• 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 strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
Supporting the development of new play skills After identifying what the child is trying to communicate through their behaviour we can identify what new skills the child needs to learn. E.g. unable to listen to a whole large group story but through observations we know the child is able to listen to a story in a one to one situation. We can teach the child with small steps to listen to a group story. First small step is for the child to sit with one or two other children.
We can identify the children’s requirements, interests, current development and learning. Planning: We plan for the next steps in children’s development and learning. Much of this needs to be done on the basis of what we have found out from our own observations and assessments as well as information from parents. Narrative A method of recording child observations; which is a written description of children's actions as they are happening. The observer will record everything seen and are written in the present tense without the use of jargon.
The staff should be aware of the children’s needs, interests, what they like to play with, and provide activities which reflect their needs and interests and support children through group times. Very useful is to help children to know each other and encourage them to play together. It it good to encourage children to try new experiences, to make their own choice of activity and to have responsibility to tidy away. This is making them to be independent giving them time and confidence to do things for themselves. The information should be shared between the whole staff team to ensure everybody
This allows the researcher of gain detailed information about the subject they are studying. In childcare a longitudinal study could be very helpful for the parents as it would allow them to identify important milestones and achievements. A snapshot observation involves trying to get a ‘snapshot’ of how a child is behaving at any time period. For example, a snapshot observation of how a child reacts whilst being potty trained off may be helpful in trying to deal with a child who is having trouble and finding it difficult to master. A Structured observation is when the observer has set goals on what they are observing in order to observe how a child carries out a specific task.
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. Once observations have been made, key persons should then plan for each individual child with the view of building on skills and knowledge the child already has. There are lots of ways to assess a child, these include watching a child and taking notes, taking photos of what a child is playing or something they have made, keeping pieces of work and listening to the children. Following assessments made on the children, staff should then follow the settings planning guidelines, this can be done in a variety of ways depending on what suit’s the setting and the children. For example after doing our observations we then have a planning sheet for each day of the week.
Explain how to monitor children and young people’s development using different methods Observation: Observations can be taken during lessons or in the playground. They record what the child is doing in a subjective way. It's most appropriate to use this method when child's development is causing concern. Assessment framework: It is the way in which child is assessed to decide whether they have any particular needs and what these needs may be. It is useful in deciding whether the child is reaching expected milestones of development in different areas.
Unit 7 E1 Collate evidence which describes the role of the practitioner in meeting children’s learning needs. Gather and present information about the role of the practitioner when children’s learning needs. A practitioners role in meeting children’s learning needs are to understand and work with all children to meet each individuals learning needs. One way practitioners can do this is providing different opportunities for individual children who is unique and may learn differently to others around them. Part of The practitioner’s role would e to plan and use resources for the environment to help ring challenges to children to help them with different areas of their learning development.
How to monitor children and young people's development and interventions that should take place if this is not following the expected pattern. There are a number of ways to monitor children, observation methods are: check lists, are popular because they are easy to use they can focus on a particular aspect of child development. the observer either watches the child as they play or asks the child to do something like hop on one foot if the child can do it then the observer ticks the box. Events record, this is to look at when unwanted behaviour is used be a child, a prepared sheet of paper is drawn up before hand with the type of information that needs to be collected a column for each piece of information, when the behaviour is seen. time sampling, time sampling is done over a morning or afternoon it allows the observer to gain a better picture of the child.