Explain Each of the Areas of Learning and Development and
- Submitted by: egoanumba
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- Category: English: Creative Writing
- Date Submitted: 08/02/2011 12:27 PM
- Pages: 4
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They are all connected and examples of why you can't have one without the other, for example my daughter is unable to communicate with written words because her fine motor skills are developing rather slowly and she really struggles to control a pencil.
I then described expected sequence and rate of development in social, emotional and behavioural, communication, intellectual and cognetive, moral and physical aspects, doing an age group at a time, i.e 0-3 months, 3-6 months....right up to 19 years old.
a lot of skills are inter-dependent such as writing - to hold and control a pencil a child needs to develop their gross motor skills throwing balls, twirling ribbons in the air; writing does not just come from the wrist/hand.
children may play board games (or anything really) with other children or an adult - they may be gaining valuable psrn skills as they count the spots on the dice and move their piece around the board, but they are also gaining
valuable concentration skills - helping them to be able to sit, concentrate on listening (be it a story etc) and contributing to discussions - having the ability to concentrate furthers their learning, understanding and development. So one area of development is often inter -dependent on each other.
Holistically is when you are going to plan incorporating 'all' areas of learning into a child's learning plan, but you wouldn't necessary incorporate inter-dependent skills into your planning - they may not be at the stage or it may not be their preferred way of learning. You would be planning around the child and a child may need just tiny stepping stones of learning - rather than us saying '...we'll have to play/keep that child on something they can concentrate on so he sits and listens at storytime..' That child may be building his concentration skills up when he is at an activity of his choice say sand - he may love to spend quite some time watching the sand go through the wheel, but it doen't mean he is...
I then described expected sequence and rate of development in social, emotional and behavioural, communication, intellectual and cognetive, moral and physical aspects, doing an age group at a time, i.e 0-3 months, 3-6 months....right up to 19 years old.
a lot of skills are inter-dependent such as writing - to hold and control a pencil a child needs to develop their gross motor skills throwing balls, twirling ribbons in the air; writing does not just come from the wrist/hand.
children may play board games (or anything really) with other children or an adult - they may be gaining valuable psrn skills as they count the spots on the dice and move their piece around the board, but they are also gaining
valuable concentration skills - helping them to be able to sit, concentrate on listening (be it a story etc) and contributing to discussions - having the ability to concentrate furthers their learning, understanding and development. So one area of development is often inter -dependent on each other.
Holistically is when you are going to plan incorporating 'all' areas of learning into a child's learning plan, but you wouldn't necessary incorporate inter-dependent skills into your planning - they may not be at the stage or it may not be their preferred way of learning. You would be planning around the child and a child may need just tiny stepping stones of learning - rather than us saying '...we'll have to play/keep that child on something they can concentrate on so he sits and listens at storytime..' That child may be building his concentration skills up when he is at an activity of his choice say sand - he may love to spend quite some time watching the sand go through the wheel, but it doen't mean he is...