Development milestones - infancy, Lecture notes of Psychology of Human Development

Download Development milestones - infancy and more Lecture notes Psychology of Human Development in PDF only on Docsity! Developmental milestones and the Early Years Learning Framework and the National Quality Standards The Early Years Learning Framework Practice Based Resources project has been funded by the Australian Government through the Department of Education, Employment and Workplace Relations. The resources have been developed by Community Child Care Co-operative Ltd (NSW) to provide support for early childhood educators to implement the Early Years Learning Framework. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia (http://creativecommons.org/licenses/by/3.0/au/) licence. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 3.0 AU licence (http://creativecommons.org/licenses/by/3.0/au/legalcode). The document must be attributed as the Early Years Learning Framework Practice Based Resources - Developmental Milestones. ISBN: 978-0-9873543-3-4 Developmental milestones and the EYLF/NQS :: 5 DEVELOPMENTAL AREA OBSERVE EXAMPLES OF LINKS TO EYLF/NQS Language y expresses needs y cries y when content makes small throaty noises y soothed by sound of voice or by low rhythmic sounds y imitates adult tongue movements when being held and talked to y may start to copy sounds y coos and gurgles EYLF Outcome 5: Children are effective communicators - Children interact verbally and non-verbally for a range of purposes. E.g. “engage in enjoyable interactions with babies as they make and play with sounds.” (p.40) NQS: Areas 1, 3, 5 Seek advice if: y is floppy or stiff y cries a lot y arches his/her back y is not responding to sounds y is not showing interest or responding when played with y is not feeding as expected y is not starting to make sounds y is not responding to familiar faces NQS: Areas 1, 2, 6, 7 Developmental milestones and the EYLF/NQS Birth to 4 months continued 6 :: Developmental milestones and the EYLF/NQS Developmental milestones and the EYLF/NQS 4 to 8 months DEVELOPMENTAL AREA OBSERVE EXAMPLES OF LINKS TO EYLF/NQS Physical y plays with feet and toes y makes effort to sit alone, but needs hand support y raises head and chest when lying on stomach y makes crawling movements when lying on stomach y rolls from back to stomach y reachs for and grasp objects, using one hand to grasp y eyes smoothly follow object or person y crawling movements using both hands and feet y able to take weight on feet when standing y watch activities across room - eyes move in unison y turns head to sound of voices EYLF Outcome 4: Children are confident and involved learners - Children develop dispositions for learning such as ….persistence… E.g. “Persevere and experience the satisfaction of achievement.” (p.34) NQS: Areas 1, 2, 3, 5, 6 Social y reacts with arousal, attention or approach to presence of another baby or young child y responds to own name y smiles often and shows excitement when sees preparations being made for meals or for bath y recognises familiar people and stretches arms to be picked up EYLF Outcome 5: Children are effective communicators - Children interact verbally and non- verbally with others for a range of purposes. E.g. “are attuned and respond sensitively to children’s efforts to communicate.” (p.40) NQS: Areas 1, 5 Emotional y becoming more settled in eating and sleeping patterns y laughs, especially in social interactions y may soothe self when tired or upset by sucking thumb or dummy y begins to show wariness of strangers y may fret when parent leaves the room y happy to see faces they know EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g. “initiate one-to-one interactions with children, particularly babies and toddlers during daily routines.” (p.24) NQS: Areas 1, 4, 5, 6 Cognitive y swipes at dangling objects y shakes and stares at toy placed in hand y becomes bored if left alone for long periods of time y repeats accidently caused actions that are interesting y enjoys games such as peek-a-boo or pat-a-cake y will search for partly hidden object y able to coordinate looking, hearing and touching y enjoys toys, banging objects, scrunching paper y explores objects by looking at and mouthing them y develops preferences for foods y explores objects with mouth EYLF Outcome 4: Children are confident and involved learners - Children develop dispositions for learning such as curiosity… E.g. explore and “express wonder and interest in their environments”(p.34) NQS: Areas 1, 2, 3 Developmental milestones and the EYLF/NQS :: 7 DEVELOPMENTAL AREA OBSERVE EXAMPLES OF LINKS TO EYLF/NQS Language y enjoys games such as peek-a-boo or pat-a-cake y babbles and repeat sounds y makes talking sounds in response to others talking y copies sounds y smiles and babbles at own image in mirror y responds to own name EYLF Outcome 5: Children are effective communicators - Children interact