Type of Play Play is very important in the child’s growth and development (Myers 2012). The type of play that is found in early childhood are things that use their hands, and minds. Using games/toys helps kids interact with other kids to create a social environment and comfort. Play also helps children learn in many ways (Myers 2012). You usually find kids playing with blocks, building things, and games that use their imagination (Guyton
EXPLAIN AND JUSTIFY THE REASONS BEHIND YOUR CHOICE OF TEACHING AND LEARNING APPROCHES AND USE OF RESOURCES, FOR ONE OF YOUR DELIVERED SESSIONS. I decided to teach how to make a no bake cheesecake for my micro teach as it will be fun, interactive, creative and stimulating for the students. Cheesecakes can be tasty, exciting to make and can appeal to both sexes and all age groups, they can also be evolved so individuals with allergies will be able to enjoy the experience of cake making. I have always loved making cheesecakes from a young age and wanted to pass on my skills of making them. I wanted my learners to not only learn something new but feel that they had achieved something new.
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.
I like to use the stuffed toys and puppets in my room to help comfort fussy infants. I sing songs, play patty cake, look at and read books, and talk to my infants throughout the day. These are the things that I do to help support my infants’ social and emotional development, and give them positive guidance as they learn and grow each day. Functional Area 9: Social I support the social and emotional development of my infants by providing positive guidance. I do this by creating a personal relationship with each infant
SHC 32 Engage in personal development in health, social care or children’s and young people’s settings Description of the duties and responsibilities of my work role (1.1) Working with children is very interesting and exciting because I learn from them as much as they learn from me. I always look forward going to the nursery and plan a fun and attractive activities for children, and than see how they have enjoyed the activity and what I can do next to improve it or better my practice. Planning these activities according to their age range gives me a good understanding on children’s developmental areas, in order to see their abilities and disability so that I can assess and observe further with the help of the room leader or supervisor. Therefore my duties and responsibilities are: * To contribute on planning of activities suitable to the age range of children with other staff. * Support all staff and engage in a good staff team * Being flexible working in the nursery and to help where needed, including working in different rooms e.g.
| 10.00 – 10.15 | Tidy up time | A tidy up song is played and children have to tidy up any mess they have made. | 10.15 – 10.45 | Toilet time/snack time | Children are taken to the toilet in groups of 4 to wash their hands. Children then help staff to make the snack of their choice. | 10.45 – 11.00 | Story time | Children are split into their groups and get to choose a book for practitioner to read. | 11.00 – 11.45 | Play time | A selection of actitivies are set out such as 1-1 arts and grafts, physical play and move to music | 11.45 – 12.00 | Tidy up time | A tidy up song is played and children are required to tidy up.
The specific purpose of the opening credits is to elicit the desired moods. Ostensibly, each calming episode of Play School begins with its trademark, cheerful tune introducing the familiar characters. The opening animation is set in softer hues which lure a two plus open gender audience with iconic characters beckoning them to, “come inside.” This sets up a comforting atmosphere where the children feel valued and safe, allowing learning to take place. Through the opening credits, Play School displays traditional, simple values which accentuate and develop their main purpose of education. Hi-5 is very much concerned with image, consumerism and technology, and as seen in the opening credits, it immediately reinforces the main purpose of entertainment.
They will explore the material by touching, smelling it, this will help their imagination and creativity. RC II-5 Gross Motors (outdoor activity) Title: Exploring Bubbles Age: 3 years old Materials: Water, Soap Description: Children will learn to make their own bubbles and engage in group activity by making, catching bubbles and moving around. Intended Goal: Children will make their own bubbles and exercise by moving around going after the bubbles counting them and recognizing sizes and reaching them. Developmentally Appropriate: This activity is developmentally appropriate because children engage in a physical activity by moving around and jumping. RC II-6 Self Concept Title: Drawing self portrait Age: 4-5 years old Materials: Construction paper, markers, pencils, crayon Description: Children will draw a picture of themselves with at least 6 body parts and then share with friends.
The sounds of rattles and other objects delighted little Kayla, and her parents bought her some percussive toys to play with too. Kayla learned how to mimic sounds early in her development and was speaking words and small sentences by the time she was two. She progressed well through the object permanence phase of development and also through Piaget’s preoperational thinking stage as well, during which Kayla talked about “me” a lot, developed a rich creative storyline related to her dolls, and creatively manipulated ideas to suit her unique vision of the world. Kayla also progressed smoothly through Erikson’s first three psychosocial stages of development, from infancy through early childhood to preschool. A deep sense of trust of her parents was engendered during infancy, as both her parents were there to feed and take care of her.
Play provides children with opportunities to develop social competence through ongoing interactions. Play interactions help children understand that other players have perspectives different than their own. Make-believe permits children to learn about their social world and to try out new social skills. Play facilitates the understanding of cultural roles and to integrate accepted social norms into their own personalities. Preschool is a great opportunity for young children to be able to interact with other children their age.