At the age of 4 children feel that If other children do not want to be round them then they are unwanted and they may lack In confidence, Children aged 4 also tend to start copying movements and actions of other children and adults, this could be good or bad as they can be easier influenced, especially by bad behavior. Four-year-olds also show further progress in their social interactions with peers, such as by smoothly joining in a group play situation, being sympathetic to others, or suggesting ways to resolve conflict.

For children aged 5 years old, they are expected to be at a certain stage of social development such as knowing right from wrong, ones from dishonest, they can play make-believe and dress up, they will ml adults and look for praise, seeks to play rather than be alone because friends are important and plays with both boys and girls but sometimes prefers the same sex. A child will notice a lot about being a boy or girl and often the sexes will play separately. At this age, children love to play together, rather than playing by themselves.

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At the age of 5 Children can feel synthetic for other children and they understand when other children are in pain or upset and they may help to resolve hat Is wrong with them_A child aged 5 will be able to recognize when someone Is upset, angry or need to be comforted. They can identify any emotion within children or adults any will know how to react correctly to the emotion they are showing. A child can now be reasoned with. He/she can ask serious questions, and wants to be taken seriously.

He/she will often ask for your permission before they'd something, because they are starting to learn about rules and the idea of being right and wrong. A suitable method of observing and recording the social development of children geed 5 Is running records, running records are a factual, detailed, written account over a span of time. Actions are described and quotes are recorded as precisely as possible. Commentary or interpretation about the recording is written separately from the actual account.

The recorder decides to observe and write for a period of time, focusing on one child or one area. The running record is written as the events are happening, while the anecdotal recording Is usually written shortly after the event. A running record may be used If the nanny or parents have specific concerns about a child.. Running records are used to document a child's actions and words for a period of time, you must include the date, location and start and stop time of the record.

An advantage of a Running Record could be when understanding not only what behaviors occurred but also the context in which the behavior occurred. A disadvantage of a Running Record could be that the running record may make the adult unavailable to facilitate or observe what Is happening In the rest of the room A child's social development may be affected positively and negatively for example having siblings younger or/and older..

Children's social development can be affected y younger siblings as the child might get Jealous as the younger sibling is having more attention, this could lead to them acting out around friends and teachers. Social development in children can be affected in many ways such as if their parents are splitting up or going through a divorce or anything related to that, this can make a child very uneasy and unsettled. The child might be distant, quiet and not their usual self, this will be noticeable when in a setting as they will show the changes in their daily routine.

If a child has and older sibling they could affect them positively by having a good influence on the e. G. Dying away after themselves, hygiene; washing hands and brushing teeth, getting ready and going to school and listening and following instructions from their parents. Older siblings could also have a negative effect as they could do the opposite and can encourage bad behavior which the child wants to copy.

A child's social development can be affected in other ways such as changing from preschool/nursery to primary school. This is a big transition for a child as they will go through a change in routine and pattern, they won't be around all of the friends that they have made in their early years setting, they will need to go wrought the next step and make new friends that they will stay with for longer, this is the next step will include them getting into a bigger routine as they start to have lessons as well as play all the time.

Snack and meal times can support the social development of children as they will be able to talk to friends and share thoughts, feelings and ideas, they will be able to talk about their snack and other foods they like, this is good for children as they are able to express themselves. If you are doing a food based activity they will become familiar with food types and the way they can make foods for example, whisking, axing, kneading, beating, rubbing, spreading and stirring.

During snack, they can be taught how to share and wait for their turns to have their meal/snack. You could also get the children to help with serving food as well as preparing it, this will encourage development as they will be able to take part in the adult's activities and they feel involved, not only with the children but adults too. During snack time and mealtimes children are able to converse with each other or they can silently communicate, they will have the company of others and can interact.

They learn how to share, how to eat n a social setting, hygiene techniques and all the essentials needed for children to develop their social skills which they will use to interact with people as they get older. It will also support appropriate table manners and allow them to interact with different groups of children that they may not interact with socially elsewhere. Social behavior is a part of children's development and this is when children learn what behavior is acceptable and expected in any environment. Some children may be more developed than others, this doesn't mean you should treat the less developed children any different.

You should help to encourage the stage of development that the child is at and help them progress when they're ready. Some children may be more socially developed than others this could be from having a large family which family and have little confidence when they're in social settings. During snack or meal times you should find out about any allergies or dietary needs, for example their religion might not allow them to eat a certain meat, you must support every religion in the setting and promote it by celebrating any events.

Transitions can have a big impact on children, for example when a child moves school their development can be effected as they could be behind on what the other children have been doing/ learning, they may feel left out because they don't know any one and they could feel intimidated as the children have a connection with the teacher and they don't as they are the new child in the group. The practitioners should communicate with parents to get a better understanding of the situation.

