Session 9

Performance Outcome 2

Develop relationships with children to facilitate their development

Session 9 

T Level in Education & Early Years 

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Learning Objectives 

By the end of the session, all learners will be able to: 

Explain how a range of factors can affect children's self concept when attempting to develop relationships (K2.9) 

Clearly assess the importance of helping children develop self - efficiency in children. (K2.10)

Give two ways in which adults can support a 3 year old child's independence?
What behaviour's might an adult model to support children's positive behaviour?
Outline ways in which an adult might support a child's positive self concept?

Factors which influence effective development. 

Culture - Some cultures may hold a boy at higher importance than a girl. How much children value themselves is often influenced by the cultural environment they are brought up in.

Socio - economic background - Being from  a deprived background may lower self concept and self image. Comparison of how they appear to others.This can affect their emotional well being and physical health. 

Expectations and comparisons - Children often are aware of what is being said, sometimes this can impact the way a child thinks about them selves. It could be a child who is always compared to their friends or compared themselves.

Discussion 

In pairs discuss how the following could impact children's self concept and self worth indirectly affecting their development. 

Take notes in your book. 

Abuse

Relationships 

Age 

Media

Praising

Case study analysis

Jamie is 4 years old, both of his parents drive. 

When both of his parents are in the car, his father always drives. When his parents discuss where to go or what to buy, his father's ideas are normally followed. His mother works shifts as a GP. 

Jamie's father often does the evening routine of dinner and sleep.

Jamie attends nursery, in the garden area, there are some wheeled toys. 

Jamie often makes comments such as 'il drive us to the shops and does not like it if a girl says she does not want to.

In the role play area, Jamie enjoys settle the dinner table and cooking, he also enjoys putting the babies to bed. 

How has Jamie's home life influenced his play?

Age	How children develop their sense of gender
9 - 12 months	Babies react differently to male and female faces. Often showing fear to 1 of the 2.
18 - 24 months	Toddlers understand mummy and daddy. They start to show preference to stereo typical toys.
2 years	Children recognise different genders.
2.5 years - 3 years	Children identify the differences between genders by using visuals (dress sense, type of hair and style)
3 - 4 years	Children resemble tasks and objects with gender, some roles are still determined by their gender.
5+	Gender stability , they begin to recognise individualism.

Teach Early Years 2025

https://www.teachearlyyears.com/a-unique-child/view/gender-stereotyping-in-the-early-years#:~:text=Gender%20stereotyping%20in%20children%E2%80%99s%20play%20in%20early%20years,their%20choices%20of%20types%20of%20play%20and%20playmates.

Read through the above website and summarise how gender stereo typical behaviour in early years is still apparent and how it can be challenged.

Effective practice to develop self efficacy in children

Bandura introduced key concepts that remain central to Early Years education.

Social Learning Theory: Children learn by observing and imitating others.

Self-Efficacy: A child’s belief in their abilities influences

 their motivation and achievement.

Social Cognitive Theory: Learning occurs through a dynamic 

interplay of personal, behavioural, and environmental factors.

Albert Bandura’s theories revolutionised our understanding of child development and learning.

 His work on social learning, self-efficacy, and social cognitive theory provides essential insights for Early Years professionals, educators, and students.

Bandura’s ideas shape modern educational practices, influencing how we foster children’s growth and learning in diverse settings.