Graded unit development stage Essay

AbstractThe purpose of this project was to create a admit time out, so the minor-minder and her assistants are able to judge the children in their care much easily. As well as having somewhere for the children to be able to go and fictional character/pretend free rein. The aim of the project was a similarTo lapse the increment of creating the house box, deep down the child-minding setting To resource a house recess facility in my childminding setting The methods were completed by interviewing child-minders and giving parents questionnaires to prevail their tones on section mash and the house corner. It was found that there are mixed views regarding affair play, social function play domain of a functions and role play to assist assessments.My assistants move intod in the creation of the house corner, my parents participated in the questionnaires given out to them and four local childminders participated in my interviews. byout this piece of research it has become seeming that everyone has different ideas regarding role play and how children should be doing this. My recommendation is that there should be a frame oeuvre for childminders stating what equipment they should have and what they need to do for a basic procreation for the children.IntroductionThe purpose of this project was to create a house corner, so the childminder and her assistances are able to assess the chidren in their care more easily. As well as having somewhere for the children to be able to go and role/pretend play. Within graded unit a house corner leave be created within the child-minding setting because one of the parents had said it would be nice to have a house corner area. This is because the child within this family has no brothers and sisters and the family would like to see howtheir child role plays and interacts with others. Also functional with the Community barbarian-minders a house corner is a good place to be able to assess a child by dint of role pla y. The Community Child-minder Area Manager also recommends having a house corner in place in the setting. This is for assessment and observational reasons as a community child-minder slew have a lot of Child Protection referrals.While developing this unit various mandatory units of the HND Childhood Practice relates to this topic they are Sociology and Psychology. The Sociological hypothesis emblematic interactionism, Feminism and psychological theories of Piaget, Vygotsky and Bruce will be looked at. I will also be looking at leadership though this unit and looking the democratic leadership style. I will also be looking at various legislations though out this unit as this relates to getting it right for every child (GIRFEC)2012, because when working together with other authorities to make everything better for the child/children involved in the service.You can see what is going on in their world from the role play the children do. It will enable assessments to be carried out whi le the child is at play. I will be looking at the Data security measure act 1998 and the Equality Act 2010, this is relevant so at every interview everyone is treated the same and all the information is kept confidential. The United Nations form on the Rights of the Child (UNCRC). The Convention gives children and young people over 40 substantive rights, including the right to special protection measures and assistanceaccess to services much(prenominal) as education and healthcaredevelop their personalities, abilities and talents to the fullest potential grow up in an environment of happiness, love and understanding be informed about and participate in achieving their rights in an accessible and active manner.Bench mark Standards3.9 Managers/lead practitioners have the hunch forwardledge and understanding needed to support evidence informed enforce. Theyknow how to access, and apply relevant research and enquiry-based findings know how to reflect on and engage in the systemati c investigation of practice can make informed choices among peculiar(prenominal) research methods andmethods of evaluationdraw on a range of sources of evidence to analyse and evaluate practice draw on relevant principles, theories and approaches to inform their practice demonstrate the ability to share and discuss with others the principles and perspectives that underpin their own professional practice.AimsWithin the graded unit I have dickens aims to achieve, these are To lead the development of creating the house corner, within the child-minding setting To resource a house corner facility in my childminding settingMethodsFor all the research methods, questionnaires and interviews, the responses will be kept confidential and all the aspects of confidentiality will be respected.Interview four child-minders to see how they set up their house corners, For this method I contacted four local Fife childminders that also work with the community childminding, I discussed with them over the telephone what I was required to do and how I would visit their setting to see their play area and to do an interview to extend to qualitative information. (Appendix 1)Visit child-minding settings to see the sept corners and how they work. I visited the childminders setting so I could see their play area and the home corners and how the childminders used the area to assess the children.All parents views on role play will be gained by a questionnaire which will mainly have unappealing questions to gain quantitate