BRETON'S APPROACHES IN YOUNG CHILDREN'S DEVELOPMENT Learning, practices and points of views in Brittany's child care centres.

Learnings, practices and point of views in Brittany's child care centres... . Contributing to a better understanding of each other among this group of countries. . Enhancing our experiences and propositions aiming towards the child and his parents. We must have more information about the child's needs and growth.

Without these information Without these information... Each country will be confined to its own practices. Without any transcript of these information... It might become a project about the language and not about the child.

We must prove that our project is good for the child's welfare We must prove that our project is good for the child's welfare. And there are not good propositions and practices without a good knowledge of the child (theory, practices and differences among our group of countries).

YOUNG CHILDREN DEVELOPMENT YOUNG CHILDREN DEVELOPMENT... Lec'hioù degemer ar re vihan WELCOME / DEGEMER / ACCUEIL instead of LOOKING AFTER TAKE CARE / OBER WAR DRO / PRENDRE SOIN

Is there one or more than one sort of development ? Several definitions of development.. Affective or emotional development Intellectual development Social development Motor development What about the language ?

DEVELOPMENT... Depends on... Internal factors : genetic, health and composition (temper)‏ External factors : «the attachment's theory» (SPITZ, BOWLBY...), native, home and social environnement, stimulations (songs, activities...)‏

DEVELOPMENT… All PHASES : people, organisations and living organisms need to become MATURE Larousse Dictionary

PHASES… Sequences through which children go - Learning step by step - «Latent periods» - Decline periods - Individual pace (rythm)‏

MATURE... - For all apprenticeship/ learning - Each new learning is effective only if the child is ready in his affective, motor, intellectual and social skills.

DIFFERENTS WAYS OF DEVELOPMENT... Aspect du développement évoqué lors de notre réflexion sur la séparation. C'est l'installation progressive des premiers liens entre le bébé et l'adulte. Le bébé se trouve dans un état de dépendance par rapport à sa mère (ou la personne qui s'occupe de lui) ; mais elle n'occupe pas de place privilégiée. Il ne la distingue pas de lui-même, ni des autres personnes de son entourage. C'est progressivement que l'enfant va percevoir son environnement comme différent de lui. L'enfant va alors réagir par la peur à la vue d'une personne étrangère : angoisse du 8ème mois. Cette acquisition va procurer à l'enfant une profonde insécurité par rapport à la disparition de sa mère : est-ce que maman existe lorsque je ne la vois pas ?. Sa mère occupe alors une place unique, elle est distinguée de toutes les autres personnes de son entourage. En grandissant l'enfant va être capable de supporter l'absence de sa mère, et de conserver un sentiment de sécurité intérieure. Vers 18-24 mois, c'est la mise en place de la permanence de l'objet. L'enfant sait maintenant que même s'il ne voit pas sa mère, elle existe toujours quelque part. DIFFERENTS WAYS OF DEVELOPMENT... Affective growth 1- Total dependence on the adults 2- 8 months-old anxiety 3- “Object permanence” around 18/24 months-old

8 months-old anxiety Discovery of loneliness. The young child realises that he can be alone. But it's impossible to project himself in the future and to imagine the way back to his parents. It is as if it was definitive for him. It can also be difficult for the youngest. But it's more difficult to know it because of the lack of signs : less noise, less movements... He can suffer from this problem and stay without being helped by the adults, because of communication's deficiency.

NEEDS OF THE 8 MONTHS- OLD CHILD Make oneself feel secure The child can choose a transitional object : “doudou” in other words a security blanket, or a teddy bear, or a piece of cloth...

INTELLECTUAL DEVELOPMENT Pour vous en tant que professionnel (le) assistant(e) maternel(le)‏ quels seraient les jeux et jouets adaptés aux jeunes enfants selon leurs âges en lien avec leur stade de développement ? Pour le bébé de 6 / 9 mois environ Pour l’enfant de 15 / 18 mois environ Pour l’enfant de 2 ans et plus comment amménager l’espace proposé ? en fonction des attentes et besoins de l’enfant. quelles sont les attitudes à adopter en tant que professionnel(le)  ? INTELLECTUAL DEVELOPMENT Playing is working . ACTION . REFLECTION

Result of a good separation C'est l'intégration dans la société, l'appropriation des pratiques sociales, culturelles. L'enfant élabore sa personnalité au fur et à mesure de sa socialisation. Premiers lieu de socialisation : famille, puis accueil chez l'assistante maternelle (ou crèche) puis l'école... Résultat du renforcement de l'estime soi. Ne peut être un objectif. Gérer d'abord et en premier lieu la séparation. SOCIAL DEVELOPMENT = Result of a good separation (not a target)‏

MOTOR DEVELOPMENT Child is learning to improve his body. Acroissement progressif des capacités à se mouvoir, à se déplacer. Cherche à se mettre debout, à marcher. L'enfant va apprendre à se servir de son corps. Approfondissement de cet aspect du développement à suivre MOTOR DEVELOPMENT Child is learning to improve his body.

MOTOR DEVELOPMENT LEARNING AND PRACTICES OF FREE MOTRICITY (LOCZY and other “active pedagogies”). “We should not let a child in a position in which he would not go by himself.»

MOTOR, INTELLECTUAL, SOCIAL AND AFECTIVE DEVELOPMENT LANGUAGE = MOTOR, INTELLECTUAL, SOCIAL AND AFECTIVE DEVELOPMENT

LANGUAGE = MOTOR, INTELLECTUAL, SOCIAL AND AFFECTIVE DEVELOPMENT So we must... Make himself feel secure and have important links with his parents Hear and see what he wants to say, what he needs Explain with our own words all things that are connected with him (where we are, what we are doing, what is going to happen...)‏

So we must... Speak to him like someone who is able to understand (do not forget he understands the meaning of our sentences)‏ Repeat words and sentences without good pronunciations but do not ask him to repeat after us.

Make the child want to speak So we must... Make the child want to speak