'Links To Theory Through Observation.\r'

'eye was established chthonic the churlcargon Act 2006 and is compulsory for both early years providers that have o testify with Posted for sisterren time three to the yield back of the academic year in which they turn five. During reflection I will in any case be considering some theorists and their theories on tuition d unrivaled melt down and the benefits or criticisms they stand for in relation to each mirror im progress. shaver A pushes a dray roughly circumvent, watching as the wheels go round. He dos alongside blows without interaction. Picking up the camion he carries it to other argona of greenho affair and kneels on the floor, again watching as he pushes camion around the carpet.Another infant approaches so he picks up the lorry taking it to a able with other vehicles on. Holding on to the lorry he picks up a infinitesimal car, look at a nipper opposite he says â€Å"My lorry is big”. The minor agrees with baby A saying ‘Yes becaus e lorries are big than cars”. tyke A smiles and replies â€Å"My lorry is big”. He puts lorry on defer and lines up ii cars and a small bus alongside it and repeats â€Å"My lorry is larger”. From the mirror image it was recognized that child A achieved some(prenominal) milestones for his age in accord with the education Matters in the FEES criteria.These include mathematics (Shape Space and Measure) he is beginning to use the speech communication f size, Physical Development (Moving and Handling) he squats with steadiness to rest or play with object on the intellect and rises to feet without using hands, Communication and Language (Speaking and understanding) he uses language as a stiff means of widening contacts, sharing thoughts and growing understanding of simple concepts e. G. Big/ smaller (Early Education 2012). The EYE-S categories childrens development according to age which was influenced by Paginating theory.Jean Pigged is credited with the cognitive-developmental theory that views the child â€Å"as actively constructing companionship and cognitive development as taking bureau in gunpoints” (Beer, 2000, p. 21). He introduced the term abstract and its use was popularized through his work found on his four development stages, higher status (0-errs), Pre running(a) (2-6 or 7), Concrete operational (6 or 7-11 or 12) and Formal Operational (1 1 or 12). Chris They (2007) was influenced by Piglets systems and developmental stages and building on Piglets work she utilize this theory to the observation and analysis of issue childrens short-changeing.Focusing on young childrens spontaneous play and activity she suggested that there re several ways of defining system, although not a single one on which everyone would agree. During the observation it was identified that child A was execute some dodgings in accordance to Pigged and Atheist scheme theory. Pushing the lorry around the table exhibits a rota tion schema, taking the lorry to different areas exhibits a transporting schema and run along up the vehicles exhibits a positioning schema all of which Dowling (2013) suggests are mathematical schemas.Pigged viewed children as ‘lone scientists who had all the cognitive mechanisms to learn independently from personal experiences and milieual pictures. He believed in the immensity of children teaching through exploring and finding new knowledge in many different situations without any motivation for teachers or more uprise peers input (Nutrition, 2006). However in their response to schema-related play Bruce (1999) and Mead (1999), (in London, 2001) both highlighted the role of more mature ‘others in influencing childrens development.This is withal posited by take Viscosity who criticized Piglets lone scientist beliefs, emphasizing the affect for support from families, communities and other children to crane a childs encyclopaedism in his Zone of proximal De velopment (ZIP) theory (Pound, 2005). Visigoths ZIP has been outlined as â€Å"the distance between the positive developmental train as firm by independent problem closure and the level of potential development as determined through problem work under magnanimous guidance, or in collaboration with more capable peers” (Viscosity, 1 978, p. 6). These theories were recognized from the observation when Child A communicated his thoughts on the size of the lorry to another child who confirmed his original schema of size merely extended his level of thought by explaining lorries are bigger than cars. As the other child was more knowledgeable on size and mathematical language he was blew to provoke adaptation in child As original schema allowing him to assimilate and accommodate this new randomness also showing evidence Of Piglets developmental theory (McLeod, 2009).Although further observations or adult led activities would be required to go out child As equilibration. Upo n reflection, had a teacher or lisp been present during this activity an luck to develop child As mathematical knowledge further on shape, length and language could be met by comparing vehicle sizes and modeling language for size, big, bigger, biggest. Child B points to her tights saying â€Å"Look De, blue, red, blue to L SP who replies â€Å"Oh yes, well done you uneven a convening” child B smiles. â€Å"Do you think you can make a approach exemplar? Asks enounce, child B nods hobby L SP to table with colored cubes and pattern cards. LISP hands child B a two colored pattern card modeling how to copy it. Child B follows card repeating pattern. LISP praises child B giving her a sticker, child B smiles examining sticker. Child B picks another two colored pattern card and copies it independently saying â€Å"l can do this one”. later praising child B LISP leaves table. Child B makes a two colored pattern without card trade to L SP Look I do my own patternâ⠂¬Â, L SP praises and rewards child B with another sticker. Child B turns to a friend saying â€Å"l got two Stickers”.As in first observation, regarding the FEES, child B is achieving several milestones within the 7 areas of encyclopaedism and development relevant to her age range of 40-months. She is also demonstrating characteristics of effective learning also specified in EYES these being, Playing and Exploring (engagement), finding out and exploring and being willing to ‘have a go, active voice Learning (motivation), being involved and concentrating, memory trying enjoying achieving what they set out to do and Creating and Thinking Critically (thinking), having their own ideas, do links, choosing ways to do things.However mathematically it was notable that child B aged 53 months is above her milestone development in shape space and measure aspect of FEES as she was able to recognize, create and draw patterns, which are Early Learning Goals (LEG). Legs are t he next developmental milestones of EYES and usually occur around age 60+ months (Education, 2012). This contrasts Piglets theory that children learn in stages, achieving one stage before bovine onto the next.Maria Interiors also criticized this theory as she believed in focus On the individualized nature Of learning and recognized â€Å"all children were capable of learning but they need to work at their own pace” (Groan et al, 2011, p. 41). This was highlighted in observation as child B is developing at her own pace and achieving a higher development milestone without complete all aspects of the 40-60 math shape space and measure category of FEES.Although Interiors criticized Piglets development stage theory she believed, like Pigged that children learn by exploring alone and felt hat children were teaching themselves by absorbing information from their environment (Daley et al, 2006). Without intervention from the LISP child B would not have extended her knowledge or la nguage of pattern and an opportunity would have been missed, sometimes it is therefore undeniable to have the support Of an adult or more knowledgeable peer.This is supported by Burner whose scaffolding theory stated the importance of the role of a practitioner to extend childrens learning (Doherty, 2009). Scaffolding refers to assistance which â€Å"enables a child or novice to dissolve a problem, carry out a ask or a end which would be beyond his unassisted efforts” (Burner, 2006 p. 199). Child B had spotted the pattern but until the LISP assisted her and pointed out she had spotted a ‘pattern child 8 did not have the language to describe it.\r\n'