1. Unit 1 Child development from conception to seven years
© Hodder & Stoughton Limited

2. AC 3.1 Describe theoretical perspectives in relation to:
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice.
AC 3.1 Describe theoretical perspectives in relation to:
cognitive development
speech, language and communication development
physical development
social and emotional development.
© Hodder & Stoughton Limited

3. Cognitive development Speech, language and communication development
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Time: 10 mins
Write down your own definition of the following terms using only one sentence for each:
Cognitive development
Speech, language and communication development
Physical development
Social and emotional development.
© Hodder & Stoughton Limited

4. Theoretical perspectives in relation to cognitive development
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to cognitive development
Lev Vygotsky
Vygotsky believed that cognitive development relies on social interaction with other people.
He developed the zone of proximal development theory (ZPD). This theory identifies what the child can do independently and what they can do with assistance; it highlights their potential.
© Hodder & Stoughton Limited

5. Theoretical perspectives in relation to cognitive development
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to cognitive development
Lev Vygotsky
Social interaction and language are key to Vygotsky’s ZPD theory.
He believed that the gap between what the child could do independently (for example, put their shoes on) and what they could do with assistance from a more knowledgeable other (MKO) (for example, tie up their laces) was the zone where learning occurred.
The ZPD is the distance between the child’s ability to solve a task with support and their ability to solve the problem independently.
The MKO could be a teacher or a peer, or anyone who has more understanding or ability than the learner.
© Hodder & Stoughton Limited

6. Theoretical perspectives in relation to cognitive development
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to cognitive development
Piaget identified four stages of cognitive development: 1. Sensorimotor 0–2 years: This is when babies explore their world through their senses and develop schemas. Object permanence – this is when a baby does not understand that an object still exists when it is out of sight. 2. Pre-operational 2–7 years: Children are egocentric. They begin to use symbols and learn through ‘pretend’ play. Children are egocentric, and cannot see things from another person’s point of view.
© Hodder & Stoughton Limited

7. (Continued from previous slide.)
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
(Continued from previous slide.)
3. Concrete operations 7–11 years: Children begin to apply rules and strategies to their thinking.
Children are now able to conserve, i.e., although an object changes its appearance, its quantity remains the same.
4. Formal operations 11–15 years: Children can think in abstract forms.
Children are able to think logically and work in abstract forms.
© Hodder & Stoughton Limited

8. Research Piaget’s work on schemas. Explain what he meant by schemas.
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Time: 15 mins
Research Piaget’s work on schemas.
Explain what he meant by schemas.
List the different schemas that he identified.
Provide an example of a schema – maybe one that you have observed in your setting – and explain how it is an example of the schema chosen.
Consider how schemas can inform planning.
Teacher notes:
Some of this may be revision for the learners, but it provides the opportunity for them to explore the concept of schemas in more detail.
Useful resources:
Cognitive development in early childhood – discusses Piaget and schemas
Explanation of what schemas are
Website from Birch Farm setting giving information about schemas
Schemas in action at Thanet Early Years Project – article from Nursery World
Video clip: ‘The benefits of identifying schemas’ – examines how to plan activities around schemas. Useful when answering the fourth bullet point
© Hodder & Stoughton Limited

9. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to speech, language and communication development
Noam Chomsky
Chomsky believed that children are born with specific linguistic knowledge, that they have an innate ability to acquire language. He called this the Language Acquisition Device (LAD). His theory is classed as the ‘Nativist’ perspective.
Chomsky believed that the optimal age for learning language was between 3 and 10; after this he believed it is very difficult, if not impossible, to learn language.
Chomsky thought that children would still learn to speak even with little, or no, adult support.
© Hodder & Stoughton Limited

10. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Burrhus Skinner
Skinner’s theory follows the learning perspective, he argues that language development is based on conditioning.
His theory of behaviourism is central to his theory of how children learn language.
He believed that language is learned by reward, for example, when babies say ‘da da’ they are praised, but adults don’t reinforce sounds that they don’t recognise.
He thought that language developed through imitation and reinforcement.
© Hodder & Stoughton Limited

11. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Lev Vygotsky
Unlike Piaget, Vygotsky believed that language is necessary for learning and precedes cognitive development.
He thought that children developed speech and language skills to serve as social skills and once these were internalised they led to higher thinking skills.
Vygotsky believed that language had two functions – it is how they receive information and how they develop thought.
He thought that children had ‘private’ or internal speech – when they talk to themselves as they are engrossed in an activity, for instance. This private speech eventually becomes internalised (inner speech) and that thought is the result of language.
© Hodder & Stoughton Limited

12. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Jerome Bruner
Bruner, like Vygotsky, emphasises the importance of social interaction in the learning of language.
He identified three modes of representation:
Learning through doing
Learning through recording
Symbolic mode when children use symbols to represent something. These symbols can be pictures, models, words or numbers, among other things.
Bruner felt that language is important in order to help children to deal with abstract concepts.
© Hodder & Stoughton Limited

13. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Time: 15 mins Consider the following scenarios and how theories of language development relate to each:
A baby is born to parents who are hearing and speech impaired. How are they able to reinforce the baby’s language?
How would Skinner’s theory relate to her?
A child spends much of her time playing by herself in your pre-school. She chatters away to herself and appears happy. Should you encourage her to play with other children?
How does Vygotsky’s theory relate to her?
A child has just arrived in the UK from abroad. He speaks no English and has started school in Year 5.
How would Chomsky’s theory relate to him?
Teacher notes:
Learners should be encouraged to relate theories to ‘real-life’ situations and practice in the setting.
© Hodder & Stoughton Limited

14. Theoretical perspectives in relation to physical development
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to physical development
Arnold Gessell
Gessell was one of the first theorists to identify developmental milestones – he called them ‘Gessell developmental schedules’.
He developed the maturational theory, which suggests that children’s development is due to their biological makeup and that environment has only a small influence.
Friedrich Froebel
Although one of the early theorists (1782–1852), Froebel’s theories are still relevant today.
He stressed the importance of play and recognised that the outdoor environment is vital to children’s learning and development.
Useful resources:
‘A basic introduction to child development theories’ – includes many theorists, page 7 outlines Gessell’s maturational theory
Growth and Development Theory: Arnold Gessell (1880–1961)
© Hodder & Stoughton Limited

15. Theoretical perspectives in relation to physical development
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to physical development
Maria Montessori
Montessori believed that children learn best through using their hands.
She felt that one of the main factors that contributed to the child’s development was the ‘prepared’ environment.
Children learn through exploration and the adult’s role is to create an environment where they can do this.
© Hodder & Stoughton Limited

16. Theoretical perspectives in relation to physical development
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to physical development
Rudolf Steiner
Steiner identified three essential developmental ages of childhood, the first being 0–7 years, which he considered an important stage.
He believed that children learn through imitation and doing.
Steiner believed that the environment was central to a child’s learning and development.
Susan Isaacs
Isaacs stressed the importance of children’s play in their development and learning.
She discouraged desk-based learning and advocated that children should have space and freedom to play.
© Hodder & Stoughton Limited

17. Consider the importance of play in relation to physical development.
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Time: 15 mins
Consider the importance of play in relation to physical development.
List any play activities that you have observed in your setting.
How important is the outdoor environment to supporting physical development?
Consider the theories of Gessell, Froebel, Montessori, Steiner and Isaacs – what evidence is there of the influence of these theories in your setting?
Useful resources:
A useful outline of Montessori theory
Introduction to Maria Montessori and her thinking
Largely biographical information on Maria Montessori
Mainly biographical information on Friedrich Froebel
© Hodder & Stoughton Limited

18. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to social and emotional development
Erik Erikson
Erikson believed that there were eight stages of social development. Five of these stages occur up to the age of 18, three more go on into adulthood.
Erikson believed that people continue to grow and develop throughout life. He was interested in how children socialise and how this affects their sense of self.
The stages relating to early years are:
O–1 Year: Trust vs. Mistrust
1–3 Years: Self-Reliance vs. Self-Doubt
3–6 Years: Initiative vs. Guilt
Erikson believed that the stages helped to develop a sense of identity in society.
Useful resources:
Erikson’s eight stages of social and emotional development
Full explanation of Erikson’s stages – includes videos
A chart summarising Erikson’s stages
PowerPoint presentation on Erikson’s stages
© Hodder & Stoughton Limited

