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t level > childcare–Paper B > Flashcards

childcare–Paper B Flashcards

1
Q

5 areas of development

A

Physical
Social
Emotional
Communication
Cognitive

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2
Q

Role of practitioner

A

Have a good understanding of a child’s development
Moniter and assess development
Support and promote child’s development

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3
Q

Activities to promote communication

A

Picture cards
Songs/rhymes
Roleplay

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4
Q

Examples of communication

A

Hand gestures
Pronounce words clearly and slowly
Facial expressions
Open body language
Eye contact
Active listening

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5
Q

What happens if information isn’t clearly communicated to child?

A

Limits child’s development in learning

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6
Q

Normative patterns of development meaning

A

Age at which children broadly reach specific key milestones

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7
Q

Reasons why someone may have atypical development

A

Physical disability
Special needs
EAL
No support at home

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8
Q

Coordination and control definition

A

Ability to use arms and legs in a coordinated way e.g. hockey=arms control ball, legs to run at same time

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9
Q

Neonate definition

A

A newly born baby

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10
Q

Reflexes definition

A

Physical movements or reactions a person makes without consciously intending to

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11
Q

Reflexes in babies

A

Startle reflex-a startled baby will clench their hands and fists and move their arms

Grasp reflex-baby clasps fingers when palms and fingers are touched

Standing and stepping reflex- baby will make stepping movements when held upright

Rooting reflex-baby moves head to search for mother’s nipple

Tonic neck reflex-arms will stretch out and elbow will bend(fencing position)

Suck reflex-allows baby to suck and swallow liquid

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12
Q

Gross motor skills definition

A

Large movements of the body e.g. walking

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13
Q

Fine motor skills definition

A

Small,skillful movements e.g tying shoes

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14
Q

Hand and eye coordination definition

A

Use your vision to control, guide and direct your hands to carry out a task e.g. throwing ball in a hoop

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15
Q

What areas of development do reflexes develop?

A

Physical and cognitive development

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16
Q

7 social and emotional development stages

A

1)Developing emotions
2)Learning to express emotions
3)Developing behaviours and self-control
4)Developing relationships
5)Learning to cooperate and follow instructions
6)Developing self-concepts(who am I?)
7)Moral development

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17
Q

Emotions definition

A

How yourself and others are feeling

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18
Q

Behaviour definition

A

How you act on your feelings

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19
Q

Relationships definition

A

How you interact with others

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20
Q

Morality definition

A

Describes our values and principles which inform our behaviour and decisions, includes values and principles which are enforced by society e.g. ‘stealing is wrong’

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21
Q

Cognition definition

A

Process of learning and understanding through thought, experience and senses

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22
Q

Thought/thinking definition

A

Process of considering or reasoning about something

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23
Q

Early brain development definition

A

Rapid brain development that occurs between birth-5 years old(shapes how brain develops)

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24
Q

Neurological definiton

A

Related to nerves and nervous system

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25
Q

Neuroscientists definition

A

Scientists who study nerves and nervous system

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26
Q

Metacognition definition

A

Awareness of ones own thinking or thought processes

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27
Q

Atypical development definition

A

Not regular age/sequence child meets key milestones

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28
Q

Why is it important for practitioners to have good knowledge of stages of development?

A

To understand and respond to the needs and behaviour of the children/young people they work with
Track students development

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29
Q

Holistic development definition

A

The whole of a child’s/young persons development

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30
Q

What does it mean to learn holistically?

A

To develop and learn across all areas of learning simultaneously

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31
Q

Holistic interdependency definition

A

Acquisition of some skills and/or learning depends on another aspect of development e.g. child won’t be able to read if they’ve not yet acquired language to decode text

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32
Q

What is effective activity planning?

A

Safe for kids
Suitable for age group
Fun for kids-Interactive-Peaks their interest
Activities should be purposeful

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33
Q

What makes an effective learning environment?

A

1)Supportive-Planned to support individual children, devised with child’s sense of confidence, self-esteem and well-being in mind
2)Challenging
3)Varied
4)Balanced-Opportunities to stimulate children’s learning in all areas of development
5)Vibrant
6)Exciting
7)Purposeful

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34
Q

Effective activities examples

And how they promote areas of development

A

Physical development=1)Write letter/draw picture, 2)Football-Develops gross/fine motor skills

Social development=1)Imaginary/Creative play e.g. playing pretend with toys, 2)Make up stories/songs-Child will be talking/playing with others

Emotional development=1)Messy play e.g. mud kitchen, 2)Puppets that show a range of emotions-Child will learn how to respond to negative emotions, relieves stress/negative emotions

Cognitive development=1)Play card games, 2)memory games, 3)cooking games e.g. measuring water-Encourages thinking, Child may think back to past experiences e.g. parents cooking

Speech/Communication=1)Reading stories aloud, 2)Role-play-Links words to context of story, Being with peers may encourage speech

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35
Q

What are the factors called that affect holistic development?

