The diagram below gives examples of the areas of learning and development and shows the links between the way in which your child learns and what they learn. As a mum or dad, how can I help with my child’s learning? All the fun activities that you do with your child at home are important in supporting their learning and development, and have a really long lasting effect on your child’s learning as they progress through school. Even when your child is very young and is not yet able to talk, talking to them helps them to learn and understand new words and ideas. If you make the time every day to do some of the following things with your child it will make a real difference to your child’s confidence as a young
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. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned. Cathy Nutbrown, 2006 Learning theories provide us with a basis for the interpretation of our observations and can help us to find a solution and to help
Security is one of the priorities of the school allowing more focus on teaching and student learning. The Parent Welcome Center provided warmth and a family type atmosphere with a place to sit and read to your child. The Parent Welcome Center also provided helpful information for the parents on childhood educational and parenting skills to broaden themselves. The classrooms are laid out for the teacher to help optimize the children’s needs and to improve teacher work flow. The resources for the children are at a higher standard for learning and motor skill development.
1.2. Explain the principles of relationship building with children, young people and adults. Children and young people need to feel safe and valued in an educational environment. The government document Every Child Matters: Change for children 2004 is an important document to read which would benefit anyone working with children. To work and build on positive relationships with children there has to be a good understanding of putting the pupils needs first.
Positive messages about their families, background, cultures and languages help children to develop pride in who they are. These messages also give them confidence to voice their views and opinions, to make choices, and to help shape their learning. The book ‘Possum Magic’ would be appropriate for Stage 1 (Year 1) students. I feel for the desired outcome this is a great age for building confident exercises and to help develop the child’s identity and to introduce an open mind thinking. 2.
NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.
By: Ixchellle Sandoval March 24, 2013 Child Development 340 NAEYC Standards There are ten NAEYC Standards are as follows: Positive relationships: Positive relationships are important for the development of personal responsibility, capacity for self-regulation, for constructive interactions with others, and for fostering academic Functioning and mastery. Warm, sensitive, and responsive interactions help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships also help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more
Early childhood development is a period of never ending possibilities. As educators we embrace everything our children experience and what they encounter in there early developmental stages. We believe that our work can make a significant difference in a child’s life and in the lives of their families. In order for children to learn and develop, we as educators must provide a safe and healthy learning environment. A place where children can partake in early education of the highest quality, and learn the early skills they need to develop.
Unit 136 Support Children’s learning and development in the early years 1.1 Understand the impact of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.