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CHC Community Services Training Package Release 1.1

Learner guide Version 1

Training and Education Support

Industry Skills Unit Meadowbank

Product code: 5787

CHCECE010 Support the holistic

development of children in early childhood

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CHCECE010 Support the holistic development of children in early childhood

© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2013

Acknowledgments The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank would like to acknowledge the support and assistance of the following people in the production of this learner guide:

Writers: Maree Aldwinckle and Lisa Wallmeyer Teachers, Children’s Services TAFE NSW

Reviewer: Deborah Peters Teacher, Child Services TAFE NSW

Project Manager: Gail Horwood A/ Manager Industry Teams Community Services and Health TAFE NSW

Enquiries Enquiries about this and other publications can be made to:

Training and Education Support Industry Skills Unit, Meadowbank Meadowbank TAFE Level 3, Building J, See Street, MEADOWBANK NSW 2114 Tel: 02-9942 3200 Fax: 02-9942 3257

A considerable amount of the material in this learner resource has been developed from the following TAFENSW resource: CHCFC301A Support the development of children, version 2 (2012)

ISBN 978-1-74236-495-7

© The State of New South Wales, Department of Education and Training, TAFE NSW, Training and Education Support Industry Skills Unit,

Meadowbank, 2013.

Copyright of this material is reserved to TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in whole or in part, other than for the purposes of private study or research, and subject to the provisions of the Copyright Act, is prohibited without the written authority of, TAFE NSW. Training and Education Support Industry Skills Unit, Meadowbank.

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Table of Contents

Introduction .................................................................................. 9

1. General introduction ........................................................................... 9

2. Using this learner guide ...................................................................... 9

3. Prior Knowledge and Experience ........................................................ 11

4. Unit of competency overview ............................................................. 11

5. Assessment ..................................................................................... 11

About this unit ....................................................................................... 12

Section 1: Introduction to child development in the early years .. 15

What is child development? ..................................................................... 15

Principles of development ....................................................................... 30

Influences on development ..................................................................... 36

Theories of development ......................................................................... 50

Observing development .......................................................................... 61

Guidelines, Education and Care Services National Regulations and National Quality Standards .................................................................................. 62

Section summary ................................................................................... 65

Section 2: Supporting children’s physical development ............... 67

What is physical development? ................................................................ 67

Physical development in infancy ............................................................... 69

Toddlers and physical development .......................................................... 80

Physical development in the preschool years ............................................. 86

Section summary ................................................................................... 96

Section 3: Supporting children’s social development ................... 97

What is social development? ................................................................... 97

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Social development in infants .................................................................. 98

Toddlers and social development ............................................................102

Preschoolers’ social development ............................................................105

Diversity and inclusion ...........................................................................111

Moral development ................................................................................118

Section summary ..................................................................................119

Section 4: Supporting children’s emotional and psychological development .............................................................................. 121

What is emotional and psychological development? ...................................121

Emotional and psychological development in infancy .................................122

The emotional and psychological development of toddlers ..........................128

Preschooler emotional and psychological development ...............................137

Section summary ..................................................................................141

Section 5: Supporting Children’s Cognitive Development .......... 143

About cognitive development..................................................................143

Cognitive development in infancy ............................................................147

Cognitive development in toddlerhood .....................................................152

Cognitive development and preschoolers .................................................158

Creativity in the preschool years .............................................................166

Section summary ..................................................................................176

Section 6: Supporting children’s communication development .. 177

About communication development .........................................................177

Communication development in infancy ...................................................178

Communication development in toddlerhood ............................................181

Communication development in the preschool years ..................................184

Section summary ..................................................................................192

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Section 7 Holistic approaches to children’s learning and development .............................................................................. 193

EYLF and holistic development ................................................................193

Scaffolding children’s learning ................................................................199

Making mistakes as opportunities to learn and grow ..................................201

Families’ contribution ............................................................................201

Collaborating with colleagues .................................................................203

Section summary ..................................................................................205

Answers to Activities ................................................................. 207

Section 1 .............................................................................................207

Section 2 .............................................................................................212

Section 3 .............................................................................................217

Section 4 .............................................................................................219

Section 5 .............................................................................................221

Section 6 .............................................................................................225

Section 7 .............................................................................................225

Reference List............................................................................ 229

Resource Evaluation Form ......................................................... 237

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© TAFE NSW (TES, Industry Skills Unit Meadowbank) 2013 Page 15 of 240


Section 1: Introduction to child development in the early years

What is child development?

Educators and parents use the term ‘child development’ often. But what does it really mean? Here are a few definitions from some of the books in the resource list:

…a complex process of growth and change

Nixon & Aldwinckle, 2003

… change over time…as a result of learning and maturation

Kearns & Austin, 2007

… the study of the way people change, from the first moments of conception right through the life span to old age and death.

Source unknown

These definitions reinforce some important ideas:

• Development begins from the moment conception occurs.

• It is an ongoing process continuing throughout life until the moment of death.

• Development is about the person changing in some way.

Child development is part of the broader subject area we call child psychology. This means it is concerned with the mind and behaviour – not just with physical growth and change.

Now that you have some ideas, you may find it useful to write down your own definition.

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How did you go? Are you surprised at how much knowledge of child development you already have?

The importance of childhood

Childhood is currently defined as the period from birth to age 16. It has not always been considered a separate or important stage of life. In the past young children were:

Activity 1.1

If you have frequent contact with children you probably know quite a bit about child development already. Test your existing knowledge by circling T (True) or F (False) in the following activity:

Babies tend to sit before they crawl T F

Babies crawl before they walk T F

Toddlers are able to share well T F

Preschoolers appear to enjoy pretend play T F

Preschoolers ask a lot of questions T F

School age children start to spend more time with friends T F

All children learn to read quickly when they start school T F

Adolescents are influenced by their peers T F

Turn to the end of the learner guide for suggested answers

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• treated and dressed as little adults

• sent to work from the age of five in dangerous situations and confined spaces

• believed to be born wicked and subjected to strict and cruel discipline

• made to be seen but not heard

• considered to be the property of their fathers – to be brought, sold or given away

• thought of as blank slates, empty vessels or clay that need to be moulded

Today most people believe children have rights and abilities. The early childhood period (from birth to age eight) is considered to be the most important phase of life. During childhood future patterns of learning, behaviour and emotional response are developed. These early patterns set the trend for how we will behave as for the rest of our lives. This doesn’t mean that our patterns of behaviour can’t change after childhood, but it takes strong intervention or significant effort.

In Australia today there is much debate about child rearing and early education and care. As we are better educated and live in a more culturally diverse society, this debate raises quite complex views about what is good for children.

When working with children it is important to think about how we view childhood. What are your beliefs about children? What is your image of the child?

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Your responses to these statements will depend to a large extent upon your experiences with children and how you yourself experienced childhood. You might find that your beliefs or ideas change as you learn more about child development. It is important to reflect on how you view children as it will affect how you interact with children and how you see your role in supporting them in their development.

Changing views of childhood

Australia (and the western world) has gone through a period of enormous social and economic change over the last two centuries and particularly since the 1950’s. Current views of children and attitudes towards children reflect these changes.

Activity 1.2

Tick the statements that reflect your image of children:

Children have needs which must be met.

Children have potentials that can be reached.

Children are really just young adults who lack the experience to think the same way as adults.

Children need to be filled with knowledge so they can manage in the world.

Children are not as important as adults.

Children have rights.

Children are our future so they need to be nurtured.

Children are capable and resourceful.

Children are incompetent and need to be supported by adults so that they can become competent.

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Activity 1.3

This activity gives you an opportunity to think about how views of childhood and how child rearing practices have changed.

Complete the following quiz with a few people of different ages - someone in their 20’s, someone in their 40s someone in their 60s and then maybe someone over 80. Their responses should give you an idea of how attitudes and practices have changed over the years.

Yes No

Did you attend early education and care or preschool?

Did you attend primary school?

Did you attend high school?

Did you do any post-school study e.g. TAFE, University?

Did you experience physical punishment as a child?

Did you have jobs which had to be done each day?

Were children encouraged to offer their views in family conversation?

Was the main meal of the day served in the evening?

Did the family sit together for their main meal?

Did you receive pocket money?

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Now reflect on your own childhood.

How many children were in your family? _______________________________

Where did you play when you were a child? ___________________________

How did you get to school? _________________________________________

Who was the breadwinner in your family when you were growing up? ________

For what occasion did you get dressed up into your best clothes? ___________

Did you feel children were special in your family? _________________________

How did you go? Were there many differences in the responses you received? It’s interesting how things have changed over the years. People in the older generation often think life was tougher but more straightforward and predictable in the earlier years.

Children and their families today live very busy lives and the pace of life is fast. What has influenced the change in our attitudes toward Children?

Living conditions and lifestyle

• Less time is spent on housework due to inventions such as the washing machine, the dishwasher and the vacuum cleaner

• More time is available to spend in leisure with children, unless both parents work then there is often less time for leisure

• Children no longer need to work to contribute to the income of the family.

