UNIT 016 – Provide Displays (016–K1) – How to select materials to include in the display. When you select materials to include in the display you need to have a good quality of backing paper and border. All the selected materials need to be relevant to a topic that the children are learning about. Where appropriate, 3D materials and textiles can be used to add interest and help to value classrooms and display areas. Often, the display should be the representation of the children’s own work.
Art is another significant subject in this novel. The students at Hailsham gain a sense of identity through art. It is said in the novel that the art created by the children could reveal their souls. There is a sense that Hailsham students create art in order to make their identities discernible. Students try to hold on to a sense of individuality through small collections and their ability to create beautiful and meaningful pieces of artwork.
The most important thing to remember about art is that any child can participate and there is no right or wrong answer to an assignment. A teacher might ask students to draw a picture of a house and he/she could receive 23 different pictures and every one of them would be correct. This example shows how art sets a stage for building self esteem. “Learning becomes more enjoyable, even magical, as students share their works and ideas. Increased use of the arts can raise the self-esteem of struggling students, thereby making them more successful” (p 21).
It is also essential to keep toys cleaned regularly and teachers should be aware of updated recalls from the Consumer Product Safety Commission Website. It is important to consider the child’s age and development. It is often the unusual, household items that can be surprisingly appropriate and free to families and teachers, such as cups, bowls, silverware, boxes, old lids, socks and even wash cloths. It is important to consider the educational value of a toy. Toys should challenge the child.
When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand. Small children will remember songs, words and rhymes. Infants learn by looking, hearing and touching. They pay attention to voices, music and rattles. Patience is the most important skill.
For some children this was the first time for them to paint so I have to show them how and where to paint with others it was more about controlling their excitement and teaching them how to control and maintain their motions. I enjoy observing them making options and see their visual input. This type of activities allows them to feel free of learning and exploring and how to be creative whiles been messy. Learning is fun. Ac3.1 complete a flood plan of your setting and annotate to identify features of the environment that promote development.
In early years the things we do with the children are play, crafts, understanding of the world and help develop skills. How are we able to include all children with their ability/disability. When preparing your daily routine, class work, play time, prayer time and more, you always have to keep in mind that each child has different beliefs, different abilities. Preparing tasks that can be done by everyone ie: Crafts- painting, colouring, Having different size crayons, different size paint brushes, telling the children that we can use our hands/finger to paint, when having a child with special needs, or even if a child is not ale yet to hold a paint brush. Play time- making sure that every child is involved; no one is being left alone.
A: The Child centred approach The Child centred approach is a practice that focuses on the child and their needs and looks closely at the child’s rights and responsibilities. To use this method in the environment it would take planning and observation to get a better understanding of how the methods used will benefit the children. In different settings children will begin to learn by picking different activities that they have an interest in, for example sand play and painting. Knowing this I will plan ahead and learn the children’s interests so that every child is involved in the activities and meets the curriculum. Additionally the child’s centred approach lets the children find their own learning styles and boosts the child’s confidence.
How do you know this? Was the activity effective in promoting children’s development?I feel all children involved in this activity progressed, as the pupils we have with visual impairment where looking at what they were doing with the paint and it was holding their attention as they could feel what they were doing and wanted to explore it more with their hands, they were even putting their painted hands closer to their faces to see what it was and what they were doing. The children we have who do not like getting their hands dirty even progressed with adult supervision (hand over hand) we slowly put their hands in the paint and rubbed the paint through their fingers it was a struggle at first but by the end of the activity most of our pupils would try to go for the paint themselves. You could see that all the children felt proud of themselves by the end of the activity as they were all smiling and that they felt that they had achieved something. The children in our class who have multiple sclerosis did a great job of holding the paint brushes and rollers as before we started off doing this hand over hand and by the end of the activity they were able to hold the brushes for a few minutes on their own before dropping it (which they thought was great fun as it would slash paint everywhere).
dance. Creativity is about exploring emotions and expressions, therefore, the focus of creativity in this sense is only partially about producing an end product and is more about enjoying and learning from the process. Creativity in this context, links to the Creative Development area of learning both in the EYFS in England and the Foundation Phase in Whales. Creative Learning Creative learning is about helping children develop imaginative thinking through an exploration of materials/objects and problem-solving skills, such as construction and ICT. It is also about giving children opportunities to make connections between different areas and to relate to them.