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.
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.
Pictures: Pictures are used alongside words to make communication more easier and understandable. In fact in my placement school, the reading scheme that is used starts the children off with ‘picture only’ books so the children are encouraged to talk about the pictures in the book and make their own story up and ask questions. Technology: Computer programmes (apps and games), interactive whiteboard, story tapes, cds are all ways of stimulating a child’s communication development. These days a lot of programmes are interactive and children can hear and respond to different applications made specially to help develop their
E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play.
White, W. D. (1988, January). Year-round high schools: Benefits to students, parents, and teachers. NASSP Bulletin, 72(504), 103-106. White, W. D. (1992, July). Year-round no more.
Level 5 Diploma in Leadership for the Children and Young Peoples Workforce-Early Years (Management/Advanced Practice) Unit 136 136.2,7 Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the EYFS. During adult-led activities we are in control of the teaching we are providing. However, what we cannot have any control over is what young children are learning from these activities. This is why it is important to balance adult-led activities with time and opportunity for children to explore their own ideas, play with resources and use their imagination and creativity. 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.
The least? Review the Criticism and Evaluation sections in this book, especially in Chapter 3.7. Your comments: L3. I was able to fin high-quality literature in most of the genres that I read. I found the most in younger children’s picture books which are essential for shaping young minds.
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
We hope you will take an active role in reading with your child, both during – and after – his or her participation in the BSLF Reading Program! How can you make reading part of your family’s lifestyle? Limit electronics time. Minimize your family’s television and video-gaming time. Teach by example.
( Part A ) : Philosophical Statement I believe that the early childhood years are crucial in children’s language and literacy development because children’s success in school and later in life is to a great extent will dependent upon their ability to read and write. I believe in integrating language and literacy development in the curriculum by investigating real topics or events that are meaningful to children to make the curriculum intellectually engaging (Neuman, 1998). I believe in providing a positive and nurturing relationship to the children so that they can model reading and writing behaviors, engage in responsive conversations, and foster their interests in learning to read and write (Slegers, 1996). I insist on providing