Developmental psychology Essay

Within the characteristics of effective education there atomic number 18 seven argonas of attainment and suppuration made up of three bill aras and quaternion specific areas. The areas describe what children learn through play and exploration, alive(p) learning and creating and by thinking critic tout ensembley.Prime areas If a child is non secure in the roseola areas between the ages of 3 and 5 years, the absence seizure of these may make other areas of their learning more difficult to achieve. This makes the prime and specific areas so interdependent. The prime areas occur in get laidly cultures and communities and are not dependent on the specific areas.Personal, Social and Emotional cultureMaking relationshipsSelf-confidence and self-awarenessManaging feelings and behaviourCommunication and LanguageListening and heedUnderstandingSpeakingPhysical DevelopmentMoving and handlingwellness and self-careSpecific areas These are less time-sensitive. The specific areas refl ect what children have tacit and their cultural knowledges which can develop during various stages through life. The specific areas of learning will not take place easily without the prime areas. Literacy teachingWritingMathematicsNumbersShape, space and measureUnderstanding the ballPeople and communitiesThe worldTechnologyExpressive Arts and DesignExploring victimisation media and materialsBeing imaginativeThe documented expected outcomes are the early learning goals within the EYFS. The early learning goals are the 17 learning and nurture requirements covered in the characteristics of effective learning the three prime and the four specific areas. The early learning goals summarise the knowledge, skills and understanding that all immature child should have gained by the end of their reception year. However, not all children will reach the early learning goals by this stage and as all children are unique, their learning will be carryed by practitioners to benefactor them pro gress at their pace. The Development Matters in the Early years Foundation Stage document provides, in detail, guidance for observing what children are learning. It also provides examples of what early years practitioners can do to enable environments and support positive relationships across all of each area.The documented outcomes are assessed and save in a variety of ways and come together to help finalise the Early Years Foundation Stage Profile which is realized at the end of a childs reception year. Leading up to this point, the development of children will have been observed and their progress tracked. Some of the methods used to demean progression towards the early learning goals are Daily observations when children are in session At nursery all staff observe all children, not just their keychildren.Theobservations are linked to the EYFS and recorded in the childrens folders 2 year check this consists of a short written drumhead of a childs development when they are b etween 24 and 36 months Learning and Development Summary observations are used to complete this document on a termly basis for each child. These are dual-lane at parent consultation appointments. Contributions from parents very useful as parents discipline is essential and helps support early learning in the home environment.