Supporting Children’s learning through the curriculum
In this TMA I have ethical guidelines all names have been changed to protect identity. The setting, children and parents have given their consent to activities being used in this assignment and participants were told they could withdraw at any time.
The focus of my observation is a child's learning through personal social and emotional development with communication and language; I have collected evidence of the learning through five observations within a week. These observations can be seen in the appendix.
The child I have observed is a girl aged 3 years 4 month, she started at the setting 24 weeks ago. Child 1 is what I shall call her throughout the TMA any other children will have additional numbers. Child 1 has been with a childminder from 8 months old while the childminder was on maternity leave she attend another setting every morning while her mum worked the transition from mum solo care to childminder went well. Attending the other setting child 1 was very distressed mum had informed the setting she did not like the idea of ‘nursery’. Child 1 is back with childminder every day and was attending our setting 5 mornings a week.
Key Elements of child’s learning
The guidance for our setting and childcare provider is from the department of children, schools and families. Known as the Early Years Foundation Stage. I have known this child for 5 months now I know I can comfortably fit her within her within the 22-36 age range and some elements of her learning in the above the age range 30-50 months. We know this is the stage the child is at due to observations that were done previously. When child 1 first started we had an information sheet from parents explain child1’s likes, dislikes, abilities, also at staff meetings all staff discuss children with the setting and any observation they see these meeting can be with all members of staff to only the key person and the member of staff that was informed or observed the learning.
Child 1 had been observed learning the song 5 little monkeys she had smiled and join in with the actions. She repeated the actions, this was in a large group activity after singing the Hello song, and she tapped her legs, these are day to day activities to the staff in our setting but will be initially unfamiliar to children we work with for them to join in the need to feel secure in the environment. This is discussed in study topic 17 pg 109. Child 1 showed interest in the rhymes and songs by joining in the actions and giving gestures of enjoyment such as smiling, joining in, watching the other children while they followed the actions. CS2
In appendix 2 you read about her mum coming in to tell her key person that she has been sing the songs at home and role playing the hello time activity. This shows that child 1 has not only adapted what she has learnt because she has changed her role within the activity, using her imagination to recreate the activity in a new surroundings this will only happen in a place that she is comfortable in. she has shared her thinking with the new language she has learnt. child 1 is a type of Schema as in study topic 4 pg88 discusses one the schema as learnt and stored the actions the child will not have to think about putting the actions together each time. KU1 CS3 Next we see child 1 develop in appendix 3 bring a story from home in Dear Zoo this has been a story she has enjoyed every evening with her parents. parents were amazed in how she was reading the book she new what words were, we had seen her mimicking her parents when she read the story to her small group with the support of her key person. Child 1 had the opportunity to share her “experiences that help children to develop autonomy and disposition to learn” (DCFS, EYFS personal, social and emotional development card 2008) “Talking with children: asking the right questions is on of the most important skills in the practitioners repertoire”...
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