Cache Level 3 Extended Diploma for the Children and Young People's Workforce Early Learning and Child Care

473 Pages·2012·19.927 MB·English

by  Maureen Smith

CACHE LEVEL 3 EXTENDED DIPLOMA
Children and Young
People’s Workforce
EarlY lEarning and Child CarE
Maureen Smith, Teena Kamen,
Jo irvine, Mary armitage,
Corinne Barker
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British Library Cataloguing in Publication Data
A catalogue record for this title is available from the British Library
ISBN: 978 1 4441 5606 5
This Edition Published 2012
Impression number 10 9 8 7 6 5 4 3 2 1
Year 2015, 2014, 2013, 2012
Copyright © 2012 Maureen Smith, Teena Kamen, Jo Irvine, Mary Armitage, Corinne Barker
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Contents
Acknowledgements iv
Section I Mandatory units 1
1 Extending understanding of theories of children and/or young person’s care
or development (Unit CP 1) 2
2 Understand the role of policies in children and/or young people’s settings (Unit CP 2) 55
3 Maintaining the health of children and/or young people (Unit CP 3) 82
4 An introduction to leadership and management (Unit CP 4) 122
5 Supporting the development of study skills (Unit CP 5) 150
6 Working with families of children and/or young people (Unit CP 6) 188
7 Working as part of more than one team (Unit CP 7) 226
8 Supportive approaches to behaviour management (Unit CP 8) 251
9 Formal recording for use within the work environment (Unit CP 9) 283
10 Research to support practice when working with children and/or young people (Unit CP 10) 301
Section II Optional units 335
11 Support children and/or young people’s development of art, drama and music (Unit CP 11) 336
12 Learning about planning from a given framework of curricula (Unit CP 13) 379
13 Supporting numeracy and literacy development in children and/or young people (Unit CP 14) 415
Index 457
Additional free material on the web at www.hoddereducation.co.uk/cache covering unit CP 18:
Supporting science and technology development in children and/or young people
Acknowledgements
I would like to thank my colleagues at Wakefield College for their support and encouragement. Thanks also
to the early years students who continue to inspire me. Special thanks to my dear friend Sue Smith who has
helped to keep me organised over the years.
Corinne Barker
Photo credits:
All photos © Andrew Callaghan, except:
Figures: 1.17 © Zakharov Evgeniy – Fotolia; 1.18a–h © Photographs by John Oates, from http://www.open.
edu/openlearn/body-mind/childhood-youth/early-years/attachment-parents © The Open University 2012;
3.2 © Carolyn A Mckeone/Science Photo Library; 3.4 © Jaren Wicklund – Fotolia; 3.5 © Dr. P. Marazzi/
Science Photo Library; 3.6 © Dr. P. Marazzi/Science Photo Library; 3.7 © CDC/Science Photo Library; 5.4
© ruzaimy – Fotolia; 5.13 © auremar – Fotolia; 6.1 © Monkey Business – Fotolia; 6.8 © Warrick Page/Getty
Images for UNICEF; 10.3 © Georgios Kollidas – Fotolia; 10.4 © The Granger Collection, NYC/TopFoto;
11.2 © Monkey Business – Fotolia; 11.4 © Roger Bamber/Alamy; 11.6 © MBI/Alamy; 11.9 © Julie Voigt/
ArtForSmallHands.com; 11.10 © bobo/Alamy; 11.12 © Visions of America, LLC/Alamy; 11.15 © Heini
Kettunen/Alamy; 12.9 © Jeff Gilbert/Alamy; 12.10 © Frank Baron/The Guardian; 12.11 © Monkey Business –
Fotolia; 13.5 © Photofusion Picture Library/Alamy; 13.9 © Losevsky Pavel/Alamy; 13.12 © Sally and Richard
Greenhill/Alamy.
Figures 8.7, 11.13, 12.15, 13.6, 13.7 © Justin O’Hanlon.
Illustrations by Barking Dog Art (Figures 2.1, 3.3, 5.1, 5.2, 8.1, 8.2).
Contains public sector information licensed under the Open Government Licence v1.0.
