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.
Reflection on Liebeck and Skemp Reflecting on my readings of Skemp, R. (1989) Mathematics in the Primary School, and Liebeck, P. (1990) How Children Learn Mathematics. I have reflected on the importance of Mathematics in the world around us as human beings and how it is taught within our schools. Skemp asks the question ‘Why is Mathematics still a problem subject for so many?’ One of the theories put forward is that the teaching of Maths is seen as satisfying teachers and adults by children achieving ticks for their mathematical work passing exams without fully understanding the subject. However children are achieving this through rote, a form of habitual learning. Intelligent learning is adaptable achieving the answer by way of different procedures or routes (building up knowledge) in understanding how to figure out the problem by a variety of schemas.
Mathematical skills in the Early Years are developed through practical work to give the children a better understanding of maths e.g. shape sorting, recognising patterns, counting etc. The children
It states that by the end of the EYFS a child should be able to; ‘find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning’ DFES 2008. The revised EYFS 2012 still includes ICT within the learning and development area of understanding the world and states that by the end of the EYFS a child ‘should recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes’ DFE 2012. The Development matters Document (2012) used by my setting as a guide of making judgements about a child’s development states that children at 30-50 months should know how to operate simple equipment, shows an interest in technological toys and real objects such as cameras and mobile phones, knows that information can be retrieved from computers. Children 40-60 months should be able to complete a simple program on the computer and use ICT hardware to interact with age appropriate computer software (pg 42).
ECST-110 – Assignment 1 Unpacking the term Curriculum as defined in the EYLF The Council of Australian Governments’ (COAG) vision that “all children have the best start in life to create a better future for themselves and for the nation” (Department of Education, Employment and Workplace Relations [DEEWR], 2009, pp. 5) is coming to fruition as early education centres around Australia implement The Early Years Learning Framework (EYLF). This document isn’t a syllabus, but a framework based on conclusive international research that “early childhood is a vital period in children’s learning and development” (DEEWR, 2009, pp. 5). EYLF outlines the high expectations for children through learning outcomes as well as principles and practices
Student intelligence and achievement is influenced by numerous factors, however teachers are still being evaluated for effectiveness by students’ test scores. These factors include class size, individual student needs, peer culture, and homelife, every student is different, making it infeasible to solely hold the teacher accountable for his/her performance.With their jobs on the line teachers are being coerced to “teach to the test” or narrow curriculum to only include what students will see on the exams. An article written by “neaToday” states over 81% of teachers have added extra time to math and language arts subjects. Opportunities to allow students to learn what they are interested in is no longer an option as these standardized tests have taken over lesson plans. Teachers are scrambling to teach the necessary requirements and best prepare students for testing, leaving no time for students to genuinely enjoy learning.
We give them the opportunity to learn things in their own pace and time, trying to create realistic challenges in their learning to help their development. During the maths and literacy lesson, we work in small groups where the children are divided according to their learning skills and capacity. For example: during the maths lesson, the children who are stronger in maths will have an activity which will be higher level of difficult compare to
CCSS Mathematical Practice and Science Process Article Review De’Ron Brazile St. Joseph’s University Abstract This text will briefly review, compare and contrast the mathematical practices and scientific processes present in two articles taken from the text “Teaching Children Mathematics” and “Science scope”. The articles being reviewed are Collaboration 2.0 and Space Discovery.- (2013). Collaboration 2.0. Teaching Children Mathematics, 19(6), 390. Retrieved February 11, 2013,) ; (1998).
They help all staff who are involved to be aware of their social, emotional and educational needs. They need to help the school to develop a PEP(Personal Education Plan). Schools should have policies and procedures in place that are in line with national policies to help Looked After Children, such as providing a strong pastoral support system, encouraging after school activities, minimising exclusion and providing a safe and secure learning environment. The SEN code of practice: 0 to 25 years is part of the Schools: statutory guidance. It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students.
Vygotsky’s sociocultural theory of education also transmits to an elementary classroom and teaching strategies. Vygotsky asserted the importance of individual zones of proximal development (ZPD). Tasks that are too difficult for elementary students to do alone may be possible with the help of their teachers or peers (Leichsenring, 2013). McLeod (2014) suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful