I have an assignment to do and the first puppy is physical development in a 6 month to 1 year old.
I have to write down 3 physical development milestones and I have put
1. Increased ability to move around
2. The emergence of reflexes
3. Development of hand eye coordination.
The next part of the assignment is to write down 3 one on one interactions that encourage development of the Milestone skill and I have put
1. Holding the hands of the child and encouraging them to walk
2. Passing a teddy to them and saying 'taa' and handing it back and so forth.
3. Help the child to build a block tower and let them knock it over
The next part of the assignment I'm a little bit stuck on I have to write down three ways to support children acquire and practice skills as part of daily routines and I have put.
1 encouraging the child to Crawler walk from one activity to the next instead of being carried
2. Nappy change time you could play games with the child to help develop their reflexes
3. At mealtimes the child could hold a spoon or fork and try to feed herself
The next part of the assignment is to write down 3 experiences to support development of the Milestone and I have put
1. a small obstacle course to crawl around on
2. Give the child a hammer block set
3. Give the child some toys and small boxes they will put it in the box and take them out again
There is one more part of the assignment that is about EYLF but I have not attempted that part yet so I will just leave that out for now.
please note that for each section all number 1s 2s and 3s are connected to each other if that makes sense.
I just want to see if I'm on the right path and if my ways to support children acquire and practice skills as part of daily routines is correct
Thank you in advance.
Project - Physical Development Milestones, Interactions, Acquiring Skills
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Re: Project - Physical Development Milestones, Interactions, Acquiring Skills
Your responses are well thought out and you're definitely on the right track with what you have so far! 
,
Lorina
,Lorina
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Re: Project - Physical Development Milestones, Interactions, Acquiring Skills
Hello Lorina
I am doing correccions on the workbook 3 and I have this question
Unit 11 Question 3 (b)
For each of the following pictures, describe the physical skills the children may be developing as they engage in these experiences
Frist photo is a toddler in a plastic tub
My answer
Skills being developed
Gross Motor Development
Understanding function
second image is a baby in a high chair playing with shapes of different colours
My answer
fine Motor Development
Object permanence
3er photo there are 2 toddler playing on top an uneven semi-circle wooden bridge,
My answer
Gross Motor Development
Cause and effect
is the second time the answer come back wrong, the assessor has written that I have to take a look at the glossary related to developments and include all the physical skills in the photos, The photos are very small and are very difficult to see what the children are exactly doing.
the glossary is the following and I don't really know I am doing wrong
Thank you in advance, kiss Sil
Glossary of terms related to development
It is important to have a clear understanding of the terminology that is used within the Early Childhood Education and Care industry when referring to children’s development. Below are some terms and definitions that educators should be familiar with using.
Growth
Occurs throughout a person’s life and refers to physical changes and size.
Development
Is concerned with how organisms change over time.
Stage of development
This term refers to the developmental skills/behaviour linked to what might be typically expected within a defined age range such as infants, toddlers and pre-schoolers.
Heredity
This term refers to the genetic blueprint that each person is born with that will determines many, but not all, developmental outcomes.
Quantitative change
Changes which involves an increase or decrease and can be measured by:
comparing an individual’s development at different times in their life, or
comparing an individual’s development with other children of the same age
Qualitative change
Is concerned with how organisms change over time.
Sequence of development
Refers to the predictable series of steps or stages that the majority of children progress through as part of the developmental process.
Learning
A permanent change in behaviour that occurs as a result of experience. Learning is dependent on a person’s environment.
Maturation
The changes that result from a person’s individual, biologically determined developmental pathway. It is determined by internal signals and not influenced by the environment; for example, when teeth erupt an infant is ready to eat solid food.
Individual difference
Each child develops at their own is unique pace.
Readiness
This refers to the period when a child has all the skills necessary to achieve the next step in development. Readiness is linked to maturation.
Holistic
Refers to having a broad perspective and taking into consideration all associated factors/areas e.g:
Holistic view of a child’s development would refer to the ‘whole child’, taking into account all developmental areas. Rather than focusing on one particular area of well-being (Physical, social, emotional, spiritual and psychological). Rather than taking a traditional approach, Educators would have an understanding that each area interlocks with the one another and so all areas need to be considered, holistically.
When using a holistic approach to gathering information, an educator would not only observe a child, they would also seek information from families, other educators, other services such as medical practitioners etc.
When taking a holistic approach to planning for children, an educator would consider the child’s interests and their needs in all developmental areas; gather information from a range of sources, as well as taking into account the family’s needs, community needs, environmental and cultural factors etc.
Developmental Milestones
Refers to the acquisition of significant skills typically age-related eg. crawling, taking first steps, and first words.
Fine Motor Development
Involves the small muscles such as those in the hand, fingers, lips and tongue. Includes – hand-eye co-ordination, finger and hand strength required to grasp objects etc.
Gross Motor Development
Involves the large muscles in the body such as legs, arms, and the chest. Includes – strength (whole body or partial), dynamic/static balance, visual perception, spatial awareness, reaching, eye-foot co-ordination.
Cognitive Development
Includes information processing, memory/recall, problem-solving, using logic, organisational skills, creativity as well as understanding and written using symbols for communication (reading/writing).
Social/Emotional Development
Refers to the ability to express feelings in a socially/culturally acceptable manner, the ability to form loving, meaningful and satisfying relationships and includes the development of self-concept and self-esteem.
Height and Weight Growth
Refers to changes in children’s height and weight as a result of maturation.
I am doing correccions on the workbook 3 and I have this question
Unit 11 Question 3 (b)
For each of the following pictures, describe the physical skills the children may be developing as they engage in these experiences
Frist photo is a toddler in a plastic tub
My answer
Skills being developed
Gross Motor Development
Understanding function
second image is a baby in a high chair playing with shapes of different colours
My answer
fine Motor Development
Object permanence
3er photo there are 2 toddler playing on top an uneven semi-circle wooden bridge,
My answer
Gross Motor Development
Cause and effect
is the second time the answer come back wrong, the assessor has written that I have to take a look at the glossary related to developments and include all the physical skills in the photos, The photos are very small and are very difficult to see what the children are exactly doing.
the glossary is the following and I don't really know I am doing wrong
Thank you in advance, kiss Sil
Glossary of terms related to development
It is important to have a clear understanding of the terminology that is used within the Early Childhood Education and Care industry when referring to children’s development. Below are some terms and definitions that educators should be familiar with using.
Growth
Occurs throughout a person’s life and refers to physical changes and size.
Development
Is concerned with how organisms change over time.
Stage of development
This term refers to the developmental skills/behaviour linked to what might be typically expected within a defined age range such as infants, toddlers and pre-schoolers.
Heredity
This term refers to the genetic blueprint that each person is born with that will determines many, but not all, developmental outcomes.
Quantitative change
Changes which involves an increase or decrease and can be measured by:
comparing an individual’s development at different times in their life, or
comparing an individual’s development with other children of the same age
Qualitative change
Is concerned with how organisms change over time.
Sequence of development
Refers to the predictable series of steps or stages that the majority of children progress through as part of the developmental process.
Learning
A permanent change in behaviour that occurs as a result of experience. Learning is dependent on a person’s environment.
Maturation
The changes that result from a person’s individual, biologically determined developmental pathway. It is determined by internal signals and not influenced by the environment; for example, when teeth erupt an infant is ready to eat solid food.
Individual difference
Each child develops at their own is unique pace.
Readiness
This refers to the period when a child has all the skills necessary to achieve the next step in development. Readiness is linked to maturation.
Holistic
Refers to having a broad perspective and taking into consideration all associated factors/areas e.g:
Holistic view of a child’s development would refer to the ‘whole child’, taking into account all developmental areas. Rather than focusing on one particular area of well-being (Physical, social, emotional, spiritual and psychological). Rather than taking a traditional approach, Educators would have an understanding that each area interlocks with the one another and so all areas need to be considered, holistically.
When using a holistic approach to gathering information, an educator would not only observe a child, they would also seek information from families, other educators, other services such as medical practitioners etc.
When taking a holistic approach to planning for children, an educator would consider the child’s interests and their needs in all developmental areas; gather information from a range of sources, as well as taking into account the family’s needs, community needs, environmental and cultural factors etc.
Developmental Milestones
Refers to the acquisition of significant skills typically age-related eg. crawling, taking first steps, and first words.
Fine Motor Development
Involves the small muscles such as those in the hand, fingers, lips and tongue. Includes – hand-eye co-ordination, finger and hand strength required to grasp objects etc.
Gross Motor Development
Involves the large muscles in the body such as legs, arms, and the chest. Includes – strength (whole body or partial), dynamic/static balance, visual perception, spatial awareness, reaching, eye-foot co-ordination.
Cognitive Development
Includes information processing, memory/recall, problem-solving, using logic, organisational skills, creativity as well as understanding and written using symbols for communication (reading/writing).
Social/Emotional Development
Refers to the ability to express feelings in a socially/culturally acceptable manner, the ability to form loving, meaningful and satisfying relationships and includes the development of self-concept and self-esteem.
Height and Weight Growth
Refers to changes in children’s height and weight as a result of maturation.
