The main emphasis is to value children from 0-3years as competent learners. The framework aims to encouraging learning through interaction and exploration of the world around them and recognises the whole of their learning and development including those that may have factors that affect their learning and development. The framework supports childcare practitioners and provides them with the opportunities to reflect on their own practice.…
This report will reflect upon a direct planning of learning activities for early year’s children. The report is aimed at planning and delivering of learning activities that supports children development through prime and specific areas of the early year’s foundation stage framework and also justifying how planning meet individual needs, adhere to appropriate policy and legislation, promote inclusion and support progression. (EYFS 2014). Our planning is focussed on the prime area of the EYFS “Communication and language: listening and attention”. However planning should give practitioner the opportunity to discuss and review children’s development. Planning, teaching and evaluation follow a cycle which gives structure to the learning process.…
1.1 Children can have a varying degree of needs when growing up. Therefore it is imperative as carers we have a collaborative approach to supporting their needs to assist positively with their development and scope of learning. A variety of early learning settings, schools and children’s centres are responding to the extra needs of young children and their families. In England the government has established a framework known as Every Child Matters. This states the five outcomes that we should be striving to meet in our care settings for children in their early years.…
The role of the practitioner in supporting the learning needs of children is they have to do regular assessments on their development and learning to identify their progress and plan their next steps Beaver, et .al, (2008). The Early Years Foundation Stage (EYFS), (2008) 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 ?.…
Language and communication is important for a child as this is the way in which they express their wants and needs and it is highly important as children grow they are building their communication skills and can use language correctly between themselves and other people. Children’s learning and development is communicating being able to use their speaking and listening skills as well as them learning to read and write these skills should all be supported in them and extended. Problem solving, reasoning and numeracy in children it is highly important their understanding of learning to solve problems to reason with things in different situations and understanding numeracy in broad ranges of context should all be supported by practitioners working with young children to ensure they are practising developing all these important areas of learning. Other important key things that cover the six areas of learning in the EYFS include all children’s knowledge and understanding of the world which is based upon children learning how to explore in their own creative ways and…
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.…
Each child has their own learning plan which each practitioner will follow closely to make sure the child is receiving enough support through-out all the areas of development. This will also allow practitioners to be able to highlight any areas that might be of concern and require additional support. A child’s individual learning plan is unique to them so in order for a practitioner to be able to fully support the child’s development within play and learning, they will have to adapt their resources and levels of support that each child receives. Also by following a child’s individual learning plan, the practitioner is about to take their time with supporting areas of concern and are able to revisit and reinforce previously learnt learning in a way that the child would be familiar…
Without having good communication we wouldn’t be able to gain good information, form relationships, and even maintain friendships. Babies and children reply on adults to be good interpreters of their body language and first words. To be able to communicate effectively with professionals helps to work together in the interest of the children’s wellbeing. Children can easily pick up on poor relationships and negativity which could result in the child becoming unsettled and anxious if they do sense tension in the setting. Communication is also essential for all children’s learning and social development. As a practitioner in an early years setting they have a vital role in supporting communication development of all children especially those who tend to have speech problems or a communication disability. There are projects out there to help children such as the Effective Provision of Pre-School Education (EPPE) and Peers Early Education Partnership (PEEP). These projects highlight that long term impacts that high quality early years provisions can impact on young children. Communication in childcare is one of the best ways to provide the best care for the child on both ends - for parents and providers. Although this is a really good way to provide the best care for the child but it makes it easier to build a relationship between parents and other professionals. Using training and development helps to provide and develop new skills, attitudes and practices of a competent teacher. It will help them provide new ideas and thoughts about practive and also to be more confident in their areas of work and update their knowledge. During training sessions collegues can talk about ideas, show plans, and listen to eachothers expertise and this will help prevent their setting become iscolated. on the other hand it will sometimes helps to observe and reflect on the way other professional work and become…
1.1: The early years learning framework will give descriptions of all aspects which are essential in order to support a child’s learning from 0-5 years of age. The framework concentrates on play-based learning showing how it can be the most effective for a young child’s learning being sure they are stimulated appropriately. The Framework also includes ‘communication, literacy and language’, and ‘social and emotional development’.…
As part of the National Governments incentive to help provide backing and encouragement to practitioners in schools 2 new funding programmes were introduced by the Department for Children, Schools and Families as part f the Government Children Plan. These programmes; Every Child a Talker (ECAT) and Social and Emotional Aspects of Development (SEAD). These were launched to increase the skills of early year’s specialists and were a part of the government’s wider pledge to the education workforce development. These packages were designed to address the need for children in schools to experience a language rich setting through staff in ensuring that they work successfully with both parents and families. Through SEAD, staff in schools would gain the knowledge and understanding to help engage parents more effectively in order for them to be better prepared to support their child’s social and emotional needs.…
Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended.…
An effective early childhood educator knows and understands the principles, practices, outcomes and implementation of the Early Years Learning Framework (EYLF)'Being Belonging and Becoming', and strives to establish effective teachings to children between birth to eight years old, the most important time in brain development for young children. This paper centers around the EYLF and current research that argues, teachers need to create suitable environments to implement the curriculum in accordance to their student population and incorporating productive planning. This planning focuses on children learning through play and encourages building strong relationships and self esteem were families and cultures are respected and involved through…
The E.Y. F emphasises a personal & individual approach to learning, this is because all children develop at their own rate and learn in different ways, come from different backgrounds whether social or religious & therefore have different needs and interests. Emotionally children come in different packages, some children may seem independent and confident and you may be misled into thinking that they don’t need as much attention as the children who express their emotions regularly and via for your attention on a regular basis. This assumption would be incorrect all children should be giving your individual attention, how else can we plan appropriately for their needs and interests.…
There are many different types of early year’s provision which has been funded by the government for early years education. All three and four year olds are entitled to 15 hours of free early year’s education entitlement per week across the 38 weeks of the annual year.…
I think asking different questions to guide him in a way to succeed would work as well, “What if you put the ball in the light?” “What happens if you take…