I even cheer them on when they struggle with a task. To develop a sense of independence and pride, I let the children each day choose the classroom helpers. There are many tasks that the children are able to choose from. I structure the environment to offer opportunities for children to share information about themselves, their families, and experiences. I make it easier for the children to explore new experiences and the environments by making them feel assured of the support and availability of me, thus increasing his confidence.
The type of play that is found in early childhood are things that use their hands, and minds. Using games/toys helps kids interact with other kids to create a social environment and comfort. Play also helps children learn in many ways (Myers 2012). You usually find kids playing with blocks, building things, and games that use their imagination (Guyton 2011, p. 52). Rattle your Brain uses their hands, ears and minds so they can increase those senses in their development.
Policies should be written with the child's emotional well-being at the centre. It is very important to work closely with parents/carers encouraging them to stay and to support their children and ensure that children and their families feel comfortable about being part of the school. The staff should help children to find their way around the nursery, introduce them to different areas indoors and outdoors as well as get children know and make sure they understand daily routine e.g. snack procedures, using toilets, story time, tidy up time, home time. 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.
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.
They will be saying a couple of clear words – ma, papa, dada and my personal favourite ‘no’. Between the ages of 2 and 3 the child will enjoy colouring, learning names of objects, forming sentences, developing a personality, throwing tantrums, play with water sing nursery rhymes, run, put together jigsaw puzzles, put their shoes on and even dress themselves. 3 to 7 year olds will start to understand the difference between right and wrong, between 3 and 4 they develop motor skills. They can play games; start making friends in nursery and follow instructions. They attempt to write, recognise the alphabet and numbers and build on their social skills.
There are several relationships that matter here: Parent- teacher, parent- child, teacher- child. They all should be equally yoked and the parent should realize that each of these relationships will be beneficial to their child. “ Several Studies show that when parents are positively involved in their child’s education that they achieve higher grade, test scores, perform better in school, and actually attend school” (Children, 2008). The children are more excited about learning and education because their parents show an interest in it. In the teacher- child relationship, the teacher can build the relationship by utilizing active listening skills, making direct eye contact, engaging in one on one and face to face interactions with the child.
It encourages children to learn at their own level that they feel comfortable and confident with, therefore enhancing the opportunity for developing many social and intellectual skills. Skinner Skinners theories are used widely in practices as we praise children for positive behavior or for performing an action correctly, Skinners theory on negative behavior was putting a child on timeout. 1.2 Explain the potential impact on service provision of different theories and approaches I feel that we use a bit of all these theories and approaches in our setting. The children use their own choice and freedom to develop their own play. As each child starts in our setting, their parents fill in a portfolio, which helps our staff learn their likes and dislikes and their favorite toy, song and story.
Children are introduced to Key Stage assembly, Singing assembly, Whole school Golden Book assembly, and class assemblies when appropriate. Playtime – Children enjoy a ‘run around’ play, (sometimes with KS1). This is supervised by 2 members of staff in the EYFS/KS1 playground. Children may bring their toy from home outside if they wish. (First aider available at all times) – Playtime toys are also available Session 2: The day continues with a balance of adult and child-initiated activities that take place both inside and outside, short focussed learning times for the whole class group, small group work and individual
Babies would shake, knock over toys to learn. As they develop (three-five) they will do things such as finger painting, playing in water or sand, feeling different objects and collecting things such as leaves/bugs. Physical coordination- When engaging in physical activities the child is strengthen their physical coordination ways to do this is through play which can be a number of things from clapping to climbing The Importance of Play and Development AGE 1-2 YEARS Musical instruments Outline of activity- Playing musical instruments The activity will encourage communication by- listening to each other play beats, hearing different sounds and having fun The activity will encourage social and emotional development by- Smiling and interacting with other children The activity will encourage cognitive development by- Using fine and gross motor skills, associating different sounds. The Importance of Play in Development AGES 3-4 YEARS Reading activity Outline of activity- Reading books in a group Resources needed- Adult, children and books The activity will encourage communication by- Speaking and listen and by asking
The Early Years Learning Framework states that children need positive attitudes and sound understandings in numeracy to be successful learners and that the foundations for numeracy are formed in early childhood (DEEWR 2009, p. 38). In my overview ACARA (2012) and SACSA (2004) concepts are sequentially introduced. Developmentally appropriate experiences that promote hands-on experiences provide opportunities for scaffolding children’s learning and consolidation of skills and concepts. Number rhymes, songs and games are an important part of the daily routine. Books and stories that relate to mathematical concepts are regularly shared.