Links To Theory Through Observation.

eyeball was established to a lower place the tiddler care Act 2006 and is compulsory for all early years providers that have o shew with Posted for nestlingren fester three to the end of the academic year in which they turn five. During reflection I will also be considering some(prenominal) theorists and their theories on information through play and the benefits or criticisms they imply in relation to each broadsheet. claw A pushes a camion or so gameboard, watching as the wheels go round. He plays alongside early(a)s without interaction. Picking up the dray he carries it to another area of nursery and kneels on the floor, once again watching as he pushes lorry around the carpet.Another child 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 lessened car, looking at a child opposite he says My lorry is big. The child agrees with child A saying Yes because lorries are larger than cars. Child A smi les and replies My lorry is bigger. He puts lorry on tabular array and lines up dickens cars and a small bus alongside it and repeats My lorry is bigger. From the observation it was recognized that child A achieved several milestones for his epoch in conformity with the organic evolution Matters in the FEES criteria.These include Mathematics (Shape distance and Measure) he is beginning to use the language f size, Physical Development (Moving and Handling) he squats with steadiness to rest or play with object on the ground and rises to feet without using hands, Communication and Language (Speaking and understand) he uses language as a powerful means of widening contacts, sharing thoughts and developing understanding of simple concepts e. G. Big/little (Early Education 2012). The EYE-S categories childrens development according to age which was influenced by Paginating opening.Jean Pigged is credited with the cognitive-developmental conjecture that views the child as actively constructing intimacy and cognitive development as taking place in stages (Beer, 2000, p. 21). He introduced the term outline and its use was popularized through his lead based on his four development stages, Seniority (0-errs), Pre operational (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 schemas and developmental stages and building on Piglets work she applied this theory to the observation and analysis of young childrens pecking.Focusing on young childrens spontaneous play and bodily process she suggested that there re several ways of defining schema, although not a single one on which everyone would agree. During the observation it was identified that child A was performing some schemas in accordance to Pigged and Atheist schema theory. Pushing the lorry around the table exhibits a rotation schema, taking the lorry to antithetical areas exhibits a transporting schema and lining up the veh icles exhibits a positioning schema all of which Dowling (2013) suggests are numeral schemas.Pigged viewed children as lone(prenominal) scientists who had all the cognitive mechanisms to chink independently from personal experiences and environmental aspects. He believed in the sizeableness of children study through exploring and finding new know directge in many an(prenominal) different situations without any need for teachers or to a greater extent mature peers insert (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 also posited by Level Viscosity who criticized Piglets lone scientist beliefs, emphasizing the need for support from families, communities and other children to extend a childs breeding in his Zone of Proximal Development (ZIP) theory (Pound, 2005). Visigoths ZIP has been define as the distance between the actual developmental level as determined by independent problem solving and the level of authorization development as determined through problem solving under freehanded 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 authentic schema of size scarcely extended his level of thought by explaining lorries are bigger than cars. As the other child was more knowledgeable on size and numeric language he was blew to provoke adaptation in child As original schema allowing him to assimilate and accommodate this new information also show evidence Of Piglets developmental theory (McLeod, 2009).Although further observations or adult led activities would be required to ascertain child As equilibration. Upon reflection, had a teacher or sound out been present during this activity an hazard to develop child As mathematical knowledge further on build, put and language could be met by comparing vehicle sizes and modeling language for size, big, bigger, biggest. Child B points to her tights saying Look De, blue, red, blue to L SP who replies Oh yes, well done you scratchy a prototype child B smiles. Do you think you potentiometer guess a pattern? Asks LISP, child B nods following 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 large-minded her a sticker, child B smiles examining sticker. Child B picks another two colored pattern card and copies it independently saying l can do this one. After praising child B LISP leaves table. Child B makes a two colored pattern without card calling to L SP Look I made my avow pattern, L SP praises and rewards child B with another sticker. Child B turns to a friend saying l got two Stickers.As in first observati on, regarding the FEES, child B is achieving several milestones within the seven areas of learning and development germane(predicate) to her age range of 40-months. She is also demonstrating characteristics of effective learning also qualify in EYES these being, Playing and Exploring (engagement), finding out and exploring and being unstrained to have a go, Active Learning (motivation), being involved and concentrating, retention trying enjoying achieving what they set out to do and Creating and Thinking Critically (thinking), having their own ideas, making 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 let out patterns, which are Early Learning Goals (LEG). Legs are the 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 focusing On the individualized nature Of learning and recognized 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 high development milestone without completing 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 entrancing information from their environment (Daley et al, 2006). Without intervention from the LISP child B would not have extended her knowledge or language of pattern and an opportunity would have been missed, sometimes it is therefore necessary 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 enables a child or novice to cipher a problem, carry out a ask or a goal 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.