Cache Unit 7

Topics: Developmental psychology, Jean Piaget, Theory of cognitive development Pages: 6 (1871 words) Published: May 31, 2013
Unit 7 – Play and learning in children’s education
Forest schools believe that children can benefit from learning opportunities the woodland environment offers. Forests schools believe that Children’s needs must be met before any higher learning can take place taking Maslow’s Pyramid of Hierarchical needs into account their list of needs are : * Warmth

* Food
* Drink
* Safe-Individuals feel safe both physically and emotionally (Forest schools, what happens at a forest school? 2013, online) Children are encouraged to learn through play within the forest. Songs and stories have proven to develop personal confidence, self-esteem and social skills, a better understanding about their own natural environment, enhanced motivation and a positive attitude to learning. Forest schools take into account the individual child’s stage of development and knowledge enabling you to meet every child’s needs. One parent said “He has improved patience, outdoor behaviour, communication and interest in nature” –Parents from North end Nursery. Forest schools link with the EYFS as the EYFS believes that outdoor learning has a positive impact on children’s wellbeing and development. Forest school covers all seven of the learning areas. Scrap stores support reuse of resources so that the community can benefit from the clean reusable scrap materials from businesses. Scrap store is a registered charity with 80,000 community groups benefiting from the varied resources offered. Scrap stores provide play without “rules”. It has been proved to help improve children’s: * Communication skills

* Creativity and problem sharing
* Ability to explore textures and colours
* Willingness to experiment
The children’s charter believes that every child has the right to play and that practitioners must give them the space and time to do so. Children learn through play therefore the charter believes that practitioners must promote this to enhance their development. Practitioners must provide a safe environment but not to the extent the children are ‘bubble wrapped’ children also need risk to learn. The ECM developed from the children’s act 2004 and states that children have the right to be ‘healthy, stay safe, enjoy and achieve , make a positive contribution and achieve economic wellbeing (Tassoni et el, 2007 , Page 16) This supports play as children must have a safe environment to play in and have age stage appropriate equipment to play with. E3

Children settings must understand the curriculum framework and what is needed for a successful curriculum. “An effective curriculum will have a clear balance of activities that promote active learning “(Tassoni et el, 2007, page 301). The revised EYFS was launched in 2012 and provides seven area of learning three are prime areas which are: * Communication, language

* Personal, social and emotional development
* Physical development
These as shown on the wheel I have included come with aspects: * Expressive arts and design
* Understanding the world
* Literacy
* Mathematics
The revised EYFS gives an opportunity for practitioners to reflect on their current systems, routines and every day practice. It states that “the learning environment is important as a rich and varied environment supports children’s learning” (DFE, PIP 3.3) The EYFS believes that effective practice outdoors provides opportunities for children to develop in all areas of the curriculum. The key messages on the effective practice: outdoor learning is “An approach to outdoor learning that considers experiences rather than equipment places children at the centre of the provision being made” (EYFS, Effective practice: Outdoor Learning 2007). The EYFS indoor planning states that “the best materials have many uses, such as wooden hoops, and pegs in a tin, with unlimited opportunities for children to use them creatively and imaginative to support their learning and development” (Early years,...
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