Gdece 102 learning and development birth to two years assessment 2 Assignment Sample

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Introduction

Learning and development in early years is essential, it contributes to the holistic growth of children. The current assessment will be based on designing appropriate learning and teaching strategies for a child in context of a given case. For those seeking assignment writing help, Bronfenbrenner’s ecological systems theory will be considered in order to analyse the child development procedure. Based on the case analysis range of teaching and learning strategies will be considered in order to meet the developmental needs of child.

Main Body

Explanation of the Bronfenbrenner’s ecological systems theory

In accordance with Bronfenbrenner’s ecological systems theory, an individual’s development is impacted via a series of environmental system and social interaction procedures. it aligns with the microsystem, mesosystem, exosystem macrosystem and chronosystem. Each of these contexts represents different kinds of environmental impacts on individuals (Crawford, 2020). This theory has provided the broader system with respect to viewing child development as a complex system as it is influenced at multiple levels. In an educational setting, this theory possesses a significant role in terms of understanding the diverse requirements of the children. On the other hand, studies have shown that Bronfenbrenner’s ecological systems theory emphasises on the biological and cognitive components of human development. However, it does not focus on the socioemotional elements of human development and that makes it a debatable topic.

Gdece 102 learning and development birth to two years assessment 2 Assignment Sample

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The Microsystem is the first system of the theory which focuses on the direct contact of child within their immediate environment. It is concerned with highlighting the importance of immediate relationships and environment for child development. Children parents and educators are part of this environment (Elliott et al, 2020). This is the initial stage where children learn to behave, extent of the environment impacts the behavioural pattern of children. However, criticism of this system states that this theory overlooks human-nature interconnection and it further favours the human-centred approach and neglects environmental relationship. Thus, it hinders sustainability which is an important element in early childhood education. The mesosystem reflects upon the different parts of an individual’s microsystem; the mesosystem of a child can be home or school. The experience child at home impacts his/her behaviour at the setting and the interaction children develop at the setting influences their behaviour pattern at home. This is how different systems within the environment are connected with each other and creates an influence on the behavioural pattern of child (El Zaatari et al, 2022). Nevertheless, this concept has not been proven appropriate each time and is lack of specificity has been witnessed. There might be a possibility that children appropriately behave at home while they do not engage at the setting due to their reserved nature. There are certain exceptional cases that have been ignored by this theory.

The exosystem is concerned with the external environment, for example- the work policy of the parents can impact the child's development. If an organisation believes in providing a flexible working system and opportunities to work from home then, probably parents spend more time with their children and effectual bonding with the child can be developed. Whereas the macrosystem adheres to cultural element, it emphasises how cultural aspects lead to impact the social ideologies of children (Guy-Evans, 2020). For example- if a child belongs to such a culture that focuses on individual achievement. In such a culture, children have been encouraged for becoming competitive and self-reliant. The chronosystem shows how children respond towards different types of change. There are varied transitions that have been taking place in the children's lives and from each transition behavioural patterns of children get shaped. Hence, based on the analysis this can be stated that there are different environmental systems that create diverse impacts on the behaviour of children.

Application of theory in case context

The case is based on an infant with autism [I.A.], professionals have closely observed this infant and his psychological evaluation was administered for approximately 1 to 2 years (Dawson et al, 2000). The nature of autism within the early stage has been witnessed. Considering the Bronfenbrenner’s ecological systems theory the developmental procedure of a child within the environment can be analysed. When I.A. was of one month, he was referred for an oral motor evaluation as there was certain difficulties were observed in bread feeding. The reports stated that I.A. has less muscle on the face area and he finds difficulty in swallowing. As per the microsystem children's behaviour is influenced by internal environmental factors such as interaction with parents and educators (Chen et al, 2020). However, child’s parents were concerned about him and they tried to provide him with holistic support, nevertheless, an autistic child is a special case. Bronfenbrenner argued that the development procedure of an individual cannot be seen in the form of tabula rasa which has been shaped by the environment. The links that have been exist among the environment form the lay of foundation for the socio-ecological approach to health. Autism is a type of pervasive disorder; each aspect of a child's life has been shaped due to significant pattern of behaviour and thinking. Autism does not only impact children, it also influences the whole family and social life as well.

I.A. was not able to interact in social context due to autism, however, when he became 13-15 months old a perceived change was noticed when child was qualified for the diagnosis of autism. There was a substantial delay in certain domains of I.A (Dawson et al, 2000). Due to autism, I.A. was not able to develop social interaction which has further impacted his behaviour pattern. There was lack of imitation witnessed in the social setting that impacted his interaction level. However, child was able to discriminate between the vowel sounds but in comparison to his age children, he was lacking in varied areas. Autism was impacting his ability to connect with different people and due to this, there was no subsequent behavioural pattern identified at the initial stage (Dawson et al, 2000). From the case study, it was analysed that early problems with self-regulation and motor functions create major difficulties in forming social and communication skills. The early intervention programs for toddlers and infants who are suffering from autism, self-regulation and motor functioning can support in acquisition of varied skill domains. Bronfenbrenner’s ecological systems theory focuses on understanding the complexities of human development within diverse contexts so that timely action can be taken and development procedures can be initiated.

Children with autism have diverse needs and therefore, within an environment such actions are needed to be taken that support in encourage children and develop sense of belongingness with them. Such children often feel discarded but educators and parents must implement such an environment that boosts the child's confidence level and develops a sense of belongingness in them.

