A practice that participates in being involved within the community and not engaging in anti-social behaviour as well as instilling crucial moral values in children from early years to mould their emotional and social development and to determine the kind of adult they will become. Reference used: www.cache.org.uk/ Task 13.2 The Senco in an educational setting gives support to children and families with special needs they are also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.
Duties and responsibilities of own work role..... SUPPORT FOR THE SCHOOL Responsibilities and duties is to create safe, happy, positive and stimulating learning environment that children can be cared for. To beware and to follow the school policies and procedures relating to child protection, health and safety, school rules, behaviour policy, confidentiality and data protection, reporting any concerns to an appropriate person. To ensure all children and young people have equal access to opportunities to learn and develop. To respect and support the role of other professionals. Keeping up to date with change procedures and practice by attending meetings and training.
I will also examine the role of the teacher in supporting children’s learning through play and draw on from my own experiences of observing children at play. The term ‘play’ is widely used and discussed in various social contexts and age groups. However, there seems to be an absence of a universal definition. “Different people have different definitions of play” (Dobson, 2004, p.8). Reed and Brown (2000) proposed that it might be difficult to define play as it is ‘felt’ rather than ‘done’.
support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
Outcome 1.2 Explain current theoretical approaches to creativity and creative learning in early childhood. Creativity is more about the process rather than the end product. This process is useful for many reasons like develop confidence, good relationships, find out what talents do they have and teaches us about what can we give it to others. Being involved in creative activities is fun and absorbing for children. It helps children to have positive experiences and develop important abilities like Collaboration- being happy to work together Concentration- focusing on what they are doing Communication and language- developing good communication through talking, listening and writing Developing good relationships- working together and making new friends Imagination- bringing ideas to life Physical activity- participating in activities that encourage movement Problem solving- being able to explore different solutions Outcome 1.3 Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.
Children’s play is a skill in which the therapists have mastered due to their use of play on a daily basis. Furthermore, the play environment is one in which they feel safe and comfortable. As adults use verbal communication as their direct way of self-expression, children use play as their form self-expression. I had once read somewhere that “toys are a child’s words and play is their language.” I believe that is an excellent description of a child’s world. Play therapists believe that the best way to diagnosis and treat children’s emotional and behavioral issues is to engage children in imaginary play, as children play out their daily life experiences through their most utilized and comfortable form of self-expression, which is play.
Pestalozzi argues that play can benefit children very much. Children who play receive advantages of developing: universal learning skills, creativity and imagination, relationships, self-esteem, a natural love of learning, a basic trust in the world. References: Cameron. C, Moss. P (2011) Social Pedagogy and Working with Children and Young People.
To define play, is not an easy task. However, Else reviewed play as a process which is freely chosen by the player, personally directed, and engaged in for its own sake (Else, 2009). Children gain tremendous satisfaction from play; they are intrinsically motivated by it. Play is the dominant activity of children and the way children play has an impact on their development. Children at play decide what to play, how to play and which props to use to fulfil their play activity.
And here’s where learning can occurs and what a child can achieve with guidance and encouragement from a ( MKO). 2-Scaffolding Is the support and encouragement provided by the MKO.like( Resources-a compelling task-Templates and guides- Modeling a task-Giving advice-Providing coaching) There are many different ways of scaffolding, including breaking the task down into smaller steps, providing classifications and relations ,providing motivation, and providing feedback about progress as the person progresses. The teacher’s level of scaffolding changes gradually from direction,