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
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.
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.
This includes cognitive and emotional development, fostered through access to play in the early years and high quality education in school, and physical development, for example through a nutritious diet. School is a key area of children’s lives where experiences vary greatly and negative experiences have a significant impact on well-being. 1.2 When children show healthy development in spite of adversity, it is called resilience. Fostering resilience in young children requires strengthening the family, the community, as well as children’s own personal resources. If children are resilient they will be able to cope better with problems, they will have better health and they will be happier and more fulfilled.
Projects such as the Effective Provision of Pre-School Education (EPPE) and Peers Early Education Partnership (PEEP) have been instrumental in highlighting the long term impact that high quality early years provisions can have on young children. “Communication in childcare is the one of the greatest ways to provide the best care for the child on both ends - for parents and providers. Not only is this the best way to provide the best possible care for the child, but it makes for a great relationship between parents and providers” http://www.myparentime.com/articles/articleS198.shtm Training and Development Practitioners have many teaching responsibilities to children, families and professionals. Using training and development helps to develop the skills, attitudes and practices of a competent teacher. It helps practitioners to provide new ideas and thoughts about practice and to feel confident about areas of work or knowledge that needs updating.
1.4 Explain common barriers to integrated working and multi-agency working and how these can be over come. Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver effective care for children. Children in their early years may have a range of needs and the way that we work together as practitioners can have a positive impact on their health, development and learning.
Children who participated in this study show that they were better prepared for kindergarten. I feel that the article is very true. It makes a difference when issues are addressed early because it can help a child significantly. For example some children may not have developmentally appropriate environments which can help them grow and early intervention programs can help them dramatically. In the right environment grow in cognition, developmental milestones can be reached within their own capacity.
For such multidisciplinary teams to work effectively with commonly shared philosophy, values and ethos must be firmly established (Pugh 2006:147). The EYFS framework makes it clear that multi-agency working is imperative to daily practice. Working alongside professionals allows a deeper understanding of children providing them with better learning and care opportunities; this is particularly important for children with special educational needs. It is only through functioning together those working with children can provide a coherent service that generally meets the child’s and family needs (Effective practice: Multi-agency Working 2007). However for services to interlink with each other good relationships are key to success which generally takes time and resources to set up.
Reflective practice involves evolving in a child centred approach. The child carer benefits as his/her skills grow and develop ,enabling the highest standards of care and provision. It also promotes a better level of understanding and acceptance of those different from us, taking on board the opinions, cultures and attitudes of others to ensure a diverse and positively productive daily experience that enables higher levels of understanding from all .It also fosters personal and team development because a reflective practice evolves our experiences thus enabling higher standards of learning experiences. Experience can only be beneficial when it is either a positive experience (good practice),or a negative experience that is reflected upon and consequently changed and improved. Carers that deem experience alone as a credential to good practice are not developing, Learning and reaching their fullest potential.
In conclusion I believe that The Plowden Report and The Rumbold Report will always have some kind of influence in education and that their key ideas help ensure that all children have the best start to education possible. I believe it is every early years practitioner’s responsibility to provide the very best for all children in their earliest, most impressionable important and formative years. We should be looking to tap into what they know, love and are interested in so that we can respect and stimulate their learning journey in the best possible ways. This leads me to one of the most important quotes within The Plowden Report “At the heart of educational progress lies the child” (Plowden,