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.
This type of play is excellent for developing language and for expressing feelings. Games: When children play games they learn to take turns and communicate with each other. They express how they feel about what the other child has to do or did and sometimes they try to support the other child if they think they do not understand the game and it’s a great way for them to develop their communication. Their vocabulary will improve. Pictures: Pictures are used alongside words to make communication more easier and understandable.
Philosophy Statement I love being a part of a child’s growth and development. I believe children learn best through spontaneous, meaningful, safe play. I believe it helps them to grow and develop in a positive way. I believe this type of play helps their social skills, their brain development and their self help, just to name a few. Play promotes curiosity, discovery, and problem solving, which helps develop a positive self image for the individual child.
• Define activity areas by using shelves, area rugs, tables, or low dividers. The physical layout of the playroom will identify the purpose of each space and provide children with easily-marked boundaries. • Try to group quiet activities together in one area of the room (e.g., reading centre and circle area) while leaving the more active centres (like blocks and sensory) in another area. • Each play space should allow for two to three children to move about freely without bumping into each other or play materials. • More room may be
Unit 13 1.1 Personal, Social and Emotional Development-: We are helping children to develop a positive sense of themselves and others, and to form positive relationships and develop respect for others. We help them to develop social skills and learn how to manage their feelings, to understand appropriate behavior in groups and to have confidence in their own ability. Physical Development-: Providing opportunities for young children to be active and interactive and to develop their coordination, control, and movement. We help children to understand the importance of physical activity and to make healthy choices in relation to food. Communication and Language Development-: We are providing children with opportunities to experience a rich language environment, to help develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.
Homework 4th October Zoë A child centered approach promotes the right of the child to choose, make connections and communicate. It allows freedom for children to think, experience, explore, question and search for answers. It presents a creative celebration of children's work also It means that the needs of the child are the main focus when planning all aspects of the setting, for example Environment, Meals, Activities and experiences, routines, taking children’s views into account. Settings can achieve a child cantered approach by taking on a new role in seeing how play develops, rather than directing play; children therefore become more creative and enhance communication skills with one another, another way is by dong learning activities and seeing how they learn etc so they can achieve their full potential and develop in to confident, and resilient individuals, food and drink, hygiene needs, exercise.
Social and Emotional development - which allows each child to learn through fun and by helping people. These will also help children understand and deal with frustrations and challenges they face and enable children to recognize achievement and have a sense of satisfaction
CYPOP7 1.1 Creative learning is where children use the range of materials and play opportunities around them, provided by adults. A child’s curiosity will lead them to explore the resources. From this the child will learn through play, using imagination, new and unusual ideas (originality), a variety of different ideas (productivity), problem solving and experimenting. Creativity it helps children to express feeling and ideas about people objects and events. This could be in the form of painting, drawing, collage, music, dance, woodwork, model making, sand and water with small world scenarios and miniature garden scenarios.
Her approach to early education was developed around schemas. She believed “a pattern of repeated actions. Clusters of schemas developed into later concepts” Another key element of Tina Bruce Theory is ‘free flow’ play. She believed children learn better from first hand experiences, developing rules and props, freely chosen activity, rehearsing recent learning or celebrating learning, imagining the future, pretending and co-ordinated ideas and feelings. Tina Bruce’s theory was put into practice with the twelve features of play, some of these are: • Children make up their own rules while they play.
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.