These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS. The aim is that each child can meet the goals by the end of their reception year. However, some children would have exceeded the goals whilst others may still be working towards the goals by the end of the EYFS. The seven arears of learning and development mentioned above are: Communication and language- This is about the child listening and attention, understanding, and speaking. Physical development- How children gain control of their bodies, use equipment’s successfully and how they learn to use equipment.
Wilkinson states that these assessment aspects arose from an ‘interaction between our perceptions of the written materials, teachers’ judgements and theoretical considerations’ (Wilkinson, A., Barnsley, G. P., Hanna, P., & Swan, M., 1980). It is here that Wilkinson’s model of children’s development in writing is particularly helpful as it shows that the child has developed their quality of thought in a cognitive capacity; the child shows an awareness of the world and an ability to describe, interpret, generalise and speculate on it (Winch et al, 2010). Other ways that teachers may help children to expand on their development are through the use of VELS speaking and listening standards. Where students are given opportunities to use spoken language appropriately in a variety of classroom contexts, ask and answer simple questions for information and clarification and to produce brief spoken texts that deal with familiar ideas and information (VCAA, 2006). The ability of a child to draw on cognitive thought and view the world around them relates to the Piagetian Theory of child development.
2. Cite examples of how language awareness fosters school-age children’s language progress Verbal communication and language awareness is important and it plays a major role in developing their brains, connections and is crucial to development in young children. Daily reading, writing as well as language based plays improve their listening, speaking and language skills and also to help cope with issues such as social or emotional problems. 3. List some teaching practices that foster children’s achievement and some that undermine it.
In this situation, it is important that the Teaching Assistant report their concerns to the classteacher. The teacher can then implement strategies or interventions to help the child improve. The teacher may already be aware that the child has difficulties and the report made by the Teaching Assistant will contribute to evidence gathered by the teacher. A concern such as difficulties with reading could have a knock-on effect on their other literacy skills such as writing. It may also highlight underlying difficulties such as dyslexia or learning difficulties.
It is useful in deciding whether the child is reaching expected milestones of development in different areas. The assessment framework is how children are assessed in school, for example, in my setting when a child reads, we write it in their planners. Standard measurements: School tests or cognitive aptitude tests that demonstrate a snapshot of children's academic ability or skill at retaining taught information and that might then be used to compare outcomes between children of the same age. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age.
I think the aim of literacy is to teach children/young people the ability to understand the English language both verbally and non-verbally. Children/young people should be encouraged to explore the way the English language works for example through phonics for vocabulary, reading, writing and spelling, this will help children and young people to have the knowledge to be able to read, write and spell with confidence. Children and young people will be able to expand their vocabulary through holding literacy skills. Being a secondary school the school has an English department that teaches literacy to student from year 7 (key stage 3) through to year 13 (A level), students have 3 hours of English a week up to the end of their GSCS’s, A level English students would have 5 hours a week. We also have core studies, which are run by HLTA in the learning support department.
Cultural deprivation means when children are deprived from things what they need. This can include the lack of values and support they get from their parents, which can influence on socialisation skills. It can be argued that due to lack of family structure, social cultural and soft skills pupils are less likely to underachieve. Cultural deprivation is a theory that many working-class children are inadequately socialised and therefore lack the ‘right’ culture appropriate for a successful education. Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term.
The Dissertation Research Plan – Katherine Wood 1. Title How important is daily exposure to stories, poems and storytelling to children’s attainment in Literacy? 2. Rationale and Need What is your research focus? To look at how a class of children might improve their Literacy by being exposed to stories/storytelling on a daily basis and to see whether motivation and engagement in Literacy lessons can be increased.
As pupils may lose interest in lessons, it may cause problem for forthcoming activities you may break down activities that need doing and explain things rather than children losing interest from learning. Another example to control behaviour in your classroom is to set up an rewards system for children as this will encourage them to earn rewards and be recognised for their good deeds. Another skill that supports work with children is commitment and enabling yourself to work well in a team. To work with children, you must have a passion and be prepared to commit yourself to children and their work in order to help them learn and succeed. As working with children will not be easy in aspects of planning, teaching etc.
Oral History Report Part One Learning to read and write is critical to a child’s success in school and later in life. Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and creating and communicating meanings in a variety of ways. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. As they continue to learn, children increasingly consolidate this information into patterns that allow for automaticity and fluency in reading and writing. Consequently reading and writing acquisition is conceptualized better as a developmental continuum than as an