetite
  • Tiredness
  • Difficult behaviour
  • Clingy
  • Regressive behaviours (thumb sucking etc)
93
Q

M9 P5

When is medical intervention necessary for a sick child?

A
  • Temperature
  • Breathing changes
  • Skin colour changes
  • Rash appears
  • Their responsiveness changes
  • Not drinking enough
  • Repeated vomiting
  • Neck stiffness
94
Q

M9 P5

What are some notifiable diseases?

A
  • Food poisoning
  • Diphtheria
  • Acute Meningitis
  • Malaria
  • Rabies
  • Rubella
95
Q

M9 P5

How can we stop infection from spreading?

A
  • Hygiene (hand washing / clean environment)
  • Mobility (Sitting child up and moving regularly for good circulation)
  • Good ventilation (reduce bacteria and viruses in the air)
  • Minimising contact with others
96
Q

M9 P5

Name some chronic health conditions …

A
  • Epilepsy - a neurological condition
  • Cystic Fibrosis - a disease affecting the lungs
  • Diabetes - a disease affecting glucose levels
  • Asthma - a disease affecting the lungs
  • Eczema - inflammation of the skin
97
Q

MOD 1B TRANSITIONS

Name some transitions and significant events for a child.

A
  • Starting school/nursery
  • Moving home
  • A family breakdown
  • Birth of a sibling
  • Loss of significant people (death)
  • Moving schools
98
Q

M1B - TRANSITIONS

Name some effects transitions and significant events may have on children.

A
  • outbursts of anger
  • crying
  • withdrawal
  • clinginess
  • inappropriate behaviour
  • tantrums
  • regression (bed wetting, babyish language)
  • loss of appetite
  • lack of concentration
  • difficulty sleeping
99
Q

M1B TRANSITIONS

How can we help with transitions?

A
  • working closely with the family
  • working closely with other professionals
  • planning activities
  • spending time with a child
  • allowing children to express their emotions
100
Q

M4 - E&D

What is Equality?

A

Allowing the same access for every child and family to full participation for all services.

101
Q

M4 - E&D

What is Diversity?

A

The differences in values, attitudes, cultures, beliefs, skills and life experiences of each individual in any group.

102
Q

M4 - E&D

What is Inclusive Practise?

A

The process of ensuring the equality of learning opportunities for all children and young people.

103
Q

M4 - E&D

Name some ways of supporting equality, diversity and inclusive practise.

A
  • provide a range of activities which celebrate cultural differences
  • promote a multicultural approach to food provision
  • encourage self-exploration in solo and group activities
  • celebrate the diversity of language
104
Q

M4 - E&D

What are your roles and responsibilities as an EYP?

A
  • work within policies and procedures
  • value the individual child
  • child-centred approach
  • provide an inclusive environment
  • positive role model
  • recognise discriminatory practise
  • know who, when and why to challenge discrimination
105
Q

M5 - Professional Development

Why is professional development important?

A
  • quality provision
  • research
  • policy
  • social changes
  • personal interest
106
Q

M5 - Professional Development

What is quality provision?

A

Improving the quality of our work and improving on our own practise.

107
Q

M5 - Professional Development

What methods can you use to work out next steps for professional development?

A
  • peer observations
  • appraisals
  • supervisions
  • self-evaluation
108
Q

M5 - Professional Development

What should be on your CV?

A
  • name
  • address
  • contact details
  • personal profile
  • employment history
  • education
  • hobbies and interests
  • references (upon request)
109
Q

THEORISTS

Tina Bruce

A

Tina Bruce stated that we learn through play. Her theory of play was influenced by the ‘creator of kindergarten’ Friedrich Froebel. Bruce states that children don’t learn through play but instead practice what they have learnt through play. She suggests that play transforms children as they can become more involved in abstract thinking and problem solving. Tina Bruce says that there are 12 features of play – see below:
1. Children use first hand experiences from life
2. Children make up rules as they play in order to keep control
3. Children symbolically represent as they play, making and adapting props
4. Children choose to play – they cannot be made to play
5. Children rehearse their future in their role play
6. Children sometimes play alone
7. Children pretend when they play
8. Children play with adults and other children cooperatively in pairs or groups
9. Children have a personal play agenda, which may or may not be shared
10. Children are deeply involved and difficult to distract from their deep learning as they wallow in their play and learning
11. Children try out their most recently acquired skills and competences, as if celebrating what they know
12. Children coordinate ideas and feelings and make sense of relationships with their families, friends and cultures.

