This assignment is a reflective review of my learning and progress during the course. I will outline developments and achievements in relation to my practice, and, link these to the modules learning outcomes. I confirm that I have read and understood the ethical guidance and requirements for this course. I therefore have obtained written permission from the parents of the children involved in the review. I will ensure that all personal information concerning the children is kept confidential at all times. The names of the children have been changed to protect them from been identified. Part 2
Since enrolling on this course and writing TMA 1 my role and responsibilities have remained unchanged. I have however extended my knowledge and understanding in a number of topics, this has allowed me evaluate and improve my practice and make changes that I deemed necessary.
As stated in TMA1 my setting adheres to the Early Year Foundation stage (EYFS) from birth to five, in order to support children’s learning and development. I plan structured activities that will extend learning and support children to meet their early learning goals. The planning is attained through detailed observations. They are a key part in assessing children’s development, as explained in TMA3. By using observational methods practitioners can identify any achievements and delays in the child development, and they can also tailor support to suit each child’s requirements.
In TMA2 I talk about parental involvement being paramount for this type of assessment to work. Study topic 3 explains that observations should be carried out not only by the practitioners but by everyone involved in the child’s life. Multiple observations helps to assess children in different situations, giving practitioners a broader prospective on each child. I now encourage parents to observe their own children, as sometimes parents can notice changes in their child development quicker than a practitioner. While studding this topic I gained knowledge about different types of observations. I recently used time sampling to help me build a picture of a child activities and movements during their settling in period. I have used the same method to support my review of my setting floor layout, as I noticed that some resources available were hardly being used. By strategically changing their place within the setting, the children found the resources more accessible. Another method used was event sampling to record a particular event of behaviour, this observation was key to recognising the pattern of his behaviour and identifying the cause.
Another important factor that supports children learning development is their environment. Children need opportunities to explore, discover and investigate. Therefore play is important part in delivering the EYFS. TMA3 stresses the importance of play as a key tool for children’s learning and development. Researching the assignment made me have a more relaxed approach to the way I deliver the curriculum. Previously, when providing play opportunities, I had my own agenda of what I wanted children to achieve and learn. I now take a different approach and allow children more choices in their own play and endeavour to identify learning opportunities whenever possible. I now act as a facilitator or guide and follow their interests, listen to the child, and take a lot more care to plan activities accordingly.
When a practitioner uses a child’s experiences that relates to their Schema, there is a stronger chance of engaging their enthusiasm and motivation. They will feel more confident in trying new things that are linked to their interests. This will help children feel valued, and ensure that their needs are being met. Moyles (1989) suggests that the learning process is like a spiral, it starts with free play, moves to directed play and proceeds to enriched free play as knowledge and abilities are learned and applied.
In my setting I...