Developing range of teaching and learning strategies for addressing diverse needs of learners

Applied Behaviour Analysis [ABA] is considered as a type of teaching strategy that is used for autistic children (Amali et al, 2023). This concept is based on the assumption that appropriate behaviour which involves speech, communication, academic and life skills could be taught to children by using scientific principles. Findings have shown that ABA works for the child who is dealing with autism. Based on the case analysis it can be stated that I.A. was diagnosed with autism and ABA proves to be appropriate in this area. The ecological system theory states that by developing effective interaction with children their surroundings can be made effective and an inclusive environment can be developed. Considering this, it can be said that there is need to focus on developing interaction with a child at the home and setting so a sense of belongingness can be developed in him. Based on ABA, the behaviour chain is an appropriate strategy that can be used in the current case context (Snyder et al, 2022). The children who are dealing with autism learning a new task is quite difficult. However, the behaviour chain technique can easily make it simple, it is aligned with undertaking one large activity and then it needs to be part of smaller task. For instance- an activity such as creating sensory bins can be organised in the classroom it is specifically for promoting the motor skill development. In order to organise this activity behaviour chain technique can be used and the activity can be parted into different parts (Munna et al, 2021). Firstly, an object needs to be given to I.A. and it needs to be asked him “What is this”. He will identify the object by touching it, afterwards, his opinion can be known regarding the object. In this manner, motor skill development can be undertaken and further thoughts of child can be analysed.

However, it is not easy to implement a strategy; there is a need to develop consistent interaction between educator and child then only the child prefers to talk. I.A. is a special child and, in such situation, educator needs to have consistent discussions regarding his interests and hobbies so that effectual interaction can be developed. Another strategy is concerned with prompting and fading (Cox et al, 2022). This is a kind of strategy under which prompts, cards and cues are used for teaching children. Emotional cards could be used for children as understanding and expressing emotion proves to be another sensory issue for I.A. Educator needs to elaborate a situation to child and then according to the situation child will be told to use emotional cards. It helps in assessing the extent to which the child is able to understand the emotions.

The Autism reading comprehension technique can be used and the child will be encouraged to listen the story. Those stories require to be used in which child is interested. The Visual learning software helps in gaining the attention of child and further increases the interaction level as well (Mitchell et al, 2020). In order to encourage children, there is need to provide them appropriate feedback so they get appreciation and motivation. Collaboration with the parents needs to be made so that consistent discussion regarding the child can be undertaken. Educator must ask from child “what he has done at the home” and similarly parents must ask “what child has done in the setting”. In this manner connection among the different environments can be developed and mesosystem can be formed.

Simple instruction must be given to child so he can understand about the concepts and if child is not able to understand then via developing inclusive play-based activities concepts can be made clear. It is nor easy for autistic child to get set in the learning environment and therefore, it is essential to maintain a structure learning environment so that child can feel comfortable in the environment (Brod, 2021). Encouraging role play proves to be one of the effective techniques that support children in understanding the stories. The storytelling can be done via role-playing this leads to an increase in the interest and attention of children and it further encourages I.A. to foster his learning. While implementing all of these strategies it is important to maintain an inclusive environment at the setting so that children who are suffering from autism do not feel discarded.

Conclusion

Conclusively, this can be stated that the environment plays an important role determining the growth and development of children. Hence, the interaction child develops within the environment plays crucial role in their developmental procedure. However, each child has different potential in terms of acquiring learning and development procedures. Therefore, it is the responsibility of educators in the early years that they must take significant actions that fulfil the diverse needs of learners. In the present case, I.A. was an autistic child who faced difficulties regarding learning and developmental procedures and accordingly, emphasis has been made on the diverse needs of child. The Bronfenbrenner’s ecological systems theory is included in the analysis and it has been known that the developmental procedure of children goes through various types of interactions that take place in the environment.

References

Books and Journals

• Amali, N. A. K., Ridzuan, M. U. M., Rahmat, N. H., Seng, H. Z., & Mustafa, N. C. (2023). Exploring learning environment through Bronfenbrenner’s ecological systems theory. Journal of Academic Research in Progressive Education and Development, 12(2), 144-162.
• Brod, G. (2021). Generative learning: Which strategies for what age?. Educational Psychology Review, 33(4), 1295-1318.
• Chen, H., Park, H. W., & Breazeal, C. (2020). Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement. Computers & Education, 150, 103836.
• Cox, A. E., Beasley, L., & Hardin, R. (2022). Application of social work theory in sport management curriculum: Ecological systems theory. Sport Management Education Journal, 16(1), 116-120.
• Crawford, M. (2020). Ecological Systems theory: Exploring the development of the theoretical framework as con-ceived by Bronfenbrenner. J Pub Health Issue Pract, 4(2), 170.
• Dawson, G., Osterling, J., Meltzoff, A. N., & Kuhl, P. (2000). Case study of the development of an infant with autism from birth to two years of age. Journal of applied developmental psychology, 21(3), 299-313.
• El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner bio-ecological system theory explains the development of students’ sense of belonging to school?. SAGE Open, 12(4), 21582440221134089.
• Elliott, S., & Davis, J. M. (2020). Challenging taken-for-granted ideas in early childhood education: A critique of Bronfenbrenner’s ecological systems theory in the age of post-humanism. Research handbook on childhoodnature: Assemblages of childhood and nature research, 1119-1154.
• Guy-Evans, O. (2020). Bronfenbrenner’s ecological systems theory. Simply Psychology.
• Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.
• Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1-4.
• Snyder, S. E., & Duchschere, J. E. (2022). Revisiting ecological systems theory: Practice implications for juvenile justice youth. Translational Issues in Psychological Science, 8(2), 234.