110
Q

THEORISTS

Janet Moyles

A

Janet Moyles believes that play begins when a child has access to play materials first, then the support of an adult (demonstrations), and then allowing the child to explore the materials on their own.

111
Q

THEORISTS

Rudolf Steiner

A

Steiners core philosophy of learning was community education. He takes a holistic approach towards education and states that children’s physical health and emotional health were as important as a healthy diet and a safe environment. He believed that all learning should be child-centred, and their personalities should be considered in activity planning. Children with SEN must be included in activities and children should be encouraged to show empathy towards each other. Steiner introduced natural materials (cloths, wooden blocks, clay) to encourage creativity. He also thought that singing and dancing was important and allowed children to tell their own story.

112
Q

THEORISTS

Montessori

A

Maria Montessori believed that children were active learners who enjoy doing hands-on activities. She focussed on structured play and said that children need adult guidance to help them reach their potential. Learning gives children dignity, and she encouraged children to complete real-life activities (sweeping, serving their own meals). Maria Montessori said that structured play enhanced a child’s development due to having adult guidance available at all times throughout the play. She said that children have absorbent minds so sensory play is extremely important.

113
Q

THEORISTS

Margaret McMillan

A

Margaret McMillan believed that a child can develop into a whole person by learning through play. She said that children acquire manual dexterity through exercises and placed a big emphasis on social and emotional development. She stated that a healthy diet also promotes learning. She found a correlation between a poor diet and poor learning. She came up with healthy school meals and medical services for all children. She created the idea of outdoor playgrounds at nurseries and also shared the importance of training people who work with children.

114
Q

THEORISTS

Isaacs

A

Susan Isaac believed that a child’s emotional life was shown through the symbols and themes explored in imaginary play. She said that play must be used to explore a child’s feelings and children would start to understand the world around them. She thought that all children should have freedom of movement and not be learning at a table all the time. In her research, she found that children who start school at the age of 5 regress in their development.

115
Q

THEORISTS

Reggio Emilia

A

The Reggio Emilia approach is based on 4 principles. She believed that children must have some say over what they learn. She also thought that children engage with their senses to help them learn and fully process something. Children are encouraged to interact with other children and explore the world through materials. Children should also be encouraged to express themselves and be given the correct opportunities to do so. She wants parents to be involved and apply the methods of the classroom at home. A variety of materials are used in a child’s play (clay, paint, dramatic play).

116
Q

THEORISTS

Forest School Approach

A

Forest School is a child-centred inspirational learning process which takes place outdoors. It builds upon holistic growth and supports play, exploration and safe risk-taking. It develops confidence through learning in a natural setting. The aim is to help children learn and develop emotionally, socially, spiritually, physically and intellectually. By learning outdoors, it helps the child to understand how they fit into the world and the environment around them.

117
Q

THEORISTS

Piaget

A

Piaget created a constructivist theory believing that children develop knowledge and meaning based on their experiences in a 4-part process. Part 1 is assimilation. This is where children construct a schema from their experiences. Part 2 is equilibrium. This is where the schema is in line with the child’s experience, creating a balance. Part 3 is disequilibrium. This is where the schema is challenged by a new experience. Part 4 is accommodation. This is where the child adapts their original schema to include new information. An example of the 4-part process is:
1. A hat is put on you to keep you warm
2. Nothing changes
3. A hat can also be put on your head to stop it from burning in the sun
4. There are different types of hats
He believed that children should create their own learning which should be initiated by the teacher. Children should ask questions and think critically to create their own conclusions. The teacher should be facilitating the learning.

