Developmentally Appropriate: This activity is developmentally appropriate because reading with children enhance their language and literacy skills. RC II-3 Creative Arts Title: Making Music instrument Age: 3-5years old Materials: Paper towel rolls, construction paper, glue, paint, paint brush, rice, pipe cleaners, ribbons, cans, wooden sticks, all kinds of recycle materials. Description: The children will learn to make musical instruments with recycle products. They will learn about each other cultures and countries. Intended Goal: To encourage the children’s imaginative play and creativity.
This helps to also develop their balance, space awareness and coordination while at the same time giving children another channel to express themselves and their own creativity in how they dance and move their bodies to music. Communication is further developed through singing and playing instruments. Singing will also help to develop speech. Making music in small groups helps children learn the importance of working together to get the best results. The use of instruments is another area that helps with a child’s fine and gross motor skills.
Outside slides, logs to climb and balance on, trikes and balance bikes, tractor wheels to climb and use to pull on, balls to roll. These are some of the activities we have at the preschool our environments are planned around giving the child the maximum opportunities to have physical activities and children need space to do physical activities. 1.2) Explain the development of movement skills in young children and how these affect other aspects of development. The main movement skills that children develop are: * Gross motor- whole limb movement for babies * Travelling movements where the child moves from one point to another such as running, jumping and skipping * Object control such
Unit 136 Support children’s learning and development in the early years 3.1 – Analyse the role of responsive communication in promoting children’s care, leaning and development. Active listening Reciprocal communication Non verbal communication Augmentative communication Gestures, rhymes, songs, finger plays, drawings and representation Appropriate and accurate use of language It is important to know and understand the role of representative communication in order to promote the children’s development. Active listening is not just listening but thinking about what you hear, the use of body language and other signals that are sent out through play. It is important to give time to be able to think about how to respond. Your full attention should be given.
These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS. The aim is that each child can meet the goals by the end of their reception year. However, some children would have exceeded the goals whilst others may still be working towards the goals by the end of the EYFS. The seven arears of learning and development mentioned above are: Communication and language- This is about the child listening and attention, understanding, and speaking. Physical development- How children gain control of their bodies, use equipment’s successfully and how they learn to use equipment.
They will be saying a couple of clear words – ma, papa, dada and my personal favourite ‘no’. Between the ages of 2 and 3 the child will enjoy colouring, learning names of objects, forming sentences, developing a personality, throwing tantrums, play with water sing nursery rhymes, run, put together jigsaw puzzles, put their shoes on and even dress themselves. 3 to 7 year olds will start to understand the difference between right and wrong, between 3 and 4 they develop motor skills. They can play games; start making friends in nursery and follow instructions. They attempt to write, recognise the alphabet and numbers and build on their social skills.
Good communication between the staff in the setting is important as the children will copy adults so good use of language is vital in their learning. Visual aids would be used to help children with delayed speech and children who use English as a second language this will enable them to understand language more easily. At the setting we plan circle time discussions where the children are encouraged to talk about different topics and also their lives outside of the setting e.g. what they did at the weekend or holidays they have taken, favourite things or what makes them sad or happy, we use picture cards for the children to show their emotions, each child has an emotion card and is encouraged to lift up that emotion when it is portrayed in the story at story time. The children are encouraged to listen and repeat parts of the story which they always enjoy.
CREATIVE PLAY How creative play can promote learning? Through creative play children have the opportunity to develop new skills. Creative play can promote learning for children aged 2-4 years through four main areas: Intellectual development - which children learn through solving problems, using different materials or equipment in different ways. Sorting, counting, matching and measuring, also by listening and following instructions by watching and copying what others do. Social and Emotional development - which allows each child to learn through fun and by helping people.
The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. Play that links sensori-motor, cognitive, and social-emotional experiences provides an ideal setting from brain development. According to Montessori, the essential dimensions of play are: Voluntary, enjoyable, purposeful and spontaneous Creativity expanded using problem solving skills, social skills, language skills and physical skills Helps expand on new ideas Helps the child to adapt socially Helps to thwart emotional problems If play is the work of the child, toys are the tools. Through toys, children learn about their world, themselves, and others.
Some toys in both the boys and girls aisles could actually be used in either gender such as Leap frog education, Little Einstein, waterproof cameras and video recorders, and even some video games. Some of the toys will help shape how both genders grow up and think about the world. A lot of kids are a product of their environment the toys they play with and the books they are taught to read. In chapter 4 of the book it talks about all the things I have been writing about in this paper. Things such as; how genders start to realize if they are boys or girls by the age of two and growing up and going through gender schemas.