information on role play, this will be piloted in class with my peers. I created a questionnaire which will mainly have closed questions to gain quantitate information. I piloted the questionnaire with my class peers using email. I then handed the questionnaire out to the 8 parents that use my service. They all completed the questionnaire by the return date of the twenty-fifth April 2013. (Appendix 2)Fund raise to gain funds to resource the house corner.For the funds to resource the house corner, I had 20 available through petty cash. I then did a sponsored toddle with my pre-school children on the 23rd April 2013 and created sponsor forms for the children to sequestrate home and get family and friends to sponsor them. (Appendix 3)MorrowThe code of ethics written by Morrow (1996) will be looked at while researching this unit. Ethical considerations in research with children and young people occur at all decimal points of the research process. They should be considered as an on-going and reflexive part of the research process throughout the life of a research project and not just as the first hurdle to be overcome.ResultsI have interviewed four childminders for research purposes and to gain qualitative information regarding the house corner and role play. I had asked if the childminders believed if having a house corner was an effective panache to aid role play 25% said yes while the other 75% said no and their reasoning for this was that desp ite having a house corner children would role play no matter where they were. Children will role play whether there is a house corner present or not. I asked if the adults get involved in the childrens role play 75% said they sit back and observe/none and 25% said they get involved if the children ask that with draw as soon as potential. During the interview I asked the four childminders what sort of assessments do they already do in their setting 100% answered Observations and Photographic only. (Appendix 4)I have visited four childminding settings to see what role play facilities childminders have in their setting. Each childminder had little role play equipment out for the children to use and the children were sat playacting board games, reading books or playing outside on apparatus. I ask two of the childminders about their role play equipment-one responded Children dont need equipment to role play, they turn things into equipment andpretend play.I gave all my parents that att end my setting questionnaires, to gain quantitate information which is eighter from Decatur in total. I had a 100% return on my questionnaires. I had asked if my parents thought a house corner was an effect way to aid role play? 62.5% said yes it is an effective way while 37.5% said it wasnt effective. (Appendix 5) I had asked if role play promotes or condemns a childs development? 87.5% said it promotes a childs development while 12.5% said it condemns the development. This parent stated My child doesnt role play and their development is fine. I asked the parents what role play toys do the children have at home?FundraiserThe fundraising for the house corner we did a sponsoredtoddle. At the fundraiser there was 2 adults and 8 children involved and we raised 159.26. (Appendix 6) With this funds I intend to buy the following for the house corner. Kitchen pots and pansPlastic kitchen foodPlay plates cups and cutleryPaint and decoration for the home cornerTable and chairs watchwordFemi nismAccording to the feminist belief, women are being exploited by the sources like books, media, and the rules of order by means of childrens toys. Feminists are of the view that the society aims to put conditions on children from their birth about their anticipated roles in society. In the statement, pink is for girls and blue is for boys, radical feminists would strongly argue that through parental expectations things like toys, books, and television begins the exploitation of women. For instance, girls are given dolls to play with, kitchens, prams, and tea sets.Feminists would claim due to imposition of such conditions, girls into their expected roles of playing the housewife and caring for children. On the other hand, boys are given footballs, computer games, cars, trucks, and are encouraged by their fathers for dummy fight. This encourages men to be masculine, violent and physically queenful according to the feminists.Symbolic InteractionismThis theory focuses on the way tha t people interact through symbols words, gestures, rules, and roles. In order for interaction to work, each person must turn in the meanings and intentions of others this is made possible by common symbols this is what Mead called role taking. This involves one person taking on a role of another person, by imagining that they are the other person, which they are interacting with. For example, if a person observes another smiling, crying, waving a hand or shaking a fist, they will put themselves in that persons position so they can interpret the intention and meaning. This will create their response to the action of the other person. Human interaction is a continuous process, with people taking it in turn of playing the role of the other.Mead argued that the process of role taking helps individuals develop a concept called self. There are two aspects of self these are Me and I. Me is a definition of yourself in a particular role for example a good parent or a good colleague. The I i s an opinion of yourself, which is otherwise known as your-self-concept, which is built up from the reactions of others and the way you interpret those reactions. Self is not something we are born with but it is learnt during childhood. There are two main stages in the development of this. The first is known as the play stage which involves children playing roles that are not their own for example a child may play Mums and Dads, Drs and Nurses. In doing this the child learns there is a difference between themselves and the role they are playing.PiagetJean Piaget, a philosopher and psychologist, was one of the first researchers to take childrens play seriously. He came to recognize that children learn step-by-step through experience and interaction with the world around them. In fact, Piagets research ascertained that the young mind is not capable of formal logic and abstract thinking until 11 or 12 long time old. Up until then, children learn inductively through experimentation and testing throughhands-on play.Piaget identified these stages of childrens developmentSensorimotor Stage Birth to 2 yearsThe child at this stage uses senses and motor abilities to figure out the world. Squeeze the rubber ducky and it quacks. Drop the ball in the hole and it rolls down the chute all the way to the bottom. Through repetitive play, the young child learns how to keep in mind whats out of sight and how to cause a reaction.Preoperational Stage 2 to 6 yearsDuring this stage the child acquires the ability to use symbols but still requires physical props and concrete situations to solve problems. A preschooler will line up 4 blocks and 4 more and then count up to 8.Concrete Operations 6-11 yearsFrom physical experience, the school-age child learns to conceptualize. Now 4+4 can be solved with numbers, not just with objects. Still the young student relies on experiment and discovery to hotwire the brain.VygotskyVygotskys research on play, or childrens games. Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the childs relationship with the world changes Hence play is such that the explanation for it must always be that it is the imaginary, un square realization of unrealizable desires. Imagination is a new formation that is not present in the consciousness of the very raw young child, is totally withdraw in animals, and represents a specifically human form of conscious activity. Like all functions of consciousness, it originally arises from action. The child wishes to ride a horse but cannot, so he picks up a stick and stands astride of it, thus pretext he is riding a horse. The stick is a pivot. Action according to rules begins to be determined by ideas, not by objects. It is terribly difficult for a child to sever thought (the meaning of a word) from object. Play is a transitional stage in this direction.At that critical mome nt when a stick i.e., an object becomes a pivot for severing the meaning of horse from a real horse, one of the basic psychological structures determining the childs relationship to reality is radically altered. As children get older, their reliance on pivots such as sticks, dolls and other toys diminishes. They have internalized these pivots as imagination and abstract concepts through which they can understand the world. The old adage that childrens play is imagination in action can be reversed we can say that imagination in adolescents and schoolchildren is play without action. Vygotsky also referred to the development of social rules that form, for example, when children play house and adopt the roles of different family members. Vygotsky cites an example of two sisters playing being sisters. The rules of behavior between them that go unnoticed in daily life are consciously acquired through play.BruceTina Bruces theory is a theory on play, which includes 12 features that assis t in cultivating, recognising and monitoring free flowing play. The features that make up the theory include, making up playing rules, having fist hand experience, playing together, pretending, having personal agenda, making props and deep involvement, among others. The theory emphasized on the importance of outdoor(a) pay in the lives of children. (AppendixDemocrative Leadership StyleThe leaders invite and encourage the team members to play an important role in decision-making process, though the ultimate decision-making power rests with the leader. The leader guides the employees on what to perform and how to perform, while the employees communicate to the leader their experience and the suggestions if any. The advantages of this leadership style are that it leads to satisfied, motivated and more skilled employees. It leads to an optimistic work environment and also encourages creativity. This leadership style has the only drawback that it is time-consuming.These findings show th at children role play as a part of learning and theydevelop all their developmental skills through doing this. Despite whether you have a role play area/equipment children will find other ways to role play using equipment and pretending it is something else. There has been theorists studying role play and although they all make good points I feel Tina Bruces 12 features of play is the closest to being true.Conclusion passim this piece of research it has become apparent that everyone has different ideas regarding role play and how children should be doing this. Each childminder does things differently and I feel there should be an overall standard that each childminder should have when setting up a childcare setting.