118
Q

THEORISTS

Skinner

A

Skinner believes that actions and consequences shape a child’s behaviour. Children are thought to learn to behave due to past experiences that are either pleasant or unpleasant. Skinner called his theory operant conditioning. Skinner said that there are 2 types of behaviour – respondent and operant. Respondent behaviour happens automatically, and operant behaviour is under the child’s control and the consequences will determine if the child does the same behaviour again. The 3 groups of operants that skinner found are positive reinforcers, negative reinforcers and punishment. Positive reinforcement is praise and rewards for behaviour. Negative reinforcement is that the child stops the behaviour because it is unpleasant. Punishment is giving the child something unpleasant or negative, so they won’t do that behaviour again. Skinner stated that all positive reinforcement should happen immediately.

119
Q

THEORISTS

Vygotsky

A

Vygotsky believed that learning develops from the language and cognitive development within a socio-cultural context. Learning was at a point of no further development unless the child receives support through a scaffolding process. The scaffolding process promotes learning, meaning that the child can move forward through a process which builds on previous experiences. Vygotsky supports the idea of adult-led play as learning is supported and will move on. He stated that children should be observed as they play and know when to become involved with timely intervention and appropriate action.

120
Q

THEORISTS

Bandura

A

Bandura adopted the social learning theory. He believed that behaviour is learned by observing, assimilating, imitating, copying attitudes and seeing the emotional reactions of others. He acknowledged the important role of reinforcements but felt other factors played a part in shaping behaviour. Bandura outlined a 4-step process of learning:
1. Attention – watching role models
2. Retention – remembering what has been watched
3. Reproduction – imitating the behaviour observed and remembered
4. Motivation – being motivated to show what has been learned (this can be influenced by reinforcements and punishments)

121
Q

THEORISTS

Innateness Perspective

A

The Innateness Perspective is a theory of language acquisition created in 1957 by Noam Chomsky. He stated that children have an innate capacity to language acquisition and can discover the grammar of their language according to their own inborn grammar. He said that children must be born with the ability to gain language – Language Acquisition Device. This process is therefore biologically determined. He says that all human languages show the same principles and is reflected using nouns and verbs in all languages.

122
Q

THEORISTS

Behaviourist Perspective

A

Behaviourism is a theory based on observable behaviours. It is broken down into 2 areas of conditioning – classic and behavioural or operant. Operant conditioning is when a child learns through rewards and behaviours. Classic conditioning is a natural reflex or response to stimuli. It is thought that a child is passive, and behaviour can be changed and modified through reinforcements (positive and negative). It also suggests that adults should be monitoring behaviours for a child to follow and learn from.

123
Q

THEORISTS

Constructive Perspective

A

The constructivist approach views all children as active participants in their own learning. Constructivist strategies seek to ignite a child’s curiosity and love of learning. Teachers should be providing an integrated curriculum that allows children to explore multiple themes and topics. All activities should be developmentally appropriate for each child, and they should be allowed enough time to explore their learning. It states that children benefit from group problem-solving, and this enhances their cognitive growth.

124
Q

THEORISTS

Sociological Perspective

A

Sociological Perspective is also known as the process of enculturation. Children learn the ways of their families and society, and appropriate reinvent and contribute to cultural reproduction. Sociological perspectives include the structures of the society which they live in – race, gender, ethnicity, culture and social views. It suggests that our social backgrounds influence our learning, development and behaviour.

125
Q

THEORISTS

Nature Perspective

A

The native perspective suggests that children are born with the innate ability to acquire language that is hardwired in the human brain. This links to Chomsky’s theory of the Language Acquisition Device. This theory came about as children have been observed to pick up grammar without any formal teaching. It also suggests that a child’s thought process allows them to build on their existing knowledge.

126
Q

THEORISTS

Nurture Perspective

A

The nurture perspective allows children to learn and develop important social skills, develop their confidence and build on their self-esteem. The nurture perspective holds 6 different principles. (See below).
Transitions – the importance of transitions in children’s lives.
Learning – children’s learning is understood developmentally.
Behaviour – all behaviour is communication.
Language – language is an important way of communicating.
Wellbeing – the importance of nurture for the development of wellbeing.
Safety – the classroom offers a safe base.

