Unit 7- Play and Learning in Children's Education

Topics: Special education, Learning, Developmental psychology Pages: 18 (7480 words) Published: May 3, 2013

It is important that practitioners plan to meet the care and learning needs of all children. Training staff ensure all children are monitored on a daily basis by observing them, recording these observations and using them to plan children’s ‘next steps’, filling out a progress report and transfer sheets as necessary. Good communication and transfer of information and ideas between parents/carer's, and ourselves as well as with the children and where needed other outside