SECtion 1
Mandatory units
1 Extending understanding of theories of children and/or
young person’s care or development (CP 1)
2 Understand the role of policies in children and/or young
people’s settings (CP 2)
3 Maintaining the health of children and/or young people (CP 3)
4 An introduction to leadership and management (CP 4)
5 Supporting the development of study skills (CP 5)
6 Working with families of children and/or young people (CP 6)
7 Working as part of more than one team (CP 7)
8 Supportive approaches to behaviour management (CP 8)
9 Formal recording for use within the work environment (CP 9)
10 Research to support practice when working with children
and/or young people (CP 10)
Chapter 1 Extending understanding of
theories of children and/or young person’s
care or development (Unit CP 1)
The aim of this chapter is to increase awareness of childhood development and this presents one of the
theories and their benefit to children and young challenges in putting these theories into practice.
people’s care or development.
Behaviourist theories
Learning outcomes
Behaviourist theories (or behaviourism) are based
on the assumption that learning occurs through
1. Know the role of theories in informing
interactions with the environment and that all
practice when working with children
behaviours are acquired through a person’s
and/or young people.
interaction with their environment. Behaviourists
2. Be able to apply theories to
believe that internal thoughts and motivations
workplace practice.
cannot be used to explain behaviour. Instead, they
3. Understand the relevance of
suggest that we should look only at the external,
identified theories in relation to own
observable causes of human behaviour, rather than
workplace practice and personal
thoughts and feelings, which cannot be observed.
development.
Behaviourists are concerned with how external
forces can be used to control behaviour. For
example, B.F. Skinner (see pages 3–5) considered
Section 1: The role of
that all thinking and learning are based on
theories in informing responses to rewards and punishments received
within our environment.
practice when working
ivan Petrovich Pavlov (1849–1936)
with children and/or
Pavlov was a Russian biologist who studied animal
young people behaviour. His experiments involved teaching
dogs to salivate in response to the sound of a bell.
This chapter looks at the use of theory to inform Before giving the dogs their food, Pavlov rang a
practice when working with children and/or young bell. Eventually, the dogs began to salivate when
people. There are many theories of development – in the bell rang, even when there was no food. The
this chapter, we look at the theories that are most dogs had learned to respond to the bell sound
relevant to the study of children’s and young people’s with their salivating reflex. This type of learned
care, development and learning: behaviourist response or behaviour is called a conditioned reflex.
theories, psychoanalytic theories, humanistic Pavlov extended his ideas concerning conditioning
theories, social constructivist theories, attachment to human psychology. He believed that human
theory and experiential learning style theory. In behaviour consists of many conditioned reflexes that
many cases, these theories offer competing views on are triggered by external influences.
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Chapter 1 Extending understanding of theories of children and/or young person’s care or development (Unit CP 1)
Principle Description Example
The unconditioned The unconditioned stimulus is one that When you smell one of your favourite
stimulus unconditionally, naturally and automatically foods, you may immediately feel very
triggers a response. hungry. So in this example, the smell of
the food is the unconditioned stimulus.
The unconditioned The unconditioned response is the In this example, the feeling of hunger
response unlearned response that occurs naturally in response to the smell of food is the
in response to the unconditioned stimulus. unconditioned response.
The conditioned The conditioned stimulus is a previously In the earlier example, suppose that
stimulus neutral stimulus that, after becoming when you smelled your favourite food,
associated with the unconditioned stimulus, you also heard the sound of a whistle.
eventually comes to trigger a conditioned While the whistle is unrelated to the smell
response. of the food, if the sound of the whistle
was paired multiple times with the smell,
the sound would eventually trigger the
conditioned response. In this case, the
sound of the whistle is the conditioned
stimulus.
The conditioned The conditioned response is the learned In this example, the conditioned response
response response to the previously neutral stimulus. would be feeling hungry when you heard
the sound of the whistle.
Table 1.1 The basic principles of classical conditioning
famous and controversial experiment, known as the
Key term
‘Little Albert’ experiment, Watson (and a graduate
assistant named Rosalie Rayner) conditioned a
Behaviour – a person’s actions and reactions, and their
treatment of others. small child to fear a white rat. They accomplished
this by repeatedly pairing the white rat with a loud,
Classical conditioning – the learning process that occurs
through associations between an environmental stimulus frightening, clanging noise. They were also able
and a naturally occurring stimulus. For example, Pavlov’s to demonstrate that this fear could be generalised
dogs learnt to associate an environmental stimulus (a bell)
to other white, furry objects. The ethics of this
with a naturally occurring stimulus (the smell of food).
experiment are often criticised today, especially
Conditioned reflex – a learned response or behaviour.
because the child’s fear was never deconditioned.
Research Activity
Activity
1. Find out more about the ‘Little Albert’ experiment.
For example, take a look at: http://psychology.
A fun experiment in classical conditioning is
about.com/od/classicpsychologystudies/a/little-
available to do at: www.simplypsychology.org/
albert-experiment.htm.
classical%20conditioning.swf.
2. Share your findings with a group of students or
Summarise your findings about classical
colleagues.
conditioning and share them with the group.
John B. Watson (1878–1958) B.F. Skinner (1904–1990)
According to Watson, psychology should be the Skinner was an American psychologist who
science of observable behaviour. In his most discovered that the behaviour of rats could be
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CACHE Level 3 Children and Young People’s Workforce Extended Diploma
Figure 1.1 The ‘Little Albert’ experiment (Watson, from Swenson, 1980)
controlled by food rewards. One of Skinner’s best- reinforced with a reward. Skinner believed that
known inventions is the ‘operant conditioning positive reinforcement (rewards) and negative
chamber’ (the Skinner box). Skinner showed how reinforcement (sanctions) both contribute towards an
positive reinforcement worked by placing a hungry rat individual’s motivation for learning and behaviour.
in the box, which contained a lever in the side As the Skinner applied his findings about animals to
rat moved about the box, it would accidentally knock human behaviour and developed teaching machines
the lever; as soon as it did so, a food pellet would that enabled students to learn step by step, revealing
drop into a container next to the lever. The rat quickly answers for immediate feedback (reward).
learned to go straight to the lever after being put in
the box a few times – the consequence of receiving Activity
food if it pressed the lever ensured that the rat would
repeat the action again and again (McLeod 2007a) In your own words, explain the difference between
classical conditioning and operant conditioning.
This experiment demonstrates Skinner’s idea of
operant conditioning. Unlike Pavlov’s classical
Some of the key concepts in operant conditioning
conditioning, where an existing behaviour
involve the use of reinforcement and punishment.
(salivating for food) is shaped by associating it with
Reinforcement is used to increase appropriate or desired
a new stimulus (ringing of a bell or a metronome),
behaviour. Reinforcement takes place when something
operant conditioning is the rewarding of an act that
the child likes (such as a smiley face or sticker) is
approaches a new desired behaviour.
offered to them to increase the frequency of the desired
This idea of operant conditioning can be applied behaviour (e.g. sitting still during assembly or story
to any situation where the required behaviour is time). When the desired behaviour is demonstrated by
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Chapter 1 Extending understanding of theories of children and/or young person’s care or development (Unit CP 1)
Speaker
Pellet
dispenser Signal
lights
Lever
Dispenser
tube
To shock
generator
Food cup Electric grid
Figure 1.2 The operant conditioning chamber (the Skinner box, http://www.simplypsychology.org/operant-conditioning.html)
the child, then the reinforcer or reward (e.g. the smiley
Key term
face or sticker) must be given. Examples of reinforcers
(rewards) may include: child’s choice of favourite
Operant conditioning – behaviour dependent upon
activity; smiley faces, stars or stamps; stickers or what happens after the response to a stimulus.
badges; merit points and certificates; mention in
Punishment – the presentation of an adverse event or
praise assemblies or a special book. outcome that causes a decrease in the behaviour it follows
Reinforcement – any event that strengthens or
Punishment is used to decrease inappropriate or
increases the behaviour it follows.
undesirable behaviour. When a child is making
noises during assembly or story time, the adult may
reprimand the child in order to stop or decrease the Activity
behaviour. If the child stops making noises after the
reprimand, the reprimand is an effective punishment.
List examples of reinforcement and punishment
Examples of punishments or sanctions include: time from your own (or your children’s) experiences as a
outs; verbal reprimands; suspension of privileges; pupil or student.
temporary removal of favourite object or activity.
Within the reinforcement and punishment model Social learning theory and the
(see Table 1.2), there are two aspects:
work of A. Bandura (1961, 1965
1 Positive – which means you are giving something
and 1973)
in response to the behaviour.
2 Negative – which means you are taking Albert Bandura is a key researcher linked with
something away in response to the behaviour. social learning theory. Bandura built on the work of
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