• Children are more involved in structured extra curricula activities such as sport, music, dance and other interest areas.

• There may be less time for unstructured play, family time and socialising.

Interest in child development

There has been more research done in the area of child development. This has created more interest in how children develop and how they should be raised and educated so that they reach their full potential.

Publications

These days there are a huge number of publications about children, their development and their needs. Family magazines have articles about children and how to deal with certain issues. There are magazines that specialise in information about children and parenting. Daily newspapers often have articles about latest research findings in particular areas of children’s development.

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Education

• More people are better educated than they have been in the past.

• People tend to stay at school longer and the nature of schooling has changed.

• On leaving school, people continue to access education through further study or informally by reading, watching television documentaries and attending lectures and workshops.

• People not only have better information sources they also have greater access to education opportunities.

Information technology

Television, access to the internet and other technologies means that information about children is more readily available to everyone. It is now very easy to access up-to-date information and theories about children’s learning and development.

The women’s movement

Since the 1970s, there has been a shift in the attitudes toward the care of children. Education and care has a more positive profile as women have spoken up about the responsibilities associated with child rearing. Men have been encouraged to become involved in the rearing of children and as more women have entered the workforce the demand for early education and care services has increased.

Government policy, Education and Care Services National Regulations and laws

In the late 1970’s government funding became available for the establishment of Long Day Care Centres for children where there was a proven community need. There were also financial incentives for those in the private sector who wished to establish Education and care Centres. Funding was also made available to assist families to pay for early education and care. Current government policy continues to shape and reflect our attitudes to children and their welfare and education through funding mechanisms, Education and Care Services National Regulations, National Quality Framework processes, and philosophical frameworks.

UN Convention on the Rights of the Child

Something that has made perhaps the most significant difference to our views on children has been the 1989 Convention on the Rights of the Child, published and adopted by the General Assembly of the United Nations, to which Australia is a signatory.

This convention is the first legally binding human rights treaty to recognise the civil, political, economic, social and cultural rights of children. Many nations helped draft it so there is a rich blend of views that affirm children’s rights to protection from harm and to environments that support their development.

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Article 29 of the Convention is about the education of children and it states that education of children should enable them to:

• Develop their personality, talents and mental and physical abilities to their fullest potential.

• Develop a respect for their parents, their own cultural identity, language and values as well as the values of others.

• Lead a responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes and friendship.

• Develop a respect for the natural environment.

A full transcript of the United Nations Rights of the Child is available from:

http://www.unhchr.ch/html/menu3/b/k2crc.htm

As educators, we have a role to play in ensuring that the best possible environment is provided to enable children to reach their potential. Families need to feel that by placing their children in our care they will have greater opportunities to extend their development and learning.

Stages of development

You will know the terms infant, toddler, preschooler, school aged child and adolescent and that these are associated with particular ages.

These stages reflect a contemporary view of development that helps us understand some of the changes that take place from birth to adulthood. One way to study patterns of development is to study one stage at a time. The table below shows the main stages of development that occur over the lifespan.

A stage in development covers a specific time period during the lifespan.

When a person moves from one stage to the next there is thought to be a change in how they approach tasks and understand and respond to events and things in their world. SAMPLE

http://www.unhchr.ch/html/menu3/b/k2crc.htm



Developmental stage Approximate age

Prenatal Conception to birth

Neonate Birth to 4 weeks

Infancy 4 weeks – 18 months

Toddlerhood 18 months – 36 months

Preschool 3 – 6 years

Middle childhood 6 – 12 years

Adolescence 12 – 18 years

Young adulthood 18 – 40 years

Middle adulthood 40 – 65 years

Late adulthood 65+

The age ranges given in this table are approximate and should be taken only as a guide as to when a person is most likely to be in a particular stage.

Note: the term age when studying child development can have three very different meanings.

• chronological age is a child’s age from the date of birth.

• maturational age is the age according to the maturation of the child’s body and organs.

• developmental age is determined by comparing the child’s developmental level with typical or expected development.

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Areas of development

When we discuss child development we often break the concept of development up into different parts to make it easier to study. Traditionally there are six (6) areas or domains that make up the study of child development:

• Physical development

• Social development

• Emotional development

• Communication development

• Cognitive development

• Creative development

The first five areas are reflected in the elements of the unit of competency that you are now studying. Creative development, for the purposes of this Learner Guide is considered part of cognitive development, and will be examined in more detail in the Diploma unit CHCECE018 Nurture creativity in children. After this section, the resource has been divided into section areas according to these areas of development, with a final section which considers the holistic nature of supporting the development of children in the context of the education and care setting

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