A

Biological and Environmental

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36
Q

Biological definition

A

Include genetics, gender, hormones, brain chemistry and the effects of nutrition in children/young people which can impact their development(e.g. SEND, height, etc)

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37
Q

Environmental definition

A

Describes the way children/young people live (e.g. their housing, culture, family income and education) which can impact their development

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38
Q

Positives in biological factors

A

Hormones=Develops sexual characteristics, Bones mature, Growth of reproductive organs

Diet=Maintain healthy weight, Sharpen their minds

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39
Q

Negatives in biological factors

A

Hormones=Dysregulated mood, Weight gain and Fat storage

Diet=Neutrational deficiencies, Body image problems

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40
Q

Positives in environmental factors

A

Education=Access to books and other resources, Support from peers

Income=Reduce negative school outcome

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41
Q

Negatives in environmental factors

A

Education= If you don’t go to school-Fewer opportunities, Child marriage, Abuse. If you go to school-Bullying

Income=Worse cognitive, social and behavioural
Housing=Damp and mold lead to illness, Crowded house

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42
Q

Attachment definition

A

Deep and enduring emotional bond that connects one person to another across time and space

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43
Q

Attachment theory definition

A

Explains how parent-child/carer-child relationship emerges and influences subsequent development

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44
Q

What does term ‘maternal deprivation’ explain?

A

Why some children don’t develop emotional wellbeing

45
Q

What does John Bowlby’s attachment theory explain?

A

Why children turn out the way they do and considers the influential factors

46
Q

What does John Bowlby’s attachment theory aim to explain?

A

Why children may/may not have the ability to form meaningful, satisfying relationships with those around them

47
Q

What does John Bowlby’s attachment theory analyse?

A

Factors which contribute to child’s experiences of anxiety, avoidance and fulfilment when it comes to relationships

48
Q

Internal working model definition

A

Child’s experience of attachment creates a template for future relationships

49
Q

What are the stages of attachment(Bowlby)

A

Pre attachment(birth-6 weeks)=Child doesn’t differentiate one person from another and has no fear of strangers

Attachment in the making(6 weeks-6/8 months)=Child directs signals towards a particular person and recognises parents

Clear cut attachment(6/8 months-2 years)=Child can experience separation anxiety and can be attached to several people

Goal corrected partnership(18 months-2 years+)=Child understands the caregiver’s schedule and separation protests decline

50
Q

What did Schaffer and Emerson’s study indicate?

A

Attachments were most likely to form with those who responded accurately to the baby’s signals, not the person they spend more time with

51
Q

What were Schaffer and Emerson’s stages of development?

A

Asocial stage(0-6 weeks)=Babies show no bias towards a particular individual but prefer human stimuli e.g. dolls

Indiscriminate attachment(6 weeks-6months)=Babies are more sociable and can tell individuals apart but don’t form strong attachments; they don’t demonstrate a fear of strangers

Specific(7months+)=Babies show signs of separation anxiety when their primary attachment figure leaves; begin to demonstrate a fear of strangers

Multiple(10-11 months+)=infants form multiple attachments e.g. friends, grandparents,childminders,etc

52
Q

Who did Ainsworth work together with to identify set patterns of behaviour children displayed?

A

Bowlby

53
Q

What are the 3 set patterns of behaviour Bowlby and Ainsworth identified?

A

1)Secure attachment=Infants show some upset when separated but were easily comforted when mother returned

2)Anxious-resistant attachment=Infants took longer to be consoled when the mother returned and showed greater distress. They also appeared to ‘punish’ the mother for leaving

3)Avoidant attachment=Infants appeared indifferent to the mother leaving the room and demonstrated very little or no reaction to either them leaving or returning. When mother returned they either avoided them or ignored them

54
Q

What pattern of behaviour did Ainsworth later add while working with Bowlby?

A

Disorganised-disoriented=Infants didn’t fall into any of the already identified categories and had an unpredictable pattern of behaviour

55
Q

What did Ainsworth’s strange situation experiment involve?

A

Involved putting a child(9-18 months) in an unfamiliar room with their parent and observing how the child reacted during the following:
Stranger arrives
Parent leaves child alone with stranger
Parent returns and stranger leaves
Parent leaves child alone
Stranger returns
Parent returns and stranger leaves

56
Q

What did the child’s reaction in Ainsworth experiment indicate?

A

Child’s attachment style

57
Q

What did Harlow prove?

A

Its not all about survival, emotional attachment is also needed

58
Q

What was Harlow’s first experiment and the results?

