Support learning activities 5.1 Explain the Importance of Evaluating Learning Activities. We are evaluate learning activities in order in to see what is and isn’t working. This allows us to evaluate how the learning activities are been received by the children. Evaluation is important as it helps out when planning and helps you to think about the learning that has taken place. Spending time going through the learning activities and seeing how children have responded to a certain task or question, can really help change it for future activities.
Unit 4 3.3.2 Explain the Dilemma Between the Rights and Choices of Childrens and Young People and Health and Safety Requirements Health and safety can be a dilemma with young people as they do not understand risks, as they have not developed the skills to effectively evaluate risks as this usually comes from experience. Young people learn best from experiencing risk, and then developing the ability to understand the results of their choices. The problem comes from them taking risk’s and not understanding that they are putting themselves in dangers. Regular keyworking session with each young person may help to expand their understanding, and help them to make good informed choices. Children learn by trying out new experiences and
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
Children learn by trying out new experiences and making choices. But they do not have the skills and judgement always to make safe choices. Carers have the responsibility to I identify potential hazards in any situation and to judge when it is safe to allow a child to undertake an activity or make choice. Some children needs their freedom to explore risk even more then others. For example a disabled child may be restricted in play at home because of parental concern that the child could hurt themselves.
Piaget, Vygotsky, and Erikson offer different views of how a child’s mental abilities progress throughout their education. Piaget believed that children, at certain stages in their lives, regardless of intelligence, were not able to understand things in particular ways, simply because they were not old enough. He thought that development had to precede learning. Vygotsky, on the other hand, theorized that children acquire their level of intelligence by the culture they live in and that children learning different things helped them to develop intellectually. Erikson felt as if the environment played a major role in a child’s development and that every person goes through specific stages in their lives.
Writing a Behaviour Plan Behaviour Plans ensure consistency when managing a child/young person’s behaviour and helps us to look at things we can change to support the child/young person, rather than trying to change them. Environment The environment we provide has a direct impact on a young person’s behaviour. We need to consider what we can do or change in the environment to support the child. For example, looking at how playworkers are deployed at possible trigger times, use of visual support, organisation of routines and or resources. Supporting the development of new play skills After identifying what the child is trying to communicate through their behaviour we can identify what new skills the child needs to learn.
This is what is meant by ‘person centred.’ The term is replaced by the term ‘child centred.’ Child – centred planning takes into consideration what is best for the child. It is also important when planning that we do not segregate a child from others, we must consider ways that other children can become involved in the activity too. Maybe an activity can be adapted so that the area of development that needs support can be incorporated. For example, a child my need to improve on there fine motor skills, so I would ask a small group of children what the favourite supper hero or character maybe, I would print them off the computer and get the children to carefully cut around there chosen character or super hero, they could also colour them in maybe stick them on to card or paper. It would be a group activity so it would be for all children and not just centred around one child, This way I can assess a child’s development with out the activity just being centred around
Assessments are test that are given so that the teacher can see what level the child is on and to see what path do they need to take to start educating the child properly. When a child is assessed properly time will not be wasted by simply putting activities in from of them. Children learn in different ways and those with disabilities have to have the correct instruction to help him or her. There are weaknesses of assessments as well. Assessments can be very time consuming and depending on the child they may get restless while taking them.
I made sure the child was fit to speak to an adult and then I made sure the situation got sorted. I sensed there was something not quite right with the child hence why I asked the child if there was something wrong, From giving this support I think I helped the child in many ways, because if I had not picked up her body language then I don’t think the problem would have got solved quickly and efficiently as it could have, if the problem was to have gone on for longer then one day the child may have felt anxious towards coming to school, eating or even talking about how the school day had gone etc. The child was in some ways relived as she repeated ‘ I’m glad were friends now’, after lunchtime at 1:00 the child seemed to be her normal self, which is what all teachers need to see, no child should ever be upset at school and should feel safe and secure in an early years setting, both the children had made up and then were happily playing in the dress-up area at the side of the room. As a practitioner it is important that you reflect on the way you work with children before and after, this is called being a reflective practitioner. Once you have done this you can see how well you have handled the situation and what you could have done
By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.