Level 5 Diploma in Leadership for the Children and Young Peoples Workforce-Early Years (Management/Advanced Practice) Unit 136 136.2,7 Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the EYFS. During adult-led activities we are in control of the teaching we are providing. However, what we cannot have any control over is what young children are learning from these activities. This is why it is important to balance adult-led activities with time and opportunity for children to explore their own ideas, play with resources and use their imagination and creativity. Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations.
Active learning help children concentrate and keep in trying if they encounter difficulties and enjoy achievements. Creating and thinking critically children have and develop their own ideas, making links between ideas and develop strategies for doing things. Together with the prime and specific areas these comprise the knowledge, skills and experiences that are developmentally appropriate for children from birth to
Adjusting goals or learning strategies depending on progress -Adjust goals in order to keep progressing or completing task evaluating the final knowledge gained from the learning activity - In order to see how well the activity worked you need to evaluate it 4. What does the author tell us about Promoting Metacognitive and Strategic Development? (List and describe all 5 strategies to earn 4 grade points) Author tells us about promoting metacognitive and strategic development by Engage children in discussions about the mind -by engaging children in discussions about the mind it gives them a chance to build on it earlier in order to develop it for use throughout their life. Model and teach effective cognitive strategies -By modeling and teaching effective cognitive strategies it gives children a template on how use and understand cognitive strategies Expect and encourage increasingly independent learning over time -By encouraging indecent learning it gives a chance to rely on themselves instead of others to learn and complete
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.
The EYFS specifies requirements for learning and development and for safeguarding and welfare. All early years settings must structure activities and experiences around the areas of learning and development. Providers must help children work towards their early learning goals and have arrangements in place for assessing and measuring progress and be able to fulfil the requirements for reporting to parents and carers. The EYFS covers the requirements that providers must take to keep children safe and promote their welfare. The EYFS has four overarching guiding principles that should shape early years settings these are defined as: *
Statutory Assessment of Special Educational Needs- this means? * Statutory Assessment of Special Educational needs means that the special educational needs of the majority of the children should be met in a mainstream setting. Explain early years action/ school action * The early years action is when practitioners or SENCO identify special educational needs of children and work in a team to provide strategies that are in addition or different from those usually provided in the curriculum. * School action is the action taken when special educational needs are identified by teachers and interventions additional to or different from those provided by the usual differentiated curriculums are put in place. Explain early years action plus/ school action plus * Early years action plus is when practitioners who work with children on daily basis and SENCO are given advice and support by specialists in order to provide alternative interventions which are in addition to or different from other interventions identified in early years action.
Where necessary I adapt my style of communication and use appropriate communication systems that meet the child’s needs and abilities. Children of a young age will have different levels of requirements and attention that that of an older child. When children start in our Reception classes they need lots of support and reassurance in order for them to adjust to the school environment and develop their independence. When communicating with younger children
FMSC 332: Children in Families Section 0301 s: h to adolescence. 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: 1. Identify context and theoretical frameworks to understand the developing child.
Promoting Learning Within Early Education Framework Contents Page Chapter One Gathering Information PAGE 4 E1 Describe how play opportunities can be used to encourage learning PAGE 5 E2 Describe briefly ways to gather information for a child’s profile that is used in the planning process PAGE 6 C Discuss how current research and theoretical perspectives into how children learn and develop influence early education practice and provision. PAGE 7 B Analyse the implications of a differentiated approach to the provision of learning experiences for children Chapter Two Curriculum Planning PAGE 8 E3 Describe evidence of progress from one child’s profile PAGE 9 E4 Medium term curriculum plan PAGE 10 E5 Describe how TWO of the experiences in the curriculum plan will meet he learning and developmental needs of the child PAGE 10 E6 Describe how these two experiences link to the appropriate curriculum framework PAGE 11 E7 Describe how to support the child’s self confidence during two experiences – Junk Modelling and Story Time. PAGE 12 D Explain why positive self-esteem is important in influencing children’s approach to learning Contents Page CONT: Chapter Three Assessment PAGE 13 E8 Reflect on your own role in using assessment as part of the planning cycle PAGE 13 A Evaluate the use of assessment of children’s progress to inform staff development and improve provision. PAGE 14 REFERENCE PAGE 15 BIBLIOGRAPHY Chapter One Gathering Information E1 Describe how play opportunities can be used to encourage learning Play is essential for young children to learn and develop. Every child needs to have the opportunity to play which is child - centred, safe
Introduction E1 – There are many national frameworks and policies for the development of communication, language and literacy skills for children aged 3-8 years. Some of these include: * The Early Years Foundation Phase The Early Years Foundation Phase says that children will develop their communication, language and literacy skills through talking, signing, communicating and listening. It also says that children should be encouraged to communicate with others to tell them what they need, how they feel and be able to retell their past experiences. They say that children will ask questions, voice and express their opinions, react to situations and make their own choices. They will also be encouraged to listen to and respond to others.