127
Q

THEORISTS

Neuroscience and brain development

-Primary motor cortex

-Stimulation

-Myelinisation

A

A primary motor cortex is where the upper motor neurons initiate voluntary movements, such as walking, talking and dancing. This is done in the frontal lobe.

Stimulation is the recognition that children’s brains respond to different experiences and affect how a child behaves.

Myelinisation is a coating that covers neural pathways and helps the electrical pulses to move quicker. This coating process happens throughout childhood and results in better coordination and the speed of connections. In adulthood, some brain diseases are caused by the deterioration of the coating.

128
Q

THEORISTS

Theory of Mind

A

Theory of mind is an important social-cognitive skill that involves the ability to think about mental states. Including your own and others. It includes the ability to attribute mental states including emotions and notice that other people’s desires and beliefs may differ from your own. Theory of mind has 5 different stages in order (see below).
1. The understanding that the reasons why people might want something may differ from one person to the next.
2. The understanding that people can have different beliefs about the same thing or situation.
3. The understanding that people may not comprehend or have the knowledge that something is true.
4. The understanding that people can hold false beliefs about the world.
5. The understanding that people can have hidden emotions, or that they may act one way while feeling another way.

129
Q

THEORISTS

Mildred Parten’s social stages of play

A

Parten observed children who were different ages between 2 and 5 years old. He discovered that they play differently when they play together. Some children played alone whilst others played alongside each other. From this observation, she created the stage theory of play. Solitary play is where 2–3-year-olds normally are. They play alone with toys but don’t tend to interact with each other. Parallel play is for 3–4-year-olds. They may play alongside each other but don’t tend to engage. Associative play is for 4–5-year-olds. They now start to play with each other, but they don’t share the same goal for their activities. Cooperative play is for 5+ years. This is where children play together in an organised situation and assigned role, sharing the same goal as the other children.

130
Q

THEORISTS

Erikson’s life stages

A

Erikson developed a theory linked with psychosocial development. He said that the 8-stage theory of psychosocial development describes growth throughout a child’s life, looking closely at social interactions and the conflicts that come with this through different development stages. Erikson stated that social interaction and experiences played a vital part in a child’s development. His 8-stage theory is:
1. Trust vs mistrust – 0 to 18 months
2. Autonomy vs shame and doubt – 18 months to 3 years
3. Initiative vs guilt – 3 to 5 years
4. Industry vs inferiority – 6 to11 years
5. Identity vs confusion – 12 to 18 years
6. Intimacy vs isolation – 18 to 40 years
7. Generativity vs stagnation – 40 to 65 years
8. Integrity vs despair – 65 to death
Trust vs mistrust – a child is solely dependent on adults for everything that they need to survive. If an adult fails to provide this, a child will feel like they can’t trust them anymore.
Autonomy vs guilt – this is when a child finds a greater sense of personal control. For example, potty training.
Initiative vs guilt is where children learn that they have power and control. Children who are successful with this feel able to lead others.
Industry vs inferiority is when children begin to develop a sense of pride through social interaction.
Identity vs confusion is where a child finds their own identity. Throughout this process, their behaviour and development will be influenced while they find their true personality.
Intimacy vs isolation is where people find their own relationships. If successful, the relationship will be secure.
Generativity vs stagnation is where adults continue to build their lives. Adults need something to care for and create that will outlast them. Success of this will lead to feelings of accomplishment.
Integrity vs despair is where you reflect on your life. We look back on our life and decide if we lived a happy and fulfilled life.

131
Q

THEORISTS

Albert Bandura’s work on self-efficacy

A

Albert Bandura was the creator of the social cognitive theory and founded the concept of self-efficacy. This theory states that your attitudes, abilities and cognitive abilities helps you to understand the ‘self-system’. The self-system helps you understand different situations and discover how you would react to them. Bandura says that self-efficacy is the ability to organise the necessary courses of action to manage situations. To do this, you have to determine your way of thinking, behaving and feeling. People with a strong sense of self-efficacy see difficult tasks as problems to overcome.

