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.
Finally, during the preschool years, many children become quite independent and social interacting with the world around them through games and play activities. This is the stage of moving from minute activities to preparing for a solid foundation in all areas of development preparing to interact out of the home. Being a teacher in a classroom, I understand the significant impacts that play enhance preschool children’s growth and development through empowerment, self- help skills, and pro social behavior. As a center, we provide opportunities for preschoolers to exercise their ability to function in a school community efficiently and independently. This includes interacting both inside and outside with their peer and their teachers.
Reliablility, openness, honesty, fairness, by listening without interruption, these are all ways to build trust and respect with a child / children. This enables a child / children to feel comfortable within your company, which in turn will allow you to provide a supportive and caring learning environment for a child /children to develop. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Foundation Years Within these year groups our responses are more animated through our body movements and voices. 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.
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.
Developmentally Appropriate: This activity is developmentally appropriate because it develop the fine motor skills and the sense of touch. Children enjoy learning while exploring sensory materials. RC II-2 Language and Literacy Title: Story time Age: 3-5 Materials: Book (Abiyoyo) Description: While
Unit 13 1.1 Personal, Social and Emotional Development-: We are helping children to develop a positive sense of themselves and others, and to form positive relationships and develop respect for others. We help them to develop social skills and learn how to manage their feelings, to understand appropriate behavior in groups and to have confidence in their own ability. Physical Development-: Providing opportunities for young children to be active and interactive and to develop their coordination, control, and movement. We help children to understand the importance of physical activity and to make healthy choices in relation to food. Communication and Language Development-: We are providing children with opportunities to experience a rich language environment, to help develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.
When working in a constructivist way, children usually operate in pairs or small groups to solve problems co-operatively. Tasks that are written on one sheet can be given to groups of two or more children. This makes consultation, discussion and cooperation essential. Children work at their own pace but are encouraged to complete the task as fully as possible within the set time. They are expected to respect one another’s solutions, not to discredit partners’ reasoning, and to discuss the train of thought used in the process.
The Reggio Emilia approach promotes the idea that children’s creativity can develop unabated by restrictions and boundaries. By giving children time and space to explore materials, freedom to test things out and varied opportunities to learn and develop new skills, children will inevitably employ their natural creativity and curiosity to make meaningful connections between their experiences and the wider world. Children provided with the right resources, such as toys that have more than one use, natural fibers and items such as glass and fabrics, have been given the tools to explore their creativity. They can then reflect upon how their projects connect to their learning and life experiences. Reggio Emilia philosophies have, at their core, a community value.
The experiences that children have with play assist with child development in many areas. It helps children develop social skills and what is acceptable behaviour. By playing it is also stimulating their cognitive and intellectual development by allowing them to make their own decisions. When children play with a group of other children they start to learn how to co-operate with them. They begin to understand concepts such as sharing, not to hit other kids, not to snatch and to use manners.
This promotes positive social interaction between students and parents. By opening up this communication at home students and parents can learn to communicate. Another great example of positive social interaction is when Mr. Collet has students develop the homework information on the board together. This helps student’s gain confidence with peers by being able to share their ideas on the subject. Children do many things when interacting with one another; some are appropriate, some are not.