The starting place for practitioners is knowing each of their key children and where they are developmentally, where they need to go next, what they enjoy doing and how best to support their learning and development. This enables a clear understanding of what needs to be provided for their key children and how to best ensure that the continuous provision and any planned activities are meeting needs.
Child development provides an extremely effective background knowledge for our understanding of this view of intent, implementation and impact. Language development also has clear recognisable stages of development, and the skilful and informed practitioner will be able to use stories, rhymes and songs effectively to support and develop vocabulary.
The other areas of development are less obvious and require a deeper understanding. However, for children to acquire this mathematical knowledge, all practitioners need to be aware of how children learn and most importantly the process of acquiring mathematical knowledge and how understanding at each step has to be consolidated before moving on.
Ofsted might talk about children developing skills and knowledge across the seven areas, but none of that can be forced, it can be supported and helped and only occur when the child is ready. Ready, that is, from a developmental perspective. It is important to remember that for all children to progress through their developmental milestones there are certain physical needs which have to be met and certain psychological needs , without which it is hard to function properly and therefore develop and learn.
So, part of our intent for children involves meeting these needs to further facilitate progression and achievement of developmental milestones. As we consider the implementation it is worth reflecting on patterns of development, what this means for our provision, and how we support this development:.
Simple to complex — simple actions progress to more complex, e. Head to toe — development of physical control and co ordination begins at the head, moves through the body to the use of arms and hands, to legs and feet and being able to stand. Inner to outer — development progresses from actions near the body to ones further away e. General to specific — development progresses from general responses to specific ones e.
As a school, we are all devoted to understanding the social and emotional needs of our children to enhance their access to learning.
As part of this we are already well on our way to achieving the highest Attachment and Trauma Sensitive School Award with Jennifer Nock.
We started using the Fagus Framework with a cohort of our children for whom we needed a more nuanced understanding of their barriers to learning and social and emotional developmental levels. The EYFS is very good but for our older children in KS2 we needed a more comprehensive framework that encompassed a wider age range and outlined typical social and emotional behaviours in more detail.
They are also brilliant for demonstrating the knowledge we have of our children from a social and emotional angle and parents find the information interesting as it offers them some explanation to why their children behave they way they do and offers a practical way forward to support them.
On some occasions we have also shown the information in the Guides to our older pupils to illustrate what targets they are working towards. The Fagus framework lets us look at a broader set of social and emotional parameters than any other tool we had previously used and set more focused targets with some sort of analytical component built-in. It enables us to evaluate and review these goals and track their progress over time.
The Fagus output informs practice, helps evidence the impact and success of chosen interventions and demonstrates that our resources and funding are being put to good use.
These findings can be shared across all the teaching staff as well as parents and our external partners such as governors and trustees. One key social and emotional area that Fagus has highlighted with some of our children is to develop their ability to regulate their emotions. In fact we are in the process of carrying out profiles for all our cohort of Looked After and Previously Looked After children.
These checklists have been helpful in setting small achievable targets because clear areas are identified. We review these regularly over a half term. For example, one child had several social communication targets, which before we might have targeted as a block. Using Fagus, we started with a small target around empathy. The staff team focused on this area in their interactions with the child and an intervention was planned. When this target was met, we moved onto another related one whilst keeping empathy in mind.
We have found the checklists very enlightening and are now at the phase where we want to use that information to inform our targets, planning and daily practice. The Annual Subscription will be due after 1 year but can be cancelled at any time.
This will allow you to continue access to the Guides online, the online Checklist Tool and the online resources. Fagus Materials. About Us. Fascinating Findings all about Child Development Although all children develop in their own unique way as a direct result of both hereditary and environmental influences, there is a certain pattern of development that applies to nearly all children. This is because adolescents: Have an increased desire to become more autonomous.
Become more self-focused while having increased cognitive capacity. Have an increased desire to develop and maintain relationships with their peers. Posted in Fagus News. Testimonial: Fordway Centre, Ashford, Surrey.
Fordway Centre, Ashford, Surrey. We are planning to extend our use of Fagus to even more pupils in the next year. SEND Coordinator. Testimonial: Brooke School, Rugby, Warwickshire. Parents and pediatricians find them extremely useful as they act as a guide to the normal progression of the child's skills through each ensuing stage of their development such as infancy, toddler, preschool, and school age.
The charts used for development milestones are usually displayed to depict the varying ages and paces at which the child reaches specific milestones. It has many triggers, such as respiratory infections, allergic reactions to irritants, stress and exercise. Accidents happen more in middle childhood due to increasing independence and mobility. Psychological disorders are also seen in middle childhood but the parents and teachers might overlook the symptoms. Visual and hearing problems are also seen in middle childhood and can lead to problems at school.
Learning disabilities such as dyslexia is seen in middle childhood and may be caused by a disorder in the brain. This means that they are also very vulnerable though. Exposure to this sort of beyond unruly behavior and criminal activity at this early age could lead to children growing up believing that that is fine and normal.
When they are adults, this could lead to serious problems such as them joining a gang, or being involved in drug related activity. Being tired can effect your child's grades.
Parents might not realize that their child is falling behind because of lack of rest. Sections 1. Rate of development:. We must put to mind that each child born to this world is unique; they are born with different characters and their personalities and behaviours are formed and influenced by variety of factors. These factors may affect their ways of interacting to the environment and community or setting in which they live in.
In my experience as a child care practitioner most of the time, adults mainly focus on the physical development of a child and so quick to base their conclusion or judgement on the physical aspect. Observations will be carried out throughout the year on various of children as it is an easier way to assess their individual needs.
But disability, developmental delay and chronic or long-term conditions can affect development. In general, development happens in the same order in most children, but skills might develop at different ages or times. For example, children usually learn to stand, and then they learn to walk. But this development can happen any time between 8 and 18 months. Differences among children are usually nothing to worry about.
See your child and family health nurse , GP or paediatrician. Looking after yourself physically, mentally and emotionally will help your child grow and thrive.
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