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. Existing and new initiatives being discussed and reflected upon by the evaluation of article reports and how these topics may impact upon my own practice by using reflection. Module 4FD028. Learning Outcome 1 Key concepts and approaches in Early Years provision and the requirement for quality provision and practice for children. Considering the work of key pioneers and current experts with links to child development theory.
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.
Multicultural Theme Unit Tiffany Green ECE405 Instructor, Carlee 4/13/2011 In early childhood education it is so important to provide for individual differences adequate learning experiences for our young children especially when teaching a multicultural classroom. We must allow our children to group the concept that we are all different, we are all alike, and we are all capable of learning. Multicultural education means that early childhood education professionals include, accept, and respect each child as an individual. It means that we recognize what each child values and hold dear, and then build those things into the daily life of the early childhood program (York, 2006). The material that can be use for my preschooler, for multicultural education is music, number, nursery rhymes, online activities they all can be use for the preschool program.
Davies, MaryAnn, Mary A. Maddox, and Carol P. McNulty. “Turn the Kaleidoscope: Fifteen Strategies to Shift Perspectives When Learning.” Childhood Education 87.3 (2011): 154-160. In the article, “Turn the Kaleidoscope: Fifteen Strategies to Shift Perspectives When Learning”, the authors stress the need for teaching students how to be mentally flexible in a multicultural world that is characterized by change. Mental flexibility is the ability to learn from different perspectives and develops over time with ongoing practice. Fifteen different instructional strategies are shared in this article to aid in teaching mental flexibility.
The Early Years Learning Framework states that children need positive attitudes and sound understandings in numeracy to be successful learners and that the foundations for numeracy are formed in early childhood (DEEWR 2009, p. 38). In my overview ACARA (2012) and SACSA (2004) concepts are sequentially introduced. Developmentally appropriate experiences that promote hands-on experiences provide opportunities for scaffolding children’s learning and consolidation of skills and concepts. Number rhymes, songs and games are an important part of the daily routine. Books and stories that relate to mathematical concepts are regularly shared.
Creative learning is about helping children develop imaginative thinking through an exploration of materials, objects and problem-solving skills, such as construction and ICT and crafts. It is about how children are actively involved in their own learning and ability to make choices and decisions. It is also about giving children opportunities to make connections between different areas and to relate to them. Some creative learning activities may be goal orientated
Unit 82 Creative learning is about children being actively involved in their own learning and their ability to make their own choices and decisions. Helping children to develop imaginative thinking which can be achieved through exploration of a creative environment of various materials and objects. Helping children to develop problem solving skills such as construction and Ict. Providing children with opportunities to make connections between different areas and to be able to relate to them. Some creative learning activities may be focused on achieving a goal for example making a den.
The Nursery follows the guidance materials and the Nursery Manager will update staff of any new guidance materials available. * The development of the curricula has been significantly influenced by different approaches, here are the different approaches and how they have affected current provisions: Reggio Emilia * Opportunities for child-initiated play should be provided by practitioners. * Practitioners are prompted to think about how rich the environment is for the children by a theme called ‘Enabling environments’. * There is an emphasis on outdoor and sensory play, and also on children learning through play with other children. High/scope * Opportunities for child-initiated play should be provided by practitioners * Practitioners are
According to Canney and Byrne (2006), circle time involves activities aimed at developing participants’ awareness of themselves and of others; raising self-esteem; and promoting mutual trust. It also enhances listening skills and positive interpersonal behaviours. In addition, circle time provides children with numerous learning opportunities, which can facilitate their transition to elementary school (Dodge and Colker as cited in Zaghlawan and Ostrosky, 2010). Hence, circle time is seen as an integral part of the delivery of the Early Childhood
When we take care of children, we are also helping the human species find the truth and understand the world. (Gopnik et al. 1999: 211) This chapter begins by looking at what elements need to be in place to ensure that children develop to their full potential and have opportunities to explore and extend all their capacities and capabilities. It will further explore the generalized impact on children’s development of social breakdown because of war and conflict – looking in detail at the developmental processes of early childhood, and noting what happens when that progress is interrupted. The major theories of play will be outlined, with the emphasis here on play not only as a necessary feature of childhood and essential component of development, but also as a means to regain ‘lost childhoods’.