The potential of pedagogical documentation, By Jacinthe Nguyen Can learning be visible? Children’s and teacher’s learning’s processes visible through pedagogical documentation. Life is full of learning moments for children as well as for adults. But how can we illustrate this learning in a manner visible to others? In the Reggio Emilia approach, children are seen as active and competent learners; and the use of pedagogical documentation reflects this view through exhibiting, analysing and reflecting on children’s learning (Patterson, 2005).
In unstructured play children choose the activity and make their own rules. Play provides a medium for learning. The learning needs met through play include the opportunity to: Practice, choose, imitate, imagine, gain confidence, persevere acquire new knowledge and skills. Create, observe experiment and think means to communicate question and interact with others, social interaction to know and value one’s own strengths and limitations. All of this learning is done in a safe environment that encourages confidence and consolidates skills.
Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas. Creativity improves the self-esteem, motivation and achievement of learners. Pupils who are encouraged to think creatively: • become more interested in discovering things for themselves • are more open to new ideas and challenges • are more able to solve problems • can work well with others • become more effective learners • have greater ownership over their learning. 1.2. Explain current theoretical approaches to creativity and creative learning in early childhood.
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. (See appendix 1 note 2) Another role of the practitioner is to work professionally and responsibly such as to ‘work as part of the team, work with parents and partners, participate in providing an environment that is welcoming and stimulating’ (Tassoni P, et.al, 2007 page 137) and to meet the learning needs of each individual child by providing a range of activities and experiences. A1 While attending placements I have worked to support the learning needs of children in this particular role by working with my supervisor, other staff members and parents or carers. When doing this, practitioners should always be professional, for example using a polite tone of
Unit 82 Creative learning is about children being actively involved in their own learning and their ability to make their own choices and decisions. Helping children to develop imaginative thinking which can be achieved through exploration of a creative environment of various materials and objects. Helping children to develop problem solving skills such as construction and Ict. Providing children with opportunities to make connections between different areas and to be able to relate to them. Some creative learning activities may be focused on achieving a goal for example making a den.
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. The next stage is Communication, Language and Literacy; this supports a child's learning by helping develop a child’s communication, thinking, reading, writing and linking sounds to letters. Another is Problem solving, reasoning and numeracy, this helps children’s learning because numbers, counting and calculating is another term for numeracy. There is also Knowledge and Understanding of the world which covers exploration, investigation, communities, Time, places, designing and making skills, this supports learning in science. Physical development is another framework where it teachers movement, space, Health and bodily awareness, using equipment and materials.
Children will learn how to calm themselves, managing anger and aggressive feelings. Motivation – Pupils are able to become active and enthusiastic in their learning, perhaps taking small steps to achieve a set goal. Helping children to concentrate on positive learning skills and to overcome distractions or behaviour issues, children can also learn how to evaluate their learning for the future. Pupils can also learn how to have a positive approach to overcoming mistakes of disappointments. Empathy – Children learn how to recognise others feelings, knowing how their own views/opinions could affect others.
Children at this stage learn more through playing games, role play, building, messy play and using there senses touch, sight, hearing and smell, to explore objects and their surrounding environment. When dealing with children we respond by getting down to their level and making sure we have eye contact, this way they feel less intimidated. Key stages 1
Understanding the World-: Guiding children to make sense of their physical world and community through opportunities to explore, observe and find out about people, places and technology and the environment. Expressive Arts and Design-: Enabling children to explore and play with a wide range of media and materials as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play, and design and technology. It is important
They felt that it was in the early years of development that children are evolving who they are as an individual. This led to the creation of a program centered on the principles of respect, responsibility, and community through exploration and discovery. In a supportive and endowing environment based on the interests of the children through a self-guided curriculum. The Reggio Emilia philosophy is based upon these key components: children need to have the control over the direction of their learning; children must be able to learn through the participation of moving, seeing, touching, hearing, and listening. Children must also be permitted to explore and have infinite ways and opportunities to express themselves.