A

Infant monkeys were given 2 wire mesh ‘mothers’ in place of their real mothers. Each of the wire mesh mothers had a milk supply but one was bare
wire and the other had a covering of a soft cloth

Results= Monkeys chose to go to the soft cloth mother indicating it’s not all about survival and obtaining milk, something else needed to be considered

59
Q

What was Harlow’s second experiment and the results?

A

Gave each monkey one mother either wire mesh or soft cloth

Results=Cloth mother-Would seek comfort from the mother when frightened or subjected to a loud noise

Wire mesh mother-When frightened, they would scream and rock back and forth and throw themselves on the floor

60
Q

What was Harlow trying to figure out with his experiment?

A

Whether attachment was an emotional or physiological reaction

61
Q

What monkeys did Harlow use and why?

A

Rhesus monkeys

They’re similar to humans(share 93% DNA) and they have similar traits to humans

62
Q

Can you categorise the monkeys reactions based on Bowlby’s and Ainsworth’s stages/phases of attachment?

A

Monkeys who sought comfort from cloth mother had more secure attachment style as they looked for comfort when afraid. Monkeys with wire mesh mothers had insecure attachment and could be in 4th category of disorganised because their reactions were emotional: they screamed and threw themselves on the floor

63
Q

Bowlby and Ainsworh similarities

A

Both used humans

Attachment to one figure

Create secure attachments

Worked together

64
Q

Bowlby and Ainsworth differences

A

Ainsworth looked at the behaviour of Bowlby’s theory whereas Bowlby looked at stages

65
Q

Bowlby and Harlow similarities

A

Both identified how infants reacted

Both tested maternal deprivation

66
Q

Bowlby and Harlow differences

A

Bowlby used human infants and Harlow used monkey infants

67
Q

Ainsworth and Harlow similarities

A

Monkeys/children reacted in similar ways when mother wasn’t present

Infant doesn’t seek comfort from the strangers

68
Q

Ainsworth and Harlow differences

A

Harlow used fake mothers

Harlow was more aggressive with experiment(monkeys in cage, purposefully scared them)

69
Q

Bowlby and Schaffer and Emerson similarities

A

Both have 4 stages

Both have same first stage

Both looked at emotional development

70
Q

Bowlby and Schaffer and Emerson differences

A

Bowlby focused on how relationship attachment will influence future relationships

Schaffer and Emerson focus on quality of relationship(bond to responsive carer)

Don’t have exact same stages

71
Q

What did Trevarthen theorise?

A

Infants develop quickly through interactions, communication and play with caregiver. Infants develop proto-cultural intelligence through these interactions

72
Q

Proto definition

A

Origins/beginnings

73
Q

Cultural intelligence definition

A

Understanding of how to behave within society

74
Q

Proto-cultural intelligence definition

A

Earliest understanding of how to behave within society, such as how to regulate emotions and form relationships

75
Q

Innate definition

A

Something that comes naturally rather than being learned-natural ability rather than a learnt one

76
Q

Intersubjectivity definition

A

A shared understanding which forms the basis of future and further interactions, communications and learning

77
Q

Sensory-motor processes definition

A

Processes by which sensory information is coupled to a related motor response in the central nervous system

78
Q

Primary intersubjectivity

A

Development of the sensory motor processes that enable interaction between the infant and caregiver

79
Q

Wellbeing definition

A

Positive state of mind, feeling of safety and security

80
Q

What did Trevarthen believe?

A

Before a shared understanding can be achieved, the areas of brain and sensory-motor processes that are needed for shared understanding must be developed. He called this part of child’s development ‘primary intersubjectivity’

Infants are looking for companionship, not attachment

81
Q

Links between Trevarthen and attachment

A

Importance of interaction between mothers and infants

Considering how relationships are supported and nurtured

82
Q

Companions characteristics (Trevarthen0

A

Loving
Compassionate
Playful
Sympatheric
Understanding
Encouraging
Attentive
Engaging

83
Q

Signs of wellbeing (Trevarthen)

A

Enjoys life and shows vitality
Feel at ease
In touch with own feeling and emotions
Shows confidence and self-esteem
Relaxed
Open to ideas
Acts spontaneous

84
Q

Trevarthen and Bowlby similarities

A

Both thought that child’s early interactions linked with behaviours and relationships formed later in life

Both focus on quality of relationships

85
Q

Trevarthen and Bowlby differences

A

Bowlby focused on maternal bonds

Trevarthen focused on different people’s bonds

Bowlby organised stages of attachment

Trevarthen believed infants develop through interactions

86
Q

Trevarthen and Harlow similarities

A

Both focused on emotional side

Intimacy and comfort are important for both

87
Q

Trevarthen and Harlow differences

A

Harlow used monkeys

Trevarthen has no experiment, just a theory

Harlow experimented with and without the secure attachment (fake mother)

88
Q

Trevarthen and Ainsworth similarities

A

Both focus on how future relationships will form

Infants develop through interactions

Pattern developed through interactions

Link secure attachment and emotional wellbeing

89
Q

Trevarthen and Ainsworth differences

A

Ainsworth conducted an experiment

Ainsworth has categories for theory

Trevarthen didn’t categorise

90
Q

Trevarthen and Schaffer and Emerson similarities

A

Babies are closer to person who communicates most with them

Neither of them focused on just the maternal relationship (all relationships)

91
Q

Trevarthen and Schaffer and Emerson differences

A

Schaffer and Emerson conducted research (experiment)

Schaffer and Emerson talked about stages of development

92
Q

What did Ferre Laevers pioneer?

A

The concept of experiential education

93
Q

Experiential education definition

A

A philosophy of education that provides opportunities for a learner to interact with the learning. It also provides guidance and resources to allow the learner to experiment and engage, and learn through trial and error. This is thought to encourage higher level thinking, problem solving and active learning

94
Q

Emotional perception definiton

A

Ability to recognise the emotions of others

Everyone should have innate emotional perception, child should practise it. Allows people to interact with others on an emotional level because it enables them to recognise and identify other people’s emotions, this means that they can react appropriately to those emotions

95
Q

What will a child with high/good wellbeing do? (Laevers)

A

Is able to be involved and engage with learning experiences. They’re less likely to demonstrate unwanted behaviour, stress or anxiety when faced with problems and they’re open to new learning

96
Q

What will a child with low/poor wellbeing do?

A

Less able to learn in a deep way. They may appear to be getting on with tasks but they’re not as involved and don’t engage at a deep level, less learning will be taking place. Demonstrate frustration, anxiety and exhibit unwanted behaviour

97
Q

Links between Laever’s and attachment

A

Importance of emotional wellbeing in a child’s development

Importance of children learning to understand their (and others) emotions

98
Q

What is the Leuven Scale?

A

Method of scoring a child’s wellbeing and involvement. It’s graded from 1-5, with 1 being the lowest snd 5 the highest. Designed o help measure child’s happiness, observing their level of fun while they’re engaged in the learning experience.
(Made by Laevers)

99
Q

Scale of wellbeing

A

1)Extremely low=Child shows signs of discomfort, anxiety or unhappiness. They may cry or seem detached from their environment. They might even attack others

2)Low=Child shows some signs that they’re not at ease, but to a lesser degree than at level 1 and not all of the time

3)Moderate=Child is indifferent and show few signs of either happiness or unhappiness. Their interactions with others are limited

4)High=Child is happy and at ease in their environment, but this is not maintained consistently at the same intensity

5)Extremely high=Child is confident and lively.They may laugh frequently, talk to themselves and act spontaneously

100
Q

Scale of involvement

A

1)Extremely low=Child displays little energy and is easily distracted. They may simply watch what others are doing or wander about

2)Low=Child is quite easily distracted. They’ll engage in activities, but may drift into absent-mindedness

3)Moderate=Child seems busy, but is rarely fully absorbed in their task, which may be routine. They rarely show much energy or enthusiasm

4)High=Child is quite difficult to distract and focuses on their tasks and activities

5)Extremely high=Child displays high levels of concentration and energy. They’re persistent and very engaged in their tasks. They’re very difficult to distract

101
Q

Factors to consider when using Leuven scale to assess child’s wellbeing and involvement

A

If child is tired

If child’s having a bad day

Child’s home life

Time of day/day of the week

If child enjoys the lesson

If they like the teacher

Have they eaten?

Are they with their friends?

SEND

102
Q

How to adjust practice to increase involvement and improve wellbeing

A

Rearrange classroom/make it more appealing-reading corner, child’s work on the wall, interactive display

Having a.variety of tasks

Partnered work

Show and tell

Knowing child well e.g. if they have SEND

Neutral classroom-not overstimulating

103
Q

4 overarching principles of EYFS

A

1)Every child is unique-resilient, capable, confident and self-assured

2)Positive relationships- child learns to be strong and independent

3)Enabling environment-experiences respond to their individual needs and theirs a strong partnership between practitioners and parents/carers

4)Children learn and develop in different ways and at different rates

104
Q

Statutory definition

A

Required by a written law that’s been passes by parliament

105
Q

How can key person bond with child?

A

1 on 1 activities
Take interest in what they like

106
Q

How can key worker meet child’s needs through care routines?

A

Set a routine (day to day plan)
Have good communication with parents

107
Q

How can key person work in partnership with parents and other professionals

A

Have clear communication
Be professional

108
Q

How can key worker share information appropriately

A

Only share information if it’s necessary

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