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?
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
Statutory Assessment of Special Educational Needs- this means? * Statutory Assessment of Special Educational needs means that the special educational needs of the majority of the children should be met in a mainstream setting. Explain early years action/ school action * The early years action is when practitioners or SENCO identify special educational needs of children and work in a team to provide strategies that are in addition or different from those usually provided in the curriculum. * School action is the action taken when special educational needs are identified by teachers and interventions additional to or different from those provided by the usual differentiated curriculums are put in place. Explain early years action plus/ school action plus * Early years action plus is when practitioners who work with children on daily basis and SENCO are given advice and support by specialists in order to provide alternative interventions which are in addition to or different from other interventions identified in early years action.
The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them. Whether it be increasing their construction ability with the junk modelling or how they can use the malleable play, I feel
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.
Level 3 Award in Support Teaching and Learning in schools Unit 10 Communication and Professional Relationships with Children, Young People and Adults How can communication affect relationships with children and young people? It is important to communicate when building relationships with children and young people, if you have good communication with a child, you are more than likely to have a good relationship with them too. This is important on the safeguarding children and young person’s process as it builds trust between you and the child and therefore also makes you more approachable, as the child/young person has trust, confidence in you – you are more likely to be able to help when in need – having a good relationship between parents and/or guardians is also crucial, as a positive and good relationship benefits and supports the safeguarding of children and young people. If
These factors include socio-economic characteristics, such as, parental income, socio-economic status and parental education. Other factors include, parental behaviour and aspirations, the quality of pre-school and primary education, whilst the home learning environment has been shown to have the strongest impact on children’s development, counteracting some negative affects of social deprivation. This can be seen in some ethnic minority groups where, although social deprivation is high, children have a high education achievement rate. This can possibly be attributed to ethnic minority groups having high aspirations for their children, and through parents promoting an environment that is conducive to learning and positive development within the home. Other minority groups are similarly disadvantaged through childhood, including those with a disability.
Adjusting goals or learning strategies depending on progress -Adjust goals in order to keep progressing or completing task evaluating the final knowledge gained from the learning activity - In order to see how well the activity worked you need to evaluate it 4. What does the author tell us about Promoting Metacognitive and Strategic Development? (List and describe all 5 strategies to earn 4 grade points) Author tells us about promoting metacognitive and strategic development by Engage children in discussions about the mind -by engaging children in discussions about the mind it gives them a chance to build on it earlier in order to develop it for use throughout their life. Model and teach effective cognitive strategies -By modeling and teaching effective cognitive strategies it gives children a template on how use and understand cognitive strategies Expect and encourage increasingly independent learning over time -By encouraging indecent learning it gives a chance to rely on themselves instead of others to learn and complete
For example it provides special education teachers and those the different assistive technologies preparing to become one. It also provides a list that are available for special need students. of professional course developments and IEP tools. Council for Exceptional Children http://www.cec.sped.org Council for Exceptional Children This website works to improve the success that http://www.cec.sped.org special needs students have in education. It The professional development part of provides a list of standards that should be met this website provides ongoing learning in the special education classroom and how opportunities for the special educator.
• Help the pupils to develop skills in accessing information. • Listen to the pupils and take on board their points of view. • Get specialist advice and support. 7-Provide examplesof how you would encourage a pupil with behavioural,social and emotional difficulties to participate in the full range of activities and experiences in school,e.g.encouraging the pupil to participate effectively in learning activities;encouraging the pupil to behave in more acceptable ways by using appropriate rewards and sanctions;improving school attendance;helping the pupil to develop a positive self-image and self-esteem;providing opportunities for the pupil to express their feelings more appropriately such as discussion,storytime and play activities. 7-Providing support for pupils with behavioural ,social and emotional difficulties is