132
Q

THEORISTS

Charles Cooley’s ‘the looking glass self’

A

Charles Cooley introduced this theory in 1902. It is the reflection of what we think we are to others or how we are viewed. Social interaction plays a vital role in this theory. Social interaction acts as a mirror to help people measure their worth and values. This happens through 3 stages. First, you must imagine how you appear to others. Secondly, you must imagine how you are evaluated by others. The third step is development of yourself based on impressions and evaluations of others.

133
Q

THEORISTS

Susan Harter’s model of self-esteem

A

Susan Harter’s model of self-esteem looks at both a child’s sense of confidence in an activity and how important that area is to them. How good a person feels about this area/activity ties to how they feel about themselves.

134
Q

THEORISTS

John Bowlby – Attachment theory

A

John Bowlby believed a child’s mental health was linked to separation from the main carer. He noted that when a child is upset, they will want their mother and so attachment is a vital part of a child’s experience. He believed that good, positive attachments at a young age will affect a child’s ability to have healthy relationships later in life. A basic outline of the attachment development is:
0-3 months – a baby is attracted to faces and voices
3-7 months – a baby is happy to be with known and unknown people but shows pleasure when they recognise a face
7-8 months – a baby becomes attached to certain people. They can become upset if a certain person leaves (mum, dad etc).

135
Q

THEORISTS

Harry and Margaret Harlow

A

This theory scientifically investigated the nature of human love and affection. Harlow found that love is paramount for normal childhood development. He also found that long-term devastation caused by deprivation led to psychological and emotional distress and in the worst circumstances, death. He found this through carrying out experiments on monkeys - ‘the monkey mother’ experiment. During this, he gave young monkeys the choice between 2 different mothers. One was made of terrycloth and provided no food and the other was made of wire but provided nourishment through an attached baby bottle. The experiment found that they spent more time with the cloth monkey than the wire one as they preferred the comfort, they received from the cloth one. They only went to the wire monkey for food.

136
Q

THEORISTS

Mary Ainsworth – The strange situation

A

Mary Ainsworth founded the attachment theory. She completed a study called ‘the strange situation’. She began creating assessments to measure attachments between a child and their mother and observed a child’s reaction when the mother leaves them alone in an unfamiliar room for a brief amount of time. In the study, children aged 12 to 18 months were briefly left alone and their reaction was then observed. They were also observed when the child and mother were together, when a stranger came in the room, when the parent briefly left and when they returned. From this, she found 3 main types of attachment. Secure attachment – seek comfort when frightened and prefer parents to strangers.
Anxious-avoidant attachment – wary of strangers, show distress when a parent leaves, not comforted by a parents return.
Anxious-resistant attachment – show little preference for parents over strangers and seek little comfort from their caregivers.

137
Q

THEORISTS

James and Joyce Robertson

A

James and Joyce Robertson also founded an attachment theory through ‘young children in brief separation’. James Robertson filmed the reactions of children and hospital admissions. They became foster parents as part of the study and looked after 5 children between the ages of 18 and 36 months. 4 children’s mothers were being admitted to hospital to birth their second child. The 5th child was admitted to a residential nursery under similar circumstances. They found that young children who are separated from their mother experience a range of emotions, including sadness and aggression. They also found that the provision of a caring, positive environment can mitigate most adverse reactions to separation. Lastly, the provision of new care can provide new relationships.

138
Q

THEORISTS

D. W. Winnicott – Transitional objects

A

Winnicott introduced the idea of transitional objects. He says that a transitional object is a hallucination taken for granted due to the immaturity of the child and ‘transition’ is from one kind of an experience to another. This can happen at times of anxiety and when it becomes important for the child to use it for their defence. Sometimes there won’t be any other transitional object for the child other than their mother. The child feels they have a right to this object.

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