Level 5 Diploma in Leadership for the Children and Young Peoples Workforce-Early Years (Management/Advanced Practice) Unit 136 136.2,7 Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the EYFS. During adult-led activities we are in control of the teaching we are providing. However, what we cannot have any control over is what young children are learning from these activities. This is why it is important to balance adult-led activities with time and opportunity for children to explore their own ideas, play with resources and use their imagination and creativity. Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations.
Piaget’s theory of learning is sometimes referred to as a constructivist approach because he suggested that children constructed or built their thoughts according to their experiences of the world around them. Piaget used the term ‘schema’ to refer to a child’s conclusions or thoughts. He felt that learning was an ongoing process, with children needing to adapt. Piaget’s belief that children develop schemas based on their direct experiences can help us to understand why young children’s thinking is sometimes different from ours. Piaget also suggested that, as children develop so does their thinking.
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.
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
Through play a child learns about himself and the others around him which in turn teaches him how to deal with others in the wider world. Cognitive perspective is a significant part of early development. For example playing, playing helps children to learn the skills necessary to effectively take part in their world. It also offers children with natural opportunities to connect in real and meaningful
This aspect of learning makes sure that workers know that children need a wide range of experiences, materials and resources for them to be able to express themselves by planning different types of activities for them to do. These could be painting, drawing, junk modelling, musical instruments and heuristic play. Exploring media and materials is being able to provide the children to explore from
Piaget's Theory According to Piaget, children in the earliest stages of life, from birth to 2 years, exist in a sensory-motor stage, where they learn to move and operate their bodies as well as begin to understand simple symbols. In this early stage, children are curious about their environment and begin to learn how to interpret it in sensible ways. The next stage is called preoperational thought and lasts from the ages of 2 until 7. In this stage, children develop stable concepts, mental reasoning and imagination. What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits.
Unit 065: Promote Learning and Development in the Early Years 4.2: Explain the importance of engaging with a child to support sustained shared thinking Sustained shared thinking can be considered as an extended conversation with children which helps the child to develop an idea. It helps children to reach conclusions and explore different concepts at a deeper level by giving them the opportunity to process information and make connections with things. It develops analytical thinking, problem solving and linking past experiences and learning with new. This type of “joined-up” thinking is very important as it actually physically develops new neuro-pathways in the brain. For sustained shared thinking to take place children need to be concentrating
Introduction E1 – There are many national frameworks and policies for the development of communication, language and literacy skills for children aged 3-8 years. Some of these include: * The Early Years Foundation Phase The Early Years Foundation Phase says that children will develop their communication, language and literacy skills through talking, signing, communicating and listening. It also says that children should be encouraged to communicate with others to tell them what they need, how they feel and be able to retell their past experiences. They say that children will ask questions, voice and express their opinions, react to situations and make their own choices. They will also be encouraged to listen to and respond to others.
It is generally recognised as being an essential part in children’s growth and development. This understanding of play is the reason why play environments and activities are provided in the early years curricula and foundation stage. By providing this environment it encourages children to learn through play. Physical, cognitive, language, social and emotional development are all affected by play, which is why it is so important. We need to make sure that a range of play opportunities are provided to encourage this, and ensure that we provide materials that are stimulating and attractive, whilst encouraging children to make choices and to take responsibility for their play.