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.
Children will learn how to calm themselves, managing anger and aggressive feelings. Motivation – Pupils are able to become active and enthusiastic in their learning, perhaps taking small steps to achieve a set goal. Helping children to concentrate on positive learning skills and to overcome distractions or behaviour issues, children can also learn how to evaluate their learning for the future. Pupils can also learn how to have a positive approach to overcoming mistakes of disappointments. Empathy – Children learn how to recognise others feelings, knowing how their own views/opinions could affect others.
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.
You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Year 1 children are just starting with lessons so they need to be told how to sit and listen to what they are being told so they know what they need to do to complete the task in hand. In Phonics you need to sound out the sounds and words, see how the children get on spelling the word and then help them by sounding the word out again or breaking the sounds down so they can hear the letter sounds easier. When they get it right let them know they have got it correct.
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.
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.
Additionally, assessments assist teachers in providing better service and support to build upon the children’s strengths and weaknesses through all developmental domains. With the use of assessments and records, teachers keep track of each individual child’s growth, goal accomplishments, and learning. In addition, as a teaching tool, assessments aid educators abilities to support and guide the children’s learning through designing appropriate learning environments, planning curriculum, and successful learning
The teacher’s role is to promote learning using the children’s interests to develop the curriculum. This means the teacher is not actually teaching the class or leading the class like most teachers. The teacher is promoting the specific learning skills that they want the children to learn but allowing them to run the classroom while giving them guidance. Every child has different ways of learning and a style in which they like to learn. The teacher must ensure they are reaching all of these different types of learning styles.
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.
The teachers will observe the children during free play and during assigned activities so that they can make valid notations and observations about the cognitive development of the child. Reviewers will see the teachers engaged in conversation with the children about the tasks at hand as well as seeing the teacher observing the children engaged in activities with each other. There will be files kept on each child of their progress and on what they will receive extra help on. The folder will also include small observations like if the child shared with another student without being told to do so, or if the student assists another student willingly, all of this information will be available for the parents and