CT230 4.3 Explain how play and activities are used to support the development of speech, language and communication. Children learn well by being in an environment where there is regular communication and interaction with adults and other children. Through regular interaction with adults and other children particularly for activities that children are interested in or find enjoyable, give children an excellent platform to support the development of their speech, language and communication skills. When children are having fun or wish to convey their views, opinions or wishes, they are compelled to try and communicate this to you. This is why play and activities are excellent tools for supporting the development of speech and language.
When playing outside provide the children with swings, slides, and a simple obstacle course. Encourage the children to plays games that include running and jumping like; tag, catch, or hopscotch. For indoor play, use hula hoops, indoor slides, and tunnels. You may also use songs that will encourage exercise; “The Hokey Pokey” is a good example. Infants will need a safe space for crawling, pulling themselves up, and learning to walk.
Once they have mastered walking, they will then move onto jumping, skipping or hopping before then having the confidence to try running or more challenging skills like rolling or crawling. These skills help improve a child’s emotional development as they have the ability to explore; growing in confidence and independence as they do so. They also help to develop children’s language and social skills. Physical activity provides opportunities to introduce them to new words and phrases which they may not become familiar with, like faster, slower, higher and lower. The children can learn the meaning of these words and then use them in their own play with other children.
It also allows the practitioner to establish what a child’s skills are and where they are currently working at. “When children play, they show their skills and competencies.” (Pound. L, 2009, pg.13). Through using Tina Bruce’s theory of children being independent learners; practitioners can observe children while they are playing, thus using this information to plan adaptable activities that reflect the level that each child is currently working at. For example, if a child has been playing with the puzzles and the
Michelle Church Unit 26: Promote Creativity and Creative Learning in Young Children. 1: Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development. 1:1. Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result. Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas.
Level 5 CCLM Unit 082 Promote creativity and creative learning in young children Group B 1.1 Analyse the differences between creative learning and creativity. Creative learning is about how children are involved in their own learning, and demonstrates their ability to problem solved and uses their imagination. It enables children to make choices and decisions and to use their problem solving skills. This can be achieved through providing a creative environment allowing exploration through play and praising creative efforts. Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials.
CYPOP7 PROMOTE CREATIVITY AND CREATIVE LEARNING IN YOUNG CHILDREN 1 UNDERSTAND THE CONCEPTS OF CREATIVITY AND CREATIVE LEARNING AND HOW THESE AFFECT ALL ASPECTS OF YOUNG CHILDREN’S LEARNING AND DEVELOPMENT 1.1 ANALYSE THE DIFFERENCES BETWEEN CREATIVE LEARNING AND CREATIVITY Creative learning is about how children are actively involved in their own learning and ability to make choices and decisions. This can be achieved through providing a creative environment allowing exploration through play and praising creative efforts. We can say that ‘creative learning’ refers to the process of developing the skills of imaginative thinking and problem solving. These skills are used across all of the curriculum areas. Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result.
Toy 2: Building Blocks Description: These are building blocks which can teach children many things such as fine motor and gross motor skills. Why is this toy developmentally appropriate for a child in this age group? Because it teaches kids things such as balance and gravity and beginning math concepts such as matching and grouping and also confidence in creating things. Is this toy appealing to a child in this age group? Why or Why Not?
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).
CYPOP 4 Promote young children’s physical activity and movement skills. Links to learning outcome 1 1. Explain why physical activity is important to the short and long term health and well being of children |Physical activities helps children in cooperating with others- taking turns, playing alongside others, understanding rules of the | |games and following them. | |Helps them when expressing ideas and feelings- having different ideas on a game, saying when they get hurt like if they are racing | |outside and they trip and fall, be able to explain what happened. | |Developing coordination- eye hand coordination while throwing and catching, where to hold on when taking steps or sliding.