In other words, pedagogical documentation is about documenting the children’s learning processes as well as encouraging the thoughts, interpretations and reflections of children, teachers, families and the wider community (Moran, Desrochers & Cavicchi, 2007). This happens through displaying content such as written notes, transcripts of children’s discussions, children’s works, photographs and videos, and encouraging stakeholders to take part into the process of revisiting, interpreting, discussing on and reflecting on the content (McDonald, 2006). Pedagogical documentation allows children’s learning to be visible. It also allows stakeholders to collaborate with each others, understand and learn about different views on children’s and teacher’s learning whilst becoming more involved into their learning (Moran, Desrochers &
Unit 3 Question 2 E5: Describe TWO (2) strategies which the setting may use to empower children to develop independence and self-reliance The importance of children’s communication skills In terms of empowering children, communications skills are critical. Being able to communicate helps children express their needs and feelings and make friendships with other children. Some children who experience difficulties in managing their behaviour are likely to have difficulties communicating. This means that helping children gain communication skills should be a major focus of your work with them. Communication skills used by children helps children to express their feelings, manage their anger, helps to negotiate with others, helps to understand the feelings of others, and also helps children respond appropriately to others.
CT230 4.3 Explain how play and activities are used to support the development of speech, language and communication. Children learn well by being in an environment where there is regular communication and interaction with adults and other children. Through regular interaction with adults and other children particularly for activities that children are interested in or find enjoyable, give children an excellent platform to support the development of their speech, language and communication skills. When children are having fun or wish to convey their views, opinions or wishes, they are compelled to try and communicate this to you. This is why play and activities are excellent tools for supporting the development of speech and language.
Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result. Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas and open to receiving ideas, sensations and feelings. Creativity is about expressing our selves. It’s about trying new things and exploring. Creativity involves being imaginative and original.
Social and Emotional Development Physical development Communication and Language Personal Social and Emotional Development (PSED) Children must be provided with experiences and support which will help them to develop a positive self of themselves and others, to have respect for others social skills and a positive disposition to learning, practitioners must ensure support for children’s emotional well being enabling them to know themselves and what they can do. For children this means being special to someone and well cared for this is vital for their physical social and emotional well being. When a child is acknowledged by the important people in there life, a child will grow in confidence, and gain inner strength through their secure attachments with them. Exploration within a close relationship will lead to growing self assurance, which will promote a sense of belonging allowing the child to explore the world from a secure base. A child needs an adult to set a good example and to give them opportunities to interact with others so they can develop positive ideas both about themselves and others.
Child development theories support planning for learning and play in child care settings. Tina Bruce’s child development theories “favour a holistic approach to teaching young children which focuses on creativity, play and first-hand experiences.” (Pound. L, 2009, pg.13) She believes that free-flow play is important for children as it promotes their independence and allows them to make choices and also make mistakes. This allows them to learn from these mistakes and enhance their learning. Bruce states that “The importance of opportunities to act as independent learner, making choices and mistakes with an emphasis on self-motivation.” (Pound.
The Reggio Emilia approach promotes the idea that children’s creativity can develop unabated by restrictions and boundaries. By giving children time and space to explore materials, freedom to test things out and varied opportunities to learn and develop new skills, children will inevitably employ their natural creativity and curiosity to make meaningful connections between their experiences and the wider world. Children provided with the right resources, such as toys that have more than one use, natural fibers and items such as glass and fabrics, have been given the tools to explore their creativity. They can then reflect upon how their projects connect to their learning and life experiences. Reggio Emilia philosophies have, at their core, a community value.
The experiences that children have with play assist with child development in many areas. It helps children develop social skills and what is acceptable behaviour. By playing it is also stimulating their cognitive and intellectual development by allowing them to make their own decisions. When children play with a group of other children they start to learn how to co-operate with them. They begin to understand concepts such as sharing, not to hit other kids, not to snatch and to use manners.
Competency Goal II To advance physical and intellectual competence. Functional Area: Communication Objective: To guide childrens communication through behavior and speech Activities: In the communication functional area, we present ourselves so the children can model our behavior and speech. Children learn well by what they see and so we guide their communications with others and introduce new vocabulary. We improve these skills by having them talk and describe what they are doing
Lesson plans often incorporate activities which are fun and interesting but linked to the learning objective, therefore hooking the children’s imagination so they become motivated to take part. Ultimately we are trying to motivate children so they remain engaged, focused and on task so they complete activities and achieve the desired learning outcome. Young people and children are