Maslow- believes everyone has fundamental needs that must be met in

order for people to reach their full potential. The needs include warmth, food
and shelter, love, security and self-esteem.
His hierarchy needs to have five stages which were expanded to include
cognitive aesthetic needs.
In our setting we ensure the children are well cared for, the environment is
clean and tidy, and the temperature of the nursery is at a comfortable level,
we provide a healthy balanced diet. Children are allocated a key worker on
an entry in the nursery the key worker is responsible for ensuring each
child’s needs are met under the EYFS

Bandura – Created a theory that children learn by observing others, they do

not need to be taught directly as they will imitate and observe what those
around them are doing. This is a natural process and does not require the
force of an adult. This learning is known as observational learning.
In our setting, we have a calm approach to all situations modelling good
behaviour. We create an environment where observational learning can take
place on a daily basis.

Skinner – believes that children learn language through principles of

conditioning and that they learn words by associating sounds with objects,
actions and events. They also learn words by imitating other people.
We support this in our setting by having a language-rich environment,
asking open-ended questions, lots of interaction.

Bowlby – believes that attachment behaviours are instinctive and that early
relationships and early experiences with caregivers have a major role in
development and behaviour and influence how children will react to social
interactions with other people. Early attachment where children are secure
to the main carer will allow the child to have high self-esteem and will enjoy
intimate relationships; they will start to have the ability to share their feeling
and seek out others for support.
We support this in the nursery for new starters by introducing them
gradually into the setting through visits which will start off with the main
carer staying with them and then progressing to the child having visits on
their own to ensure they feel comfortable in their new environment.
Lev Vygotsky- His theory is that children’s development depends on
interaction with people and the tools that the culture provides. He had three
different ways cultural tools could be passed from one individual to another.
Imitative learning where one person tries to imitate or copy another e.g.
when a parent sings an action song and the child tries to copy, instructed
learning which involves remembering the instruction of an adult and then
using these instructions, collaborative learning involves a group of peers who
strive to understand each other and work together. He believes every new
interaction is a learning experience for children that they must be guided
through until they know how to react properly.
In our setting staff support this by supporting children who are having
difficulty in managing certain tasks. We encourage turn-taking and sharing
and provide plenty of opportunities for social interaction with adults and
children.
Piaget- believes that children’s cognitive development moves through four
different stages of mental development:- Sensorimotor birth-2 years where
a child recognises self as an agent of actions and begins to act intentionally,
preoperational 2-7years were they learn to use language and represent
objects by images and words., concrete operational 7-11 years were children
can begin to think logically about objects and events and classify objects
according to several features, Formal operational 11-adult hood were they
can think logically about abstract propositions. He believed all children pass
through these phases to advance to the next level of cognitive development.

In our setting, we encourage a more hands-on approach and more relevant

tasks for age/stage of development of the child. We emphasise strongly on
“child Imitated” activities and observations to be able to plan for children’s
needs.

Freud- believed that our personalities are made up with three parts; the
“id”-is the instinctive part of our personality, the “ego”- is the planning part
of our personality, and the “superego”- develops later in childhood it is
known as the control part of our personality, which is not all present at birth
but will develop as the child develops.
Cognitive/Constructivist
Piaget influenced many teaching techniques such as the focus on the process
of the child’s thinking and the active role of the learner. Piaget’s focus on
the process of child thinking promoted the development of the stages of
cognitive development. Teachers use the stages in today’s classroom as a
way to gauge a child’s cognitive functioning. This permits the development
of activities and learning experiences that are at the correct cognitive
development stage for the child’s ability to learn.
Piaget recognised that children must be self-initiated and actively involved in
learning activities. A current application of this concept today can be found,
many of the national curriculum material includes interactive activities and
even educational software for the child to engage in self-controlled
learning.Multi-agency work in a wide range of services that have the group
aim to give the best to the children who are facing difficulty and need extra
support for the better future. The people involved to support a child’s needs
are specialist, early year’s practitioners, health workers, educational
psychologists and others who have ability and willing to help the child. 
If a child has a speech, language or communication developmental delay so
there might be many reasons for that and could have many ways to
overcome them, but first we have to find the reason that why the child is
having developmental delay and how to help the child.

If children have communication difficulties which are linked to other learning

difficulties, then we required an evaluation by an educational psychologist or
speech therapy may be required by a speech therapist at regular intervals.
Once it will be recognize then the professionals and the parents have to
work together to overcome the developmental delay. 

When we do the evaluation then we works more efficiently by this we can

monitor our communication and share information regularly and
confidentially. We have to work together to achieve the same goals, work
together as a team and respect each other’s roles and views, share planning
IEP’s, shearing expertise and resources and do good documentation. There
will be better outcome if we will follow these in the setting.

Lev Vygotsky- His theory is that children’s development depends on interaction

with people and the tools that the culture provides. He had three different ways
cultural tools could be passed from one individual to another. Imitative learning
where one person tries to imitate or copy another e.g. when a parent sings an
action song and the child tries to copy, instructed learning which involves
remembering the instruction of an adult and then using these instructions,
collaborative learning involves a group of peers who strive to understand each
other and work together. He believes every new interaction is a learning
experience to for children that they must be guided through until they know how
to react properly. 

In our setting staff support this by supporting children who are having difficulty in
managing certain tasks. We encourage turn taking and sharing, and provide
plenty of opportunities for social interaction with adults and children. 

 Piaget- Believes that children’s cognitive development moves through four

different stages of mental development:-  Sensorimotor birth-2 years  were a
child recognises self as agent of actions and begins to act intentionally,
preoperational 2-7years were they learn to use language and represent objects by
images and words., concrete operational 7-11 years were children can begin to
think logically about objects and events and classify objects according to several
features, Formal operational 11-adult hood were they can think logically about
abstract  propositions. He believed all children pass through these phases to
advance to the next level of cognitive developmen
Children develop throughout their lives and this can be measured in a number of
different ways. Children do develop at different rates and in different ways,
however the sequence in which they develop will be roughly the same as one skill
must be developed and learnt before they can develop another skill such as
walking and then running, a child must learn to walk before they can run Child
development is a process every child goes through. The sequence of a child’s
development, also known as developmental milestones are divided into five
different aspects: Physical; Social, Emotional and behavioural; Communication,
language and Intellectual and cognitive. 
. 

PHYSICAL DEVELOPMENT
0 – 3 Years
The physical development between the ages of 0-3 years is generally very
rapid. At birth babies depend on reflexes for movements to allow them to
feed or grasp whenever they touch something. By the age of one; they have a
lot more control over their bodies. In this stage, they are beginning to crawl,
shuffle, pull or push on things to stand.
Between 1to 2 years walking will begin and toys will be pulled or pushed along
whilst walking.
They enjoy attempting to feed themselves with finger foods. Waving goodbye
becomes fun they will begin to point to what they want and shake their head
to mean ‘no’.
Between the ages of 2 and 3 marks on paper will progress to scribbles as they
begin to use pencils, etc. Balls start to be kicked and thrown. Bricks will be
built into larger towers than before, and will start to experiment with liquids in
play by pouring.
3 – 7 Years 
At 3 years children begin to gain more independence. Their mobility and
climbing skills will be advancing as they run, jump, catch, walk up and down
stairs etc. Dexterity increases with small objects like puzzles, threading beads
etc. Dressing and undressing will be assisted but more cooperative.
They will be developing their gross and fine motor skills: Running, Jumping,
Catching, throwing and aiming, building, climbing, pedalling, use of scissors,
holding a pencil to draw and colour threading small beads sewing stitches etc.
They will have more pencil control and will begin to copy letters and shapes,
and draw people.  Ball games will develop more structure as they begin to kick
with aim. They will begin to learn to hop on one foot, then the other and also
to skip.
They are able to dress themselves up, do and undo buttons and zips etc.
Writing becomes more fluent as copying letter shapes has progressed to
words and sentences with greater pencil control.

Confidence has increased when playing outside in climbing, jumping from

heights and riding a bike.

At 7 years children begin to enjoy playing team games as they are now hitting
a ball, running, jumping, skipping, swinging.
7 – 12 Years
They grow taller and thinner, losing their baby teeth. They may begin to have
hobbies and interest which means they are more practised in some areas e.g.
football, singing, dancing etc. Girls begin to show the early signs of puberty.
12 – 16 Years
Physical development during this period is very different in each child. As
some may be just beginning to mature physically, others may have already
reached full physical maturity.
Boys begin to go through puberty while many girls would have completed the
process and have regular periods. At the end of this stage, most boys will be
taller than most girls on the average.
16 – 19 Years
Girls may have reached maturity but boys continue to grow until their mid-
20’s
COMMUNICATION AND LANGUAGE DEVELOPMENT
At 3 years children begin to gain more independence t by recognising familiar
voices; like parents’ voice and they stop crying when they hear them.  They
later begin to respond to smiles and make noises as well.
By 18 months they are able to make one – two syllable words like mama;
baba; dada; bye; bye-bye; out; etc. They have a vocabulary of 3 to 20 words
and can join in simple rhymes and enjoy books.
At age 3, they should have a vocabulary of about 300 words. They use more
adult forms of speech, making proper sentences and are able to deliver simple
messages
3 -7 Years 
Between 5 – 7 years old their vocabulary increases to 1500 – 4000 words.
They develop early reading skills. Show interest in more complex books,
stories and poetry.

7 – 12 Years
They have a very wide vocabulary of 4000 – 10000 words. Their reading and
writing skills become much more advanced: they spell more accurately, they
can do joined up writing, know how to use punctuations, can read a
comprehension and answer questions. Appreciate jokes as their language
knowledge have become more advanced. They can use their knowledge of
reading and writing to access information may on letter; dictionary;
encyclopaedia; email; Internet; computers etc.
Intellectual and Cognitive Develop 
0 – 3 Years
Babies start by recognising parents and concentrating on familiar voices.
Become aware of different smells. They put things in their mouth to explore.
They respond to moving objects and respond to bright colours and bold
images. They see everything in relation to themselves (egocentric).
Between 18 months and 2 years they are able to recognise objects from
pictures and books, point to what they want, match colours and shapes, do
jigsaw puzzles, follow simple instructions, concentrate for longer, show
preference and start to make choice.
Between 2 to 3 years they continue to imitate other older children and adults.
Develop an understanding of big and small, enjoy imaginative play, shows
some awareness of right and wrong.
3 – 7 Years 
At 3 years they learn about basic concepts through play. They experiment with
colours shapes and texture. They can recall simple sequence of events and
follow simple instructions.
Between the ages of 5 and 7 they become more curious. Develop a interest in
reading for themselves. Their concentration becomes much longer. 
7 – 12 Years
Enjoy board games and other games with rules. See additional people’s point
of view. Enjoy number works but still needs real objects to help a
mathematical process. Interested in more complex construction activities like
Lego.
12 – 16 Years
12-16-year-old know the difference between real and imaginary. They develop
more creative abilities. Reads more complex text with improved
comprehension and can write much better.
Understand more abstract maths and science like physics, chemistry, algebra
etc.
16 – 19 Years
They will begin to think of their future in terms of occupations, relationships
etc.  They will focus on things they have excelled in and start to make their
way in the world.
Social, Emotional, Behavioural and Moral Development
0 – 3 Years
When babies are born, they cry to communicate most of their needs. As they
grow older, they become very attached to their parents /carer. They
experience instant extreme emotions like very happy, very scared, very angry
etc. By 9 months they know stranger and they become very wary of them.
By 18 months they want to help adults and imitate all their activities
3 – 7 Years 
Between 3-5 years old they develop their identity. Begin to play with their
friends and socialise using imaginative play. They enjoy being given
responsibility e.g. helper and want to please and seek approval from adults.
Argues with other children but is quick to forgive and forget. Still has an
outburst of cry when tired, stresses or frustrated.
At 7 they cooperate with others and take turns. They may copy unwanted
behaviour like swearing, biting etc to gain adult attention. They become more
aware of the feelings of others and comfort others when they are upset,
unwell or hurt themselves. They may have an imaginary friend. They may lose
their confidence if they fail.
7 – 12 Years
They have at least 1 friend and they enjoy the company of other children. They
sometimes like to have their own space. They become less concerned with
adult approval and become more concerned with peer approval.
They are still very possessive but less egocentric.  Aware of the wider
environment e. Weather, plants, animals, people in other parts of the world.
They can measure up their achievements against others and this may lead to a
sense of failure if they feel that they don’t measure up.
12 – 16 Years
They can be very supportive towards others experiencing difficulties. They
may be strongly influenced by role models in the media. Emotional changes
due to puberty. They can anticipate people’s reactions and consider the
consequence of their own actions. They may have strong opinion or beliefs
leading to arguments with adults and peers; may hold grudges and find it
difficult to forgive and forget.
 16 – 19 Years
They become adults but still need advice and guidance as they lack experience
and they experience emotional maturity at different rates.
Generic Influence
Genetic information is what triggers a disability, for example Down’s
syndrome. This means that they may have an impairment of cognitive ability
and physical growth so they will need extra support in daily activities. There
may be conditions such as Asthma which will affect the child’s breathing.
Children may get breathless taking part in physical activities and will have to
use an inhaler to open their airways. A Childs health will also be affected
during pregnancy if the mother is taking drugs. This could result in premature
birth and low birth weight which can then lead to a slower development rate.
Even general colds or viruses could have an effect. There may also be problems
which are set off by certain conditions such as environment. These conditions
can affect all aspects of a child or young person’s development.  
Disability
Children with a physical disability may be subject to discrimination at school
for the reason that they could be treated differently than the rest of the
children.  They may be bullied or pushed out by other students which will
affect their self confidence and in turn affect their learning capabilities and
development.  Conditions such as Spina Bifida have a physical effect on
children and their development. Spina Bifida occurs when the baby’s spinal
cord does not develop properly during pregnancy. As a result the child’s legs
may be partially or fully paralysed and they may have a curvature of the spine,
difficulties in controlling their bowel and bladder and deformities in bones and
joints.  
 Sensory impairment –Visual or hearing
If a child has a hearing problem this would influence their development, it
could affect their speech and communication and may make them feel they
are unable to join in with other children’s games if they can’t communicate
properly with them. Visual impairment can also influence a Childs
development they are unable to watch and learn from what others are doing.
They may have difficulty learning their way around new environments such as
 a new preschool. As each area of learning is co-dependent on others a child
with a disability could have delays in all areas of learning so would need
support in all areas to help them minimise delays.
Learning difficulties are also a factor that influences a child’s development.
Children with learning difficulties will need extra support with certain areas of
development and may develop a low self-esteem because they get annoyed
with themselves for not being able to do something, such as a simple
numeracy problem, or read a book.
Family Environment- Family life has the most important impact on children ‘s
development due to the various family structures and stability each individual
child has.  

Cramped Housing - May share a room with several other children, this can lead to
cramped spaces for children, not enough room to play, no personal space. 

 Single parents - where children may have lack of male/female role models which
may cause social stigma. 
Parents divorcing/separating- This is very stressful on everyone involved, children
can become emotionally withdrawn, suffer lack of confidence and can create lack
of self- esteem. 
Working Parents- When parents have to work all week this will leave little room
for direct social, emotional and intellectual support. 
Step families- When children become part of a new step family it may cause
friction, hatred and jealousy between the children from each family and children
towards their new step parent. This could lead to the child/teenager to become
socially and emotionally withdrawn. 

Health Problems – health problems can be a genetic problem or due to the poor
living environment they grow up in. If a child is raised in poor quality housing this
may lead to health problems e.g. damp can trigger asthma and other breathing
problems, if a child is not getting a good variety of healthy food/nutrition this
could lead to health problems. Children who suffer from health problems may
miss out on a lot of their education, which could be departmental in the future
learning. 
 
Learning difficulties – A child with learning difficulties will need extra support in
certain areas of development and may develop a low self-esteem because they
get annoyed with themselves for not being able to do something, such as a
simple numeracy problem, or read a book. A child with language/communication
difficulties may find it hard to socialise with other people/children.