verbally and non-verbally for a range of purposes. E.g. “engage in enjoyable interactions using verbal and non-verbal language.” (p.40) NQS: Areas 1, 5 Seek advice if: y is not learning to make sounds y is not responding to familiar faces y is not learning to roll when playing on floor y is not responsive to carers y is not babbling and making sounds y is not playing with feet/swapping objects between hands NQS: Areas 1, 5, 6, 7 Developmental milestones and the EYLF/NQS 4 to 8 months continued 10 :: Developmental milestones and the EYLF/NQS DEVELOPMENTAL AREA OBSERVE EXAMPLES OF LINKS TO EYLF/NQS Physical y walks, climbs and runs y takes two to three steps without support, legs wide and hands up for balance y crawls up steps y dances in place to music y climbs onto chair y kicks and throws a ball y feeds themselves y begins to run (hurried walk) y scribbles with pencil or crayon held in fist y turns pages of book, two or three pages at a time y rolls large ball, using both hands and arms y finger feeds efficiently y begins to walk alone in a ‘tottering way’, with frequent falls y squats to pick up an object y reverts to crawling if in a hurry y can drink from a cup y tries to use spoon/fork EYLF Outcome 1: Children have a strong sense of identity - Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. E.g. “Be open to new challenges and discoveries”, “Motivate and encourage children to succeed when they are faced with challenges.” (p.22) NQS: Areas 1, 2, 3, 4, 5, 6 Social y begins to cooperate when playing y may play alongside other toddlers, doing what they do but without seeming to interact (parallel play) y curious and energetic, but depends on adult presence for reassurance EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g. “organise learning environments in ways that promote small group interactions and play experiences” appropriate to children’s development. (p.24) NQS: Areas 1, 3, 5 Emotional y may show anxiety when separating from significant people in their lives y seeks comfort when upset or afraid y takes cue from parent or principal carer regarding attitude to a stranger y may ‘lose control’ of self when tired or frustrated y assists another in distress by patting, making sympathetic noises or offering material objects EYLF Outcome 1: Children have a strong sense of identity - Children feel safe, secure and supported. E.g. “acknowledge and respond sensitively to children’s cues and signals.”(p.21) NQS: Areas 1, 3, 4, 5, 6 Developmental milestones and the EYLF/NQS 1 to 2 years Developmental milestones and the EYLF/NQS :: 11 DEVELOPMENTAL AREA OBSERVE EXAMPLES OF LINKS TO EYLF/NQS Cognitive y repeats actions that lead to interesting/ predictable results, e.g. bangs spoon on saucepan y points to objects when named y knows some body parts y points to body parts in a game y recognises self in photo or mirror y mimics household activities, e.g. bathing baby, sweeping floor y may signal when s/he has finished their toileting y spends a lot of time exploring and manipulating objects, putting in mouth, shaking and banging them y stacks and knocks over items y selects games and puts them away y calls self by name, uses ‘I’, ‘mine’, ‘I do it myself ’ y will search for hidden toys EYLF Outcome 2: Children are connected with and contribute to their world - Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. E.g. Broaden their understanding of the world in which they live. (p.26) NQS: Areas 1, 2, 3, 4, 5, 6 Language y comprehends and follows simple questions/ commands y says first name y says many words (mostly naming words) y begins to use one to two word sentences, e.g. ”want milk” y reciprocal imitation of another toddler: will imitate each other’s actions y enjoys rhymes and songs EYLF Outcome 5: Children are effective communicators - Children interact verbally and non-verbally for a range of purposes. E.g. “model language and encourage children to express themselves through language in a range of contexts and for a range of purposes.” (p.40) NQS: Areas 1, 4, 5, 6 Seek advice if: y is not using words or actions to communicate such as waving or raising arms to be lifted y is not wanting to move around y is not responding to others y is not seeking attention of familiar people NQS: Areas 1, 5, 6, 7 Developmental milestones and the EYLF/NQS 1 to 2 years continued 12 :: Developmental milestones and the EYLF/NQS DEVELOPMENTAL AREA OBSERVE EXAMPLES OF LINKS TO EYLF/NQS Physical y walks, runs, climbs, kicks and jumps easily y uses steps one at a time y squats to play and rises without using hands y catches ball rolled to him/her y walks into a ball to kick it y jumps from low step or over low objects y attempts to balance on one foot y avoids obstacles y able to open doors y stops readily y moves about moving to music y turns pages one at a time y holds crayon with fingers y uses a pencil to draw or scribble in circles and lines y gets dressed with help y