Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
Unit 51: Support the Creativity of Children and Young People 1.1 Benefits of creativity for the wellbeing of children and young people. In the Early Years Foundation Stage (EYFS) booklet, shows children and young people workers on how to improve the quality of care and education for children from birth to the end of their first year in school. In one part of the book it covers the areas of learning and one of the main ones out of five others is called Creative Development. In the EYFS booklet it says “Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-okay activities, mathematics, and design and technology’ Statutory Framework 2.17.
Support children and young people to achieve their learning potential Understand the legislation and policies that underpin education and learning for children and young people 1.2: explain how policies have influenced access to learning opportunities for children and young people Policies have influenced access to learning opportunities for children and young people because of the: * UNCRC - articles 19, 23, 24, 28 most specifically, 29 and 30. * Children’s act... 2004 gives rise to ECM (Every Child Matters) * Education act * Equality act * National policy Every child matters * National policy Every parent matters & parental perspective * Home nation frameworks: EYFS * Wales: foundation phase * Northern Ireland: foundation stage * Scotland: Pre-birth to 3 and curriculum for excellence
Promoting Learning Within Early Education Framework Contents Page Chapter One Gathering Information PAGE 4 E1 Describe how play opportunities can be used to encourage learning PAGE 5 E2 Describe briefly ways to gather information for a child’s profile that is used in the planning process PAGE 6 C Discuss how current research and theoretical perspectives into how children learn and develop influence early education practice and provision. PAGE 7 B Analyse the implications of a differentiated approach to the provision of learning experiences for children Chapter Two Curriculum Planning PAGE 8 E3 Describe evidence of progress from one child’s profile PAGE 9 E4 Medium term curriculum plan PAGE 10 E5 Describe how TWO of the experiences in the curriculum plan will meet he learning and developmental needs of the child PAGE 10 E6 Describe how these two experiences link to the appropriate curriculum framework PAGE 11 E7 Describe how to support the child’s self confidence during two experiences – Junk Modelling and Story Time. PAGE 12 D Explain why positive self-esteem is important in influencing children’s approach to learning Contents Page CONT: Chapter Three Assessment PAGE 13 E8 Reflect on your own role in using assessment as part of the planning cycle PAGE 13 A Evaluate the use of assessment of children’s progress to inform staff development and improve provision. PAGE 14 REFERENCE PAGE 15 BIBLIOGRAPHY Chapter One Gathering Information E1 Describe how play opportunities can be used to encourage learning Play is essential for young children to learn and develop. Every child needs to have the opportunity to play which is child - centred, safe
Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
Cu2935 Support Children’s Care, Learning and Development in Early years 1. Understand the import of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. 1.1 Outline early year’s curriculum models supporting children’s care, learning and development. Every child deserves the best possible start in life and the support enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age 5 have a major impact on their future life.
EYMP 2: Promote learning and development in the early years. Unit reference L/600/9782 Level 3 Credit value 5 GLH 40 Unit aim: To prepare the learner to work with children in supporting their learning and development within the relevant early years frameworks within the UK Home Nations. The unit assesses competence in planning to meet children’s needs and providing and supporting learning and development activities. 2. What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded?
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
Unit 136 Support Children’s learning and development in the early years 1.1 Understand the impact of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.