This guide will help you answer 2.2 Analyse how theoretical perspectives in relation to physical development inform current frameworks.
Physical development is a cornerstone of early childhood education. Understanding how children grow and develop physically allows practitioners to support their overall development effectively. Various theoretical perspectives on physical development have shaped current educational frameworks, including the Early Years Foundation Stage (EYFS). This analysis will discuss these theories and demonstrate how they influence today’s practices.
Key Theoretical Perspectives
Maturation Theory – Arnold Gesell
Arnold Gesell’s Maturation Theory is one of the earliest and most influential in understanding physical development. Gesell argued that development is primarily driven by genetics and biological processes. He believed that children go through similar sequences and patterns of growth, which are predetermined.
Influence on Current Frameworks:
- Standardised Milestones: Gesell’s theory has led to the establishment of standard developmental milestones used in frameworks like the EYFS. Practitioners use these milestones to assess whether children are progressing typically in their physical development.
- Individual Differences: Recognising that while milestones are standard, each child develops at their own pace. The EYFS promotes understanding these individual differences, allowing for more personalised care and education plans.
Constructivist Theory – Jean Piaget
Jean Piaget’s Constructivist Theory, although primarily focused on cognitive development, also provides essential insights into physical development. He believed that children learn through interacting with their environment, developing both cognitively and physically.
Influence on Current Frameworks:
- Environment and Play: The EYFS emphasises the importance of a rich and stimulating environment, based on Piaget’s ideas. Providing materials and opportunities for physical interaction helps children explore and develop coordination and motor skills.
- Learning Through Doing: Activities that involve physical manipulations, such as building blocks and puzzles, are integral in the EYFS to foster both cognitive and physical skills.
Ecological Systems Theory – Urie Bronfenbrenner
Urie Bronfenbrenner’s Ecological Systems Theory offers a more holistic view. It considers the multiple environments that influence a child’s development, including family, school, and wider society.
Influence on Current Frameworks:
- Environmental Factors: The EYFS takes into account that a child’s physical development is influenced by their surroundings. Hence, it promotes safe, healthy environments in which children can freely move and explore.
- Family and Community Involvement: Practitioners are encouraged to engage with families and communities to support a child’s physical growth. This approach ensures a comprehensive understanding of each child’s development context.
Social Learning Theory – Albert Bandura
Albert Bandura’s Social Learning Theory posits that children learn behaviours, including physical actions, through observing others. This theory underscores the importance of role models in the learning process.
Influence on Current Frameworks:
- Role Models and Demonstration: The EYFS framework incorporates role modelling as a teaching strategy. Practitioners demonstrate physical activities, encouraging children to learn through imitation.
- Encouragement and Motivation: Bandura’s theory also highlights the importance of encouragement and motivation. Teachers in EYFS settings use praise and encouragement to boost children’s confidence in their physical abilities.
Current Frameworks
Early Years Foundation Stage (EYFS)
The EYFS framework is the standard in the UK for early childhood education. It is designed to ensure children’s learning and development while keeping them safe and promoting their welfare. The framework’s sections on physical development are informed by the theoretical perspectives discussed.
Key Features:
- Physical Activity: The EYFS emphasises the need for physical activity, recognising that it helps in overall health and well-being. Daily opportunities for active play are essential.
- Fine and Gross Motor Skills: Activities aimed at developing both fine (small movements) and gross (large movements) motor skills are integral. These include activities like drawing for fine motor skills and climbing for gross motor skills.
- Health and Self-Care: The framework includes teaching children about health and self-care, encouraging habits like handwashing and physical exercise.
Practice Guidance
The Practice Guidance for the Early Years Foundation Stage supports practitioners in delivering the EYFS. It provides detailed suggestions on implementing physical development concepts in everyday activities.
Influence of Theoretical Perspectives:
- Holistic Approach: Reflecting Bronfenbrenner’s theory, the guidance endorses a holistic approach to child development—considering physical, social, and emotional factors.
- Active Learning: Piaget’s theory influences the active learning strategies in the guidance. Practitioners are recommended to create scenarios where children can engage physically and cognitively.
- Observation and Assessment: Aligning with Gesell’s theory, the practice guidance underscores observing and assessing children against benchmarks, allowing for identification of both typical and atypical development.
Practical Implementation
Design of Physical Activities
Effective physical development activities are crafted based on the theoretical perspectives mentioned. Practitioners are encouraged to create diverse activities that cater to individual milestones and abilities.
Examples:
- Obstacle Courses: These courses aid in developing gross motor skills and can be easily adapted for various age groups.
- Creative Movement: Sessions like dance and free movement help in fostering coordination and rhythm, drawing on Piaget’s Constructivist Theory.
- Puzzles and Manipulatives: Using puzzles engages fine motor skills and problem-solving abilities, linking directly to Piaget and Gesell’s theories.
Role of the Practitioner
Practitioners play a pivotal role in supporting physical development through direct interaction, environment setup, and continuous assessment. Their role is informed by understanding each child’s individual needs and developmental pace.
Key Actions:
- Modelling and Encouraging: Practitioners model positive physical activities and provide encouragement, influenced by Bandura’s Social Learning Theory.
- Creating Safe Environments: Ensuring spaces are safe yet challenging for physical exploration aligns with Bronfenbrenner’s idea of supportive environments.
- Continuous Assessment: Regular observation and assessment ensure practitioners can support each child’s unique developmental trajectory following Gesell’s milestones.
Conclusion
Theoretical perspectives on physical development have profoundly impacted current early years frameworks in the UK, especially the EYFS. Understanding these theories allows practitioners to provide high-quality care and education that supports all facets of a child’s development. Early Years Practitioners are equipped to design activities and environments that promote physical development, ensuring each child can thrive according to their individual timeline. With this knowledge, child care workers can better understand the importance of their role and the impact they have on early childhood development.
This detailed discussion will provide the necessary depth and breadth for NCFE CACHE Level 3 Diploma students to grasp the relationship between theoretical perspectives and current frameworks, fostering an informed approach in their practice.
