Unit 51: Support the Creativity of Children and Young People 1.1 Benefits of creativity for the wellbeing of children and young people. In the Early Years Foundation Stage (EYFS) booklet, shows children and young people workers on how to improve the quality of care and education for children from birth to the end of their first year in school. In one part of the book it covers the areas of learning and one of the main ones out of five others is called Creative Development. In the EYFS booklet it says “Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-okay activities, mathematics, and design and technology’ Statutory Framework 2.17.
Many environmentalist-influenced educators and parents believe that young children learn best by role activities, such as reciting the alphabet over and over, copying letters, and tracing numbers. This viewpoint is evident in the classrooms where young children are expected to sit at tables and listen attentively to their
Unit 6 –promoting a healthy environment for children E1 Practitioners help children by promoting a healthy lifestyle and environment. There are several things a practitioner is supposed to do (these are there role and responsibilities) as stated by T. Bruce as “ ❖ Provide healthy meals and snacks. ❖ Practise good hygiene routines, such as hand- writing and teeth-brushing. ❖ Choose book and displays which reinforce healthy lifestyles. ❖ Use drama and music sessions to encourage children to express their feelings in a safe environment.
ACTIVITY Task 1 (2.1) Taking the aims of the Every Child Matters Agenda as a starting point, record how you could make a difference to outcomes for children and young people through your practice. |Outcome |Ways in which I could help to achieve positive outcomes for children and young people through my practice | |Being healthy |As practitioners we help and encourage the children to be healthy and make healthy choices by providing them | | |with healthy snacks at an appropriate time. In my setting we provide the children with milk and water to | | |drink. We help the children to
Homework 4th October Zoë A child centered approach promotes the right of the child to choose, make connections and communicate. It allows freedom for children to think, experience, explore, question and search for answers. It presents a creative celebration of children's work also It means that the needs of the child are the main focus when planning all aspects of the setting, for example Environment, Meals, Activities and experiences, routines, taking children’s views into account. Settings can achieve a child cantered approach by taking on a new role in seeing how play develops, rather than directing play; children therefore become more creative and enhance communication skills with one another, another way is by dong learning activities and seeing how they learn etc so they can achieve their full potential and develop in to confident, and resilient individuals, food and drink, hygiene needs, exercise.
The purpose of the Georgia Eat Smart is to promote good nutrition, physical activity and wellness for k-12 students and their parents. (Barger, 2013) When children become healthy students they also become better students in the classroom. By educating teachers and staff nutrition staff how to teach students to have good eating and physical activity habits will allow the students to make health choices. (Barger,
(About us: a history of forest schools, 2012). In my placement all the children completed a task where they had to go and collects different type of leaves. From this task they discovered nature and felt the texture of different leaves so they bonded with the nature and used the leaves usefully to make a poster. Next time we’ll take them to a history museum trip so that they don’t feel school is boring so they are encouraged to attend school every day. A child centre approach is good because it has a positive impact on a child’s emotional and social well-being as it increases the child’s
8. What is Seed to Plate? Who pays for this program? It is a hands on learning program where they have kids come in and take plants out of the ground and the kids can eat it. Its basically just a way to get kids hands into ground 9.
Painting a Rainbow by Lois Ehlert: This is also a “big book” and offers a wide variety of colors and different foods and flowers that children can plant and watch grow. This book allows children to see the colors that these certain flowers and vegetables take on, but this book also explains how to plant and grow a garden, which brings in the nature and environmental aspects of the Reggio and Emilia Approach. 7. www.feelgood-design.com: This is a website that offers many different materials and objects that allow for the artistic exploration of young children. The materials that they sell are more used for climbing and developing large motor skills. The objects are not of regular shape, but are soft in texture and allow for an abundant amount of jumping and wrestling on.
Before they counted as 1 whole serving of vegetables. Researchers at Cornell University's Center for Behavioral Economics did a study that influenced children to make healthier choices when picking food from the lunch line. These influences were things like, “attractive or fun names” for vegetables and using verbal cues for offering fruit in elementary schools. Cornell also created “smarter lunchroom” strategies that the USDA had incorporated into the guidelines for school cafeterias. The strategies from this project are to increase the “convenience and attractiveness of the fruits and vegetables offered” in a visual aspect.