-ENABLING ENVIRONMENTS- Favorable environment for the children is the basic for the rapid establish themselves. When children feel safe and secure, they become more open to others. They are more active and involved in activity which give them support to develop their physical skills. -LEARNING AND DEVELOPMENT- All children are different, that is why they learn and develop differently. All practitioners task is support them and create a plan of action for those children that need our special attention, including disable children and children with special education needs.
Learning about the different types of ethnic groups in the class and what disabilities they possess will help create a lesson plan. If a student lacking in fine motor skills than you can offer a play center allowing them to practice their fine motor skills. An example is having students pick up a small object with tweezers, like popcorn kernels or small beads. There are many resources to create a diverse atmosphere. "Children with challenging behavior and children with disabilities may have strengths in more neglected intelligences—music, art, physical movement, computers, for example.
These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world. Once observations have been made, key persons should then plan for each individual child with the view of building on skills and knowledge the child already has. There are lots of ways to assess a child, these include watching a child and taking notes, taking photos of what a child is playing or something they have made, keeping pieces of work and listening to the children. Following assessments made on the children, staff should then follow the settings planning guidelines, this can be done in a variety of ways depending on what suit’s the setting and the children. For example after doing our observations we then have a planning sheet for each day of the week.
They use their imagination and are able to see an object as something else; like using blocks for play food, or hands for telephones. It is in this discovery that children learn the world, they learn who they are; they learn who others are. I believe that every child and every person, for that matter, is unique. I encourage one on one individual time with each child. This helps us as care providers to learn about that particular child and their rate of development and their ability to do things.
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
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. Practical ideas The role of the adult in child-initiated learning is to: Organise the physical environment so children have access to a wide range of interesting open-ended resources to explore and investigate imaginatively Develop an emotional
Suitable premises covers children are looked after that premises and environments are safe checks are risk assessments. Organisation this is more to do with the promotion of learning and development. This is where planning and organising of settings systems provide each child with fun, yet challenging learning and development experiences to meet the child’s individual needs. Like key workers promote equality of opportunities and anti-discriminate behaviour, sensitive observations, fire detecting equipment, suitable for all users. Meets all the health and safety regulations.
It enables children to interact and participate in a variety of projects to encourage creativity and independence. This is a good strategy as it encourages children to construct their knowledge through the relationships they build with others and the surrounding environment. ‘’It is an approach where the expressive arts play a central role in learning and where a unique reciprocal learning relationship exists between practitioner and child’’. www.educationscotland.gov.uk/ (21/11/13). It is an important aspect to carry out when allowing children to play, as it encourages children to be independent learners, and allows them to understand and learn about life and the world.
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.
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.