Early Years Practice E100 Tma4

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TMA 4
E100
The early years practice

Confidentiality statement

All names have been changed to protect identity and maintain confidentiality and consent have been obtained to carry out observation.

Part 1
Key elements of one child’s learning
I have followed the ethical guideline and obtained the child's permission through age appropriate conversation, as it states in the United Nations Convention on the Rights of the Child (UNCRC 1989) in Study Topic 5 (p.117) 'This is an international agreement protecting children's rights'.Which means that children are to be treated as an individual person and not to be ignored. I have also obtained permission from parents through the ethical guideline which detailed the reasons why observation was being carried out and what will be involved. And the child or the parents involved will be able to withdraw from the activities and observation at any time. I will change the name of the learner to maintain confidentiality, protect identity and anonymity. I will observe Sara over the course of 5 days and the focus of my observation will be learning development in the area of personal, social and motional development and, communication and language. I will be using the early Years Foundation Stage (DfES EYFS 2007) curriculum which states 'provides the frame work and guidance for practitioners' to achieve the 6 area of learning and development outcome.

Observation 1.- (See Appendix 1) Laila along with her friend Mariam are in the in a role play area set up as a 'Healthy eating, good for us' there are colourful photos of vegetables and fruits with their names, books, and flash with pictures of healthy meals. Laila and Mariam were discussing what they are going eat. Laila attempted to demonstrate her phonically knowledge by spelling words on a computer for the shopping list based on their sound. This showed me Laila understood word formation. By communicating and interacting with her friend continuously, Layla is further developing her language skills by learning to organise the play through language, and learning to know when to take turns to speak.. Study topic 13 states, by communicating with others, 'they know how to begin and end conversation, how to keep a conversation going and how to take their turn by listening and watching for verbal and physical cues' (page, 22). This was evident through out this observations as Laila was continuously engaged in a conversation with her friend and she demonstrated good relationship with peers initiating her own activity and worked as a team. Personal, Social and Emotional

Observation 2 (See Appendix 2) - Laila sat on a table with me to practice writing easy sentences based on phonics lesson the children had earlies. For example, 'I have a cat' (see appendix 2) She attempted to sound out phonetically as she wrote the words down. She managed to sound out most of the words and write them down correctly almost all in capital letters. I ask her why she’s writing all in capital letters and she says 'I write like this at home'. Laila got stuck on words like 'the' and 'love' and asks the me for help. In this session, I could see the EYFS goals on communication and language were being met on 'Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.' and 'Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.' DfES, EYFS Statutory framework, (page 13). Sessions like this provides Laila with the firm foundation that she need to support her learning in reading and writing. Laila appeared to be confident and comfortable with me as she underwent this practice writing. This showed me that she PSED were being reached As E100 Study topic 17 highlights on EYFS materials, 'A relationship with a key person at home and in the setting is essential to...
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