Early years practitioners should know the physical development in children.

Produce a chart that identifies the stages of development for children from birth to aged seven years in the following area:

• physical development

How do children develop physically?

What are the benefits of children’s holistic learning when supporting and promoting physical development.

Please research the variety of theoretical perspectives of children’s physical development, and describe them in full.

Now, analyse the perspectives you have researched in relation to current practice and the EYFS.

Useful Websites

http://www.foundationyears.org.uk/parents/helping your_baby_develop/supporting_your_babys_development.php
content/uploads/2012/03/Early_Years_Outcomes.pdf
http://www.foundationyears.org.uk/wp-content/uploads/2012/03/Early_Years_Outcomes.pdf
http://www.familyandparenting.org/Resources/FPI/Documents/LearningAndPlay.pdf
http://www.ehow.co.uk/list_6571381_stages-play-child-development.html#pg=7
http://www.childrenscentres.org.uk/ey_b23_heuristic_play.asp
http://www.unicef.org/crc/files/Rights_overview.pdf
http://article31.ipaworld.org/article-31/
http://playengland.org.uk/
http://www.skillsactive.com/our-sectors/playwork/playwork-principles
http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf
http://www.foundationyears.org.uk/wp-content/uploads/2012/03/Development-Matters-
http://www.foundationyears.org.uk/wp-content/uploads/2012/03/Early_Years_Outcomes.pdf
content/uploads/2011/10/Learning_Playing_Interacting.pdf
http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/evidence/a0068162/effective-provision-of-pre-school-education-eppe
http://www.foundationyears.org.uk/wpcontent/uploads/2011/10/EY_Consultants_Handbook.pdf
published in line with EYFS 2008 but content transferrable
uk/schools/pupilsupport/behaviour/bullying/f0076899/preventing-and-tackling-bullying
http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf
http://www.early-education.org.uk/
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks1
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180919/DFE-00177-2011.pdf
Whitehurst, G.J., Falco, F.L., Lonigan,C.J., Fischel, J.E., deFarshe, B.D., Valda-Menchaca, M.C. and Caulfield, M. (1988), ‘Accelerating language development through picture book reading’, Developmental Psychology, volume 24, pages 552–558.
Whitehurst, G.J., Arnold, D., Epstein, J.N., Angell, A.L., Smith, M. and Fischel, J.E. (1994), ‘A picture book reading intervention in day care and home for children from low-income families’, Developmental Psychology, volume 30, pages 679–689.
Wasik, B.A. and Bond, M.A. (2001), ‘Beyond the pages of a book: Interactive book reading and language development in pre-school classrooms’, Journal of Educational Psychology, volume 93, pages 243–250.
Wasik, B.A., Bond, M.A. and Hindman, A. (2006), ‘The effects of a language and literacy intervention on head start children and teachers’, Journal of Educational Psychology, volume 98, pages 63–74.
Biemiller, A. (2003) ’Vocabulary: needed if more children are to read well.’ Reading Psychology, 24:323-335.
Bunce, B.H. (1995), Building a language-focused curriculum for the pre-school classroom, Vol 11: A planning guide, Baltimore: Paul H. Brookes Publishing Co.
Beck, I. L., (2006). ‘Encouraging young children’s language interactions with stories’, Handbook of Early Literacy Research, 281.
Dale, P., Crane-Thoresen, C., Notari-Syverson, A. and Cole, K. (1996), ‘Parent-child storybook reading as an intervention technique for young children with language delays’, Topics in early Childhood Special education, pages 16, 213–235.
Dickinson, D. K., & Tabors, P. O. (2001). ‘Beginning literacy with language: Young children learning at home and school’, Brookes Publishing: Baltimore, MD. Source: Young children, Volume: 57 Issue: 2, pages 10–18, Published: Mar 2002.
Dickinson and Tabors (2001), Young children, volume: 57, Issue 2 (March 2002), pages 10–18.
Dockrell, J., Stuart, M. and King, D. (2004), ‘Supporting oral language skills in the early years’, Literacy Today.
Dockrell, J.E., Stuart, M. and King, D. (2006), ‘Implementing effective oral language interventions in pre-school settings: no simple solutions’, in Ginsbourg, J. and Clegg, J., Language and Social Disadvantage, Wiley.
Hargrave, A. and Senechal, M. (2000). ‘Book reading intervention with pre-school children who have limited vocabularies: the benefits of regular reading and dialogic reading’, Early Childhood Research Quarterly, volume 15, pages 75–90.
Lonigan, C.J. and Whitehurst, G.J. (1998), ‘Relative efficacy of parent and teacher involvement in a shared-reading intervention for pre-school children from low income backgrounds’, Early Childhood Research Quarterly, volume 13, pages 263–290.
Rice, M. and Wilcox, K.A. (Eds., 1995), Building a language-focused curriculum for the pre-school classroom, Volume 1: A foundation for lifelong communication, Baltimore: Paul H. Brookes Publishing Co.
Roulstone S., Law, J., Rush, R., Clegg, J., Peters, T. (2011) Investigating the role of language in children’s early educational outcomes, DfE Research Report DFE-RR134, University of the West of England, Bristol.
Wasik, B.A., Bond, M.A. &Hindman, A. (2006) ‘The effects of a language and literacy intervention on head start children and teachers’, Journal of Educational Psychology, 98, 63-74.
Whitehurst, G.J., Arnold, D., Epstein, J.N., Angell, A.L., Smith, M. &Fischel, J.E. (1998) ‘A picture book reading intervention in day care and home for children from low-income families’, Developmental Psychology, 30, pp.679-689

Unit 3.11

1.1

1.2

1.3

2.1

2.2

Planned Date

8 March 2019