I have selected this topic because I have observed many child’s who are very fond of playing video games became aggressive and violent. They were used to play video games and then try to apply those techniques in real life which they applied in games for example if a kid had played racing game and […]
A promising intervention programme should be theoretical and evidence-based. The Incredible Years programme, a well-designed and comprehensive intervention package, has strong theoretical grounds (Webster-Stratton et al., 2001). It was originally invented to treat early onset conduct problems among young children (Webster-Stratton, 2000), then was revised to prevent conduct problems by promoting social competence universally (Webster-Stratton, […]
There is no denial that children with autism can be challenging for early childhood educators. Educators might feel perplexed, frustrated or even hurt in spite of their concerted efforts. This essay sets out to discuss the prevalence of autism in New Zealand/Aotearoa, its manifestation and identification, and some basic strategies for educators to successfully include […]
Cognitive developmental theories are based on research that indicates an individuals’ development from birth to adulthood. It was once believed that babies weren’t aware of their surroundings until they started to learn to speak, however we all know this isn’t the case and researchers have proved this theory in a number of studies. From birth […]
The schedule and routine components of planning can help create a framework of security for young children. “Children who are provided with a predictable schedule and secure environment are more likely to feel confident about exploring their world…. Through these explorations, children strengthen their connections to the people and environment around them” (Klein, 2002). The […]
It may be hard to establish a positive relationship with a child at first, the early years practitioners need to really get to know the children in their care in order to respond to them adequately. They need to know their interests, what frightens them or worries them, what makes them happy and sad and […]
Play is special. Not only is it fun, but it is very important to children’s development. Play is one of the most important means by which children learn. Through natural activity they create roles that imitate adult behavior. Children think, create, imagine, communicate, make choices, solve problems, take risks, build physical skills and take on […]
Play is prerequisite for growth and development throughout the lifespan. Normally we associate play with children but there is growing evidence that it is inextricably linked with happiness and identity. Probably the most persuasive evidence for the compelling nature of play in daily life is that provided by the Ethologists who have examined most mammals […]
Duty of care is the duties and responsibilities for children and young people from the keyworker, teacher or child-minder to ensure they are not harmed in a particular task’s that are made for the children. We can do this by making sure that we make wise choices so that there are no hazards and to […]
The microsystem is the most influential system because the child has direct interaction with these individuals; that interaction occurs on a consistent basis over an extended period of time (Brofenbrenner, 2004). Family is the most significant relationship of the microsystem; they play an intricate part in the ecological human development. The most time is spent […]
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