(Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”. Child-centered is means that enables children to follow their interests and fascinations. That is spontaneous learning method that they can learn about practical information and a theoretical framework through the process of developing a project in group. This learning-method leading developmental objectives: physical, cognitive and language, affective and social and aesthetic development (Guide to the Pre-primary Curriculum,2006, p.17). Phases 1: Beginning a project Children are leading learners but no only received information.
A plan will be devised to implement a formative assessment activity. The activity will take into account children with differing needs and interests of children within my setting. The rationale for my design will be written up demonstrating systematic process of planning, implementation and evaluation of the task. This will include my choice of approaches and methods. I will evaluate within this rationale, with a reflection of the activity and its implementation with links to the EYFS (2008) and theorists such as Bruner (sustained shared thinking) and vygotsky (scaffolding).
• 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.
The main aspect of child centered kindergarten is nurturing. Child centered kindergarten is education that involves the entire child by considering all of the child's needs. Concerns for the child's physical, cognitive, and social development are combined with the child’s interest and learning style needs. Instruction is organized based off these factors. The focus is on the process of learning rather than what is learned.
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.
Baseline data helps the teacher decide how far the child is from where he or she should be. It also helps the teacher to develop objectives and instructional plans. Determining Effectiveness of Instruction Another critical aspect of monitoring behavior is to assess the effectiveness of the program. Keeping track of the student's behavior helps the teacher make decisions about when instructional changes are needed to help the child make progress on his or her individualized objectives. Communicating About a Child's Progress Monitoring student's progress on objectives facilitates communication in the classroom, with parents, and with students.
CYP Core 3.2: Promote Child and Young person development 4.1 As a child care practitioner, the care and education that I extend to children, can make a difference to their overall development. In short how working practices are delivered in my setting can affect children development. As a reflective practitioner, I am able to effectively plan and work with children, always remembering that the child comes first and my work practice needs to be child centred. * I need to ensure that there is a proper balance of child-initiated and adult-initiated activities. * I need to ensure that that the balance of activities cover each of the aspects of learning in the curriculum but also building on each of the development areas.
Preschoolers and early childhood learners are in the discovery mode and must be allowed to experience the relevancy of learning. Public education is the joint effort of teachers and community to provide learning for children. Teachers have a specific role with specific goals to accomplish the best results. These goals can be achieved by doing certain teaching methods and classroom management skills. Children learn better in a well-disciplined (controlled) environment that provides the appropriate curriculum for each grade level.
What is happening in the child’s environment. It also includes whether the child has any additional needs or which children/people are around the child as the child may act differently around different groups of friends and different members of staff. To assess young children in a setting you follow the EYFS (Early Years Foundation Stage) the EYFS give guidelines as to what a child should achieve at what age or stage. To find out what stage a child is achieving members of staff, especially the key person, perform observations and record these. 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.
Young Children’s Symbolic Behaviour This assignment sets out to analysis observational material, that I have gathered over the course of study for this module. The process involved maintaining an ongoing observational study of symbolic behaviour in a child in my early childhood education and care setting. For the purpose of confidentiality I will refer to the child being observed as Target Child A (TCA) and the other children as (OC) Symbolic behaviour is “the ability to represent objects, people and abstract concepts with arbitrary symbols, vocal or visual, and to reify such symbols in cultural practice”. (Lewis-Williams, 2002), It is important for all educators to have an interest in understanding children’s minds. Children are complex thinkers and they need to be prepared and encouraged to play and to think .