Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned. Cathy Nutbrown, 2006 Learning theories provide us with a basis for the interpretation of our observations and can help us to find a solution and to help
You will learn about the basic principles of child development and explore how the social world in which children and adolescents interact (e.g., parents, family, school, community, government, media, and cultural) influence learning, growth, and development. You will learn to apply these course concepts to practical and contemporary issues affecting children and families today. Course Learning Objectives: Upon completing this course, the student will be able to: 4. Identify context and theoretical frameworks to understand the developing child. 5.
TECA 1354 QTA Discussion: Metacognition Development How Can Teachers assist children in the development of their Metacognitive skills? Answer: Teachers at every developmental stage provide learning activities that focus on study strategies, problem-solving, and critical thinking/decision-making skills. Chapter 7 5th Edition 1. How well does the author define Metacognition and Cognitive Strategies? (Describe these concepts in your own words to earn 1 grade point) Author defines metacognition an cognitive strategies as strategies that are important and needed in order for a child to understand how their mind works and also how they can take control of it 2.
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.
E1) Collate evidence which describes the role of the practitioner in meeting children’s learning needs. The role of the practitioner when meeting children’s learning needs are too collect, learn and understand the information which they need to know, information they need to know is: • What is play • The benefits of play • What is experienced when playing? • Relationships between play and learning • Stages of play and play types Influences on play (Which are) • Social influences • Economic influences • Physical influences • Physiological influences • National initiatives • Local initiatives • Theorists which influence play Observation • Observation which informs planning • Observation which informs practice • Observations when planning activities to promote children’s learning and development • Recording assessment • Role of assessment in informing planning and responding to learning needs • Key issues in recording assessment Working with others • Outside agencies • How outside agencies contribute in settings. • Inclusiveness with parents/guardians and why it is important. • Importance of including parents/guardians in planning.
EYMP 2: Promote learning and development in the early years. Unit reference L/600/9782 Level 3 Credit value 5 GLH 40 Unit aim: To prepare the learner to work with children in supporting their learning and development within the relevant early years frameworks within the UK Home Nations. The unit assesses competence in planning to meet children’s needs and providing and supporting learning and development activities. 2. What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded?
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.
We learned that play is a very important aspect in a child’s development. We also learned how you use the game by interacting with it. How the child also develops while playing the game and others like it. Introduction A toy/game that is interactive helps the child develop in many different parts of his body and mind. We will learn about the types of play for an early childhood aged kid.
Observation, assessment and planning all support children’s development and learning. Planning starts with observing children in order to understand and note their current interests, development and learning. Observation: This describes the process of watching the children in our care, listening to them and taking note of what we see and hear. Assessment: We assess children’s progress by analysing our observations and deciding what they tell us. We can identify the children’s requirements, interests, current development and learning.
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.