Helps us see what to teach and how to teach it to the child based on their cognitive development. I really agree with this theory because children
Child development theories support planning for learning and play in child care settings. Tina Bruce’s child development theories “favour a holistic approach to teaching young children which focuses on creativity, play and first-hand experiences.” (Pound. L, 2009, pg.13) She believes that free-flow play is important for children as it promotes their independence and allows them to make choices and also make mistakes. This allows them to learn from these mistakes and enhance their learning. Bruce states that “The importance of opportunities to act as independent learner, making choices and mistakes with an emphasis on self-motivation.” (Pound.
The potential of pedagogical documentation, By Jacinthe Nguyen Can learning be visible? Children’s and teacher’s learning’s processes visible through pedagogical documentation. Life is full of learning moments for children as well as for adults. But how can we illustrate this learning in a manner visible to others? In the Reggio Emilia approach, children are seen as active and competent learners; and the use of pedagogical documentation reflects this view through exhibiting, analysing and reflecting on children’s learning (Patterson, 2005).
In unstructured play children choose the activity and make their own rules. Play provides a medium for learning. The learning needs met through play include the opportunity to: Practice, choose, imitate, imagine, gain confidence, persevere acquire new knowledge and skills. Create, observe experiment and think means to communicate question and interact with others, social interaction to know and value one’s own strengths and limitations. All of this learning is done in a safe environment that encourages confidence and consolidates skills.
It is a way to describe how children use play to make sense of the world around them and can be an important tool for the development of language to communicate, the mind to imagine, to plan strategies and to solve problems. Lillard (1993) proposes that children often show more advanced intellectual skills during pretend play than they do when performing other activities, suggesting that play fosters and enhances cognitive development. Many see Froebel as one of the early pioneers of learning through play applying his drawings on the philosophy of his day. ‘He proposed that play is the way that children integrate and bring together what they know, understand and feel into a whole’ (Bruce, 2004, p.132). Froebel believed that play makes it possible for children to ‘think flexibly, to adapt what they know and to, try out different possibilities and to reach abstract levels of functioning in a way that is appropriate.’ (Bruce, 2004, p.132).
Michelle Church Unit 26: Promote Creativity and Creative Learning in Young Children. 1: Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development. 1:1. Creativity is about risk taking and making connections, allowing children to explore and express themselves through a variety of media or materials including, dance, music, making things, drawing, painting and make believe and to make new things emerge as a result. Being creative is strongly linked to play and can emerge through a child being absorbed in their own actions and ideas.
The second part describes the two things you have to do. These are: PW36.1 Reflect on and improve your playwork practice PW36.2 Support and improve the work of your playwork team The third part describes the knowledge and understanding you must have. Target Group This unit is for staff working directly with children and young people in a setting whose main purpose is to provide children and young people with opportunities for freely chosen, self-directed play. These staff do not have full responsibility for the play environment but make a significant contribution to supporting play. Linked Units This unit links to units PW33, PW34 and PW35.
To successfully fur fill the requirements I as the adult will have to provide and make resources accessible so that I can interact with the children and observe and reflect on each of the child’s learning experiences. By doing this I will be able to see what the children enjoy doing and how I can keep the child’s attention and concentration. To use the child centred approach you will have to look at every child as an individual with different strengths learning styles and interests as well as adapting to children who have learning difficulties or disabilities, to achieve this I will have to research their
To successfully fur fill the requirements I as the adult will have to provide and make resources accessible so that I can interact with the children and observe and reflect on each of the child’s learning experiences. By doing this I will be able to see what the children enjoy doing and how I can keep the child’s attention and concentration. To use the child centred approach you will have to look at every child as an individual with different strengths learning styles and interests as well as adapting to children who have learning difficulties or disabilities, to achieve this I will have to research their
KEEP emphasises that secure relationships are valuable for effective learning in children. The Early Years Foundation Stage (EYFS) include forming secure relationships and learning through play as key elements. In my setting I adopt evidence-based practice: by building on skills gained from personal experiences both from childhood and from bringing up three children of my own; by undertaking relevant training and by sharing information with colleagues. Evidence-based practice helps support positive outcomes for children in many ways including: to ask questions about injuries that can’t be explained satisfactorily (Baby P enquiry); the value of early learning through ‘guided play’ (EPPE project) and reflective practice and self-evaluation being important (SPEEL