help each child enjoy their learning and make progress towards the early learning goals. provide a balance of adult led and child led activities that help children to think critically, play and explore and be active and creative learners. have good expectations for children and enthuse and motivate them. plan for individual children, taking into account their culture and background, including any children with special educational needs and/or disabilities, those learning English as an additional language and those who achieve beyond what is expected to ensure that you are offering an inclusive service and that each child receives an enjoyable and challenging experience across all areas of learning. support each child in their learning and work with parents and carers as partners in children’s learning and development.
In addition, how play influences the child’s social development will be discussed, outlining the positive effects on the six to nine year old child’s social development. + There is a great importance placed on play in the child’s development. Play can be defined as one of the ways that children can learn about themselves, other people and their environment. It is a vital part in every child’s life. Play exercises the child’s cognitive, imaginative, creative, emotional and social development.
The plan-do-review process is the most important segment of the daily routine in which children make choices about what they will do, carry out their ideas and plans while playing in the different areas of the classroom, and reflect upon their activities and experiences with adults and other children. This cycle aims to help play become meaningful. The plan-do-review process fosters children’s development of initiative, reflection, problem solving, responsibility, and they can see themselves as individuals who can act on decisions. Children experience the power of independence and are conscious of their intentions which support the development of purpose and confidence. At planning time, teachers create opportunities for children to choose activities, materials and people whom to interact with, adults and other children.
In my setting if a child needs extra support or help with an activity we will make sure there is a member of staff available to do this with the child. Piaget said that children require periods of long uninterrupted play and exploration. In my setting the children are given approx 1hr and 20mins of free play where they are allowed to use a variety of activities and toys of their choice. Piaget said that by observing what children say and do gives understanding of intellectual development and
This includes interacting both inside and outside with their peer and their teachers. Activities are planned that engage preschool children in games that involve running, walking, chase, tag, and follow the leader in which children need to be socially apt. The preschool children also have toys for catching and throwing such as soft, large balls, beanbags, and other objects both in and out of the classroom. Ensuring preschoolers are empowered through many self selected activities
chairs, tables, easels, bookshelves, storages, sinks, changing tables and rugs). The Toddler class is a safe place for children to explore and make sense of their world. For children at this young age, the goal is to provide a social setting in the most inviting and nurturing manner. We tackle difficult concepts for toddlers, such as “If my mommy leaves me here, will she come back for me?” and “How do I get a toy that I want from that other child?” Over time, the children learn to play cooperatively with other students and to lay foundations for future relationships. The “child’s play” that goes on in the toddler class is an opportunity for children to create, discover, and experiment.
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.
A major accomplishment during the early years is the development of social skills. Children learn to interact with each other, and then become part of a social group. Observation of children at play or interacting in classroom centers reveals how social development and behavior are
Assignment unit 10 introduction to children learning. D1-The two different Frameworks for children up until the age of 16 years are the Early Years Foundation Stage and The National Curriculum. D2-The aim for the EYFS framework is having a range of targets that children are likely to meet by the end of their reception year. The age for the EYF is 0-5. The EYFS supports learning in 6 areas the first is Personal, Social and Emotional Development where they concentrate on helping develop their self confidence, self-esteem, behaviour, self care, attitudes and making relationships.
It develops from the cooperative efforts and involvement of everyone together. This paper will discuss socio-emotional development in school age children. Also included with this paper, in the appendix, are (5) interview question presented four children. The subjects are a preschooler, a student in elementary school, and a middle and high school student. Socio-emotional Development – Preschool Years The preschool years are an important time in a child’s development.