Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
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.
The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play. (See appendix 1 note 2) Another role of the practitioner is to work professionally and responsibly such as to ‘work as part of the team, work with parents and partners, participate in providing an environment that is welcoming and stimulating’ (Tassoni P, et.al, 2007 page 137) and to meet the learning needs of each individual child by providing a range of activities and experiences. A1 While attending placements I have worked to support the learning needs of children in this particular role by working with my supervisor, other staff members and parents or carers. When doing this, practitioners should always be professional, for example using a polite tone of
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
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.
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.
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. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
TDA 2.16 Support children and young people’s play and leisure Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. As part of your professional development you have been asked if you would like to work with a teacher to support children’s and young people's play and leisure. As a background to this you have been asked to produce a resource file of evidence which shows that you can: Answer the criteria below in the boxes or produce a mind map or similar to illustrate your work. 1.1 describe the importance of play and leisure for children and young people Play and leisure both are vital components of a child’s life. It has range of stimulating play and leisure opportunities will support the physical,
Effective practice: Observation, Assessment and Planning Key messages Observation,assessmentandplanningallsupportchildren’sdevelopmentandlearning.Planning startswithobservingchildreninordertounderstandandconsidertheircurrentinterests,development andlearning. Observation Observationdescribestheprocessofwatchingthechildreninourcare,listeningtothemandtaking noteofwhatweseeandhear. Assessment Weassesschildren’sprogressbyanalysingourobservationsanddecidingwhattheytellus.Wealso needtofindoutaboutchildren’scareandlearningneedsfromtheirparentsandfromthesewecan identifythechildren’srequirements,interests,currentdevelopmentandlearning. Planning Weplanforthenextstepsinchildren’sdevelopmentandlearning.Muchofthisneedstobedone
1.3 analyse a strategic national or local policy that has a positive impact on outcomes and life chances and young people. Howdon Children's Centre aims to achieve better outcomes for children through, early education integrated with Childcare and creche, family support, outreach, and child & family health services and adult training and employment support. The Centre is scrutinised by an Advisory Board made up of local parents and partner agencies. The Early Life Support team with an emphasis on delivering prevention services, provide a wide range of services to children aged 0-5 and their families. Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops.