Title of course: The early years: Developing practice
I am undertaking an E100 course with the Open University that involves the study of children, operating at, 0-7 year old age range. All children names have been excluded to protect their identity and their parents have given permission for their activities to be used in my assignments. The setting manager has given permission for me to follow this course. The settings anonymity will be safeguarded and kept under confidentiality.
Part 1: Analysis of two video sequences:
‘Lark children’s centre’ (study topic 4)
‘Bilingualism’ (study topic 6)
I have chosen the lark’s children centre because in the (E 100 DVD 1 Lark children centre, 09:20-12:33, 15:25-17:35), I can see that the centre and the children and their parents and also the community have a strong connection, and this is similar to my setting. I’ve notice how the staff liaise with the parents and also how they do drop in and walk in session for everyone. In the sequence it shows how the centre work with multi-agencies, health visitors , job brokers, and also the parents themselves, getting them involved in the running, and development of their children.
In the (E100 study topic 4, Activity 3, P. 84), Juliet a teacher at the centre in Plymouth, states: “I think it’s very important to be working from the child and the parent outwards. So you need to be an excellent listener, to listen to what the parents have to say about their children. And also in your role with the children in the centre to watch and observe and not to put your agenda onto what’s going on all the time and to take forward the children’s interest”.
This is parallel to my own commitment to partnership with parents within my setting. In the video sequence at :(02.39-03.54) It shows where a child was playing with a toy microwave, she put something into it and Juliet ask her if its cooking the child said to her it’s not turning around, Juliet ask her why it’s not turning around and she says “it’s broken”, Juliet said to her we can pretend and she shook her head saying yes. This shows that Juliet listened to what the child had to say then she make her input, also Juliet speak about building the staff observation into planning so that planning is led by the observation. And exactly how she does it by watching the children and writing down what they are doing covering a specific area of development and following the EYFS (DCSF 00261- 2008) and this is also parallel to how we do observation within my work environment.
(KU1) In the Lark children centre clip the child/children was learning how to socialise with others and the child was building on her experiences, by playing with a range of equipment that will encourage certain kinds of development.
In the E100, study Topic 4 p.85, Jean Piaget (1896-1980) revealed for the first time that in many ways it make more sense to think of the child as writing the book as he develops. Knowledge and understanding are arrive at by the Childs own constructive mental work. He also went on to say that there are many problem solving tasks in which children learn and behave differently from adults. He describes children abilities as developing towards those of adults through a regular series of stages, which he named:
● Concrete operational
● Formal operational
(KU2) An example of a pre-operational stage is when JG a child in my class was playing in the home corner, when she picked up a sauce pan and said she is making tea, she got some paper and pretend that the papers were chicken and mash potatoes. Key person ask her what colour is the paper that she is using and she says ‘pink’, she offered some to the key person and then ask her if it is ‘yummy’ key person says yes and JG got two cups and says that she is giving her some milk.