self-feeds using utensils and a cup EYLF Outcome 3: Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. E.g. “show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others.” (p.32) NQS: Areas 1, 2, 3, 5 Social y plays with other children y simple make believe play y may prefer same sex playmates and toys y unlikely to share toys without protest EYLF Outcome 2: Children are connected with and contribute to their world - Children become aware of fairness. E.g. “Engage children in discussions about respectful and equal relations such as when a child dominates in the use of resources.” (p.28) NQS: Areas 1, 5 Emotional y shows strong attachment to a parent (or main family carer) y shows distress and protest when they leave and wants that person to do things for them y begins to show guilt or remorse for misdeeds y may be less likely to willingly share toys with peers y demands adult attention EYLF Outcome 3: Children have a strong sense of wellbeing - Children become strong in their social and emotional wellbeing. E.g. “Talk with children about their emotions and responses to events with a view to supporting their understandings of emotional regulation and self-control.” (p.31) NQS: Areas 1, 5, 6 Developmental milestones and the EYLF/NQS 2 to 3 years Developmental milestones and the EYLF/NQS :: 15 DEVELOPMENTAL AREA OBSERVE EXAMPLES OF LINKS TO EYLF/NQS Cognitive y understands opposites (e.g. big/little) and positional words (middle, end) y uses objects and materials to build or construct things, e.g. block tower, puzzle, clay, sand and water y builds tower eight to ten blocks y answers simple questions y counts five to ten things y has a longer attention span y talks to self during play - to help guide what he/she does y follows simple instructions y follows simple rules and enjoys helping y may write some numbers and letters y engages in dramatic play, taking on pretend character roles y recalls events correctly y counts by rote, having memorised numbers y touches objects to count - starting to understand relationship between numbers and objects y can recount a recent story y copies letters and may write some unprompted y can match and name some colours EYLF Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media. E.g. “use language and engage in play to imagine and create roles, scripts, and ideas.” (p.42) NQS: Areas 1, 5 Language y speaks in sentences and use many different words y answers simple questions y asks many questions y tells stories y talks constantly y enjoys talking and may like to experiment with new words y uses adult forms of speech y takes part in conversations y enjoys jokes, rhymes and stories y will assert self with words EYLF Outcome 5: Children are effective communicators - Children use information and communication technologies to access information, investigate ideas and represent their thinking. E.g. “Provide children with access to a range of technologies.” (p.44) NQS: Areas 1, 5, 6, 7 Seek advice if: y is not understood by others y has speech fluency problems or stammering y is not playing with other children y is not able to have a conversation y is not able to go to the toilet or wash him/herself NQS: Areas 1,5,6,7 Developmental milestones and the EYLF/NQS 3 to 5 years continued 16 :: Developmental milestones and the EYLF/NQS Faragher, J & McLean, J 1983, Children’s Stages of Development (birth to 2 ½ years), Collingwood, TAFE Publications Unit. Faragher, J 1985, Children’s Development (3-5 years), Collingwood, TAFE Publications Unit. Guide to Children’s Growth and Development, NSW Department of Community Services: www.community.nsw.gov.au/docswr/_assets/main/documents/par_development.pdf - accessed 20/01/2012. Love, Talk, Sing, Read, Play - Families NSW in the Sydney metropolitan area have produced resources for parents to provide advice and information on the social and emotional development of their child and how parents can help nurture this important part of child development. The Love, Talk, Sing, Read, Play child development flipchart has now been translated into four major community languages (Korean, Arabic, Chinese and Vietnamese.) Families NSW also produced radio messages on the themes love and play for Aboriginal mums and dads; and the Deadly Tots project has produced an adaptation of the flipchart for Aboriginal families - Love, Yarn, Sing, Read, Play. www.families.nsw.gov.au/resources/love-sing.htm - accessed 20/01/2012. Nixon, D & Gould, K 1996, Emerging: Child Development in the First Three Years (2nd ed.), Katoomba, Social Sciences Press. Nixon, D & Aldwinkle, M 1997, Exploring: Child Development from Three to Six Years, Katoomba, Social Sciences Press. Nixon, D & Gould, K (Eds.) 2000, Extending: Child Development from Five to Twelve Years, Katoomba, Social Sciences Press. Developmental milestones and the EYLF/NQS References Developmental milestones and the EYLF/NQS :: 17 Developmental milestones and the EYLF/NQS Notes