E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play.
| Social and Emotional Development Observation | [Type the document subtitle] | | Social and emotional development is very important for a child. They contribute to a child’s self-confidence and empathy, their ability to develop meaningful and lasting friendships, and their sense of importance and value to those around them. Children’s social-emotional development influences all other areas of development: cognitive, motor, and language development are all affected by how a child feels about themselves and how they are able to express ideas and emotions. The greatest influence on a child’s social-emotional development is the quality of the relationships that they develop with their primary caregivers. Positive and nurturing experiences and relationships have a significant impact on a child’s social-emotional development.
Lev Vygotsky’s theory was based on social/emotional development needs to show demonstration/imagination to allow a child to progress. His belief was based on the kinaesthetic technique as he believed that when children observe someone that is more advanced than them they learn from them and imitate their actions. Lev Vygotsky“...suggested that this silent inner speech and spoken social speech are connected...” (Meggitt et al, 2012. P.80). It is critical to link his theory to practice as it encourages/allows children to communicate with other children using their social skills which they have developed and allows children to build self-confidence.
Socialization is the process children go through to become active, competent participants in their community. It used to be seen mainly as a kind of cultural programming of children by adults through institutions like the family, church or school. Nowadays the socialization process of children is seen as being made up more by people’s attitudes, actions and interactions and how these reflect and contribute to beliefs and values. Children have an active role in this process. Socialization is how children’s behaviour, skills, ways of thinking and communicating are shaped especially through activities and interactions with others.
CT227 - Understand partnership working in services for children and young people Aim: This unit provides knowledge and understanding of the importance of partnership working and effective communication Learning outcomes There are three learning outcomes to this unit. 1. Understand partnership working within the context of services for children and young people 2. Understand the importance of effective communication and information sharing in services for children and young people. 3.
Information I gain and share will help in the way I work. To gain reassurance and acknowledgement Sometimes communication can be about gaining reassurance and acknowledgement. With children and young people I may praise them, give them physical reassurance or acknowledgement by eye contact or taking an interest in what they are doing. Colleagues also can give reassurance and acknowledgement to each other. To express needs and feelings We also have the need to express our needs and feeling and also are there to allow children to do the same.
This is usually seen between friends of the same age, by way of learning things from the way they interact with one another helping them to “acquire skills that can only be learned among equals, such as those involving co-operation and competition” (Shaffer, 2003, p113). There are various ways in which children’s development is affected by relationships that they form and it affects them in different ways. With reciprocal relationships children learn valuable skills for the future in terms of competiveness, how to resolve conflicts and also how to co-operate with others. Similarly, relationships between siblings can also contribute to social understanding as they will interact with one another on the same level even if there is a difference in age. The older sibling maybe seen as the wiser one however they have common ground.
The approach aims for actively involving children in acquiring competence. Choice, active investigation, independent pursuit and learning through discovery are dominant components of the learning climate. The curriculum is flexible within a planned framework encompassing developmentally appropriate knowledge and skills. Teachers seize every opportunity to promote cognitive development by creating a climate that encourages questioning, exploration and children’s growing understanding of patterns, rhythms and relationships in the ideas and environment around them. Developmental interaction as it was formulated at Bankstreet College of Education reflects the beliefs that as children grow and develop, their thoughts and emotions work together and that children learn from engaging with the world.
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.
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. The key characteristics in creativity can support children’s development in a different ways. Emotionally they learn how to manage anger if they