19. Piaget identified four stages of development: Sensorimotor period
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to social and emotional development
Jean Piaget
Piaget identified four stages of development:
Sensorimotor period
Pre-operational period
Concrete operational period
Formal operational period.
He thought that during the pre-operational period (2–7 years), children were largely egocentric; he felt that it was not until the concrete operational period (8–11 years) that play becomes less egocentric.
Useful resources:
Piaget’s theory on moral development
In-depth analysis of Piaget’s social theory – useful for extension work
© Hodder & Stoughton Limited

20. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to social and emotional development
Rudolf Steiner
Steiner identified three stages of development:
0–7 years
7–14 years
14–21 years.
Within these stages he identified phases: the development of the will during 0–7 years, the development of feeling during 7–14 years and the development of thinking from 14 onwards.
He was concerned with the holistic development of the child and felt that the environment was vitally important to a child’s learning.
Steiner believed that self-esteem and emotional well-being are essential to the child’s development. His approach emphasises the relationship between cognitive maturity and socio-emotional and moral development.
Useful resources:
Steiner Education Australia – gives information on the three phases
A guide to the EYFS in use in Steiner Waldorf settings
A New Zealand Steiner school website with background information on Steiner education
© Hodder & Stoughton Limited

21. LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Theoretical perspectives in relation to social and emotional development
John Bowlby
Social development is closely linked to emotional development. It is through relationships that young children learn how to understand their emotions.
Bowlby believed that the first relationships that children make are very important and continue to influence their social relationships in later life.
Bowlby thought that if this bond was broken or disrupted (e.g. through a prolonged time in hospital) within the first 2½ years, this could have long-term negative consequences.
Useful resources:
Bowlby’s attachment theory
An outline of Bowlby’s theory of emotional and personal development with links to criticisms of his work
Infancy Emotional and Social Development: Social Connections – refers to Bowlby’s attachment theory
© Hodder & Stoughton Limited

22. You will be asked to either:
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Time: 15 mins
You will be asked to either:
Compare Erikson’s eight stages of social development to Bowlby’s theory of attachment. How does the attachment theory relate to the eight stages?
Or:
Compare Steiner’s theory of development to Piaget’s and identify similarities and differences.
Teacher notes:
Divide the class so both areas are covered.
Learners should look for any link between the theories.
They should identify where the theorists agree with, or contradict, each other.
Findings can be shared with the whole class.
© Hodder & Stoughton Limited

23. Choose two of the cards and discuss the theorists in detail.
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Time: 15 mins
Use the discussion cards on the accompanying worksheet for this activity.
Choose two of the cards and discuss the theorists in detail.
Consider criticisms of the theories.
Present your conclusions to the rest of the class and outline your criticisms.
Support your conclusions/criticisms with evidence.
Teacher notes:
This activity is designed to promote discussion of a range of theorists.
Encourage learners to criticise the theorists, but explain that they need to be able to back up their criticisms with examples or research.
Useful resources:
Activity aimed at children on building self-esteem
Website aimed at children that examines what is meant by self-esteem and suggests ways of building it
© Hodder & Stoughton Limited

24. Explain their strengths and weaknesses.
LO3 Understand theory and educational frameworks which inform knowledge and understanding of early years practice [AC 3.1]
Time: 15 mins
A case study
Describe a typical 5-year-old child (you can describe an imaginary child or one you have worked with).
Explain their strengths and weaknesses.
Choose one of the areas of development and one theorist.
Now describe your child in relation to the area of development that you have chosen.
Imagine that you are the theorist. Explain the child’s learning, behaviour and development so far, through your theory.
Teacher notes:
Learners should devise a case study of a child, focusing on one of the areas of development and one theorist.
© Hodder & Stoughton Limited

25. Have looked at a range of theoretical perspectives in relation to:
In this lesson we:
Have looked at a range of theoretical perspectives in relation to:
Cognitive development
Speech, language and communication development
Physical development
Social and emotional development.
© Hodder & Stoughton Limited

26. List examples from placement which demonstrate Erikson’s stages:
0–1 year: Trust vs. mistrust
1–3 years: Self-reliance vs. self-doubt
3–6 years: Initiative vs. guilt.
Is your setting influenced by any of the theorists we have studied – for example, in layout or planning?
List any activities that you have observed that promote personal, social and emotional development – for example, circle time.
© Hodder & Stoughton Limited