When a child is moving house the practitioner can talk to the child and parent about the changes they are going through and what they might have to deal with, this can be a lot for children to take in. They may be able to talk to the child about how they feel and what they think about this transition. A new arrival to the family can upset a child so the practitioner can explain what's happening and why this happen, it will need to be appropriate for the child to understand.

They could use demonstrations to help a child understand what they are explaining. If a child is moving school the practitioner can help in the best possible ways and they can support them as much as possible. When the practitioners support the child they must do anything and everything possible to revive that support so the child doesn't feel the change is that big, if they understand the situation. The setting should make them feel involved, even if they are leaving, they should let them know they will be missed.

The new setting should try to make the child feel as much involved and as comfortable as possible, a good practice will make sure the child isn't on their own and will help them to make friends and will welcome them. A child could be affected by the change of school and won't have a normal routine, they might not sleep well or eat and drink properly, and this will affect their development. The child will need to feel like they can fit into the group as the can feel pushed out and might be on edge about attending school.

Moving house can also affect them as they are used to living in the same house and people who live around them. They can be confused by this and won't know what's going on around them. Moving house could affect a child's sleeping pattern and this will lead to them being tired and restless at school and maybe irritable. If there is a new sibling arriving in the family a child could be anxious and worried because the parents will have more focus towards the baby, the child may cause trouble to gain attention from any one around them, this can also be in school too.

Practitioners can help when children are experiencing changes by encouraging them to talk about their problems so they can figure out how to help them and what they will respond to. Observations can help to support the development of children as they show what stage they are at and can see what they should be doing next, a child should only be on the stage they have achieved as they may not be able to do some of the activities and can get pushed into something they cannot do because the practitioner will relate to the stage the are supposed to be at.

Observations can be used to identify individual needs by giving each child targets they can achieve and then progress further. Recording movements, communication skills, interests and interaction with aspects of development that practitioner will look for such as; physical development, communication, intellectual/cognitive development and social, emotional and behavioral development, you may also look at fine and gross motor skills.

There are different types of observations and all help with development stages, these types are; Time sampling- observing children's behavior at a certain time. ; Diary- regular record of a child's development. Anecdote- quick description of the behavior observed and recorded after the event. ; Checklist- chart used to tick off skills that the children can do. Event recording- record of every time something pre-decided happens. ; Narrative methods- detailed account of what a child does. Running record- a detailed account of everything a child or young person does as it happens. These all help with children and development. They support every individual child as much as possible and can be compared to the FEES. Observations show where a child is development sis and show what they can do next or what they may need help with, for example if a child is behind on language and speech development they may need to see a specialist who provides help and support, they will coordinate with parents and practitioners.

Practitioners will need to understand the pattern of development of children from birth to 16 years as they will need to be able to recognize the pattern of development that children go through, from birth up to 16 as these are the years that children develop their personalities, any disabilities will be obvious and the Asia foundations of the child's identity will form. By having an understanding of children's development from birth to sixteen, practitioners can create a nurturing and healthy environment which will enable children to get the most out of life and learning. If for some reason a child is really behind in hitting a certain milestone or not developing as they should then practitioners can question why and then if needed they can put in extra support such as extra help from a teacher or they may need to refer the child onto other agencies for instance speech therapy if there is a problem with speech. (http://www. Studded. Com/essays/Unit-2-The-Developing- Child-1007331 . HTML, by dillydally, may 2012) Practitioners use guidelines to measure milestones and below are two examples of what the guidelines are for a 4 year old and 5 year olds expected development. Practitioners need to know the pattern of development because they assess children's individual needs and also this helps them identify areas within the physical, social, emotional and intellectual development and what the children need to progress in. You have most of your developmental stages from birth to 16 which includes puberty.

It mostly explains, why you are who you are, who/what influenced your development. Most problems in adulthood for example; depression, fears, likes and dislikes can be traced back things that happened during the early years of growing up. Practitioners need a knowledge and understanding of the pattern of children's development as they might change the way they work with children and this could make a difference. They should have realist expectations for example the stage of the development children should be at by age 4/5 as they will be starting school and should be hitting the targets.

They will need to know about the development stage when the child is 11/12, when the child is beginning secondary school and will start to develop physically and when their A routine will ensure that the practice is running smoothly with no problems in activities or timing. A routine will also help children to be settled at an early age. Children also get used to being in a set routine and this helps to prepare them for school, it will benefit parents as the child is getting the basic learning they need and parents have the time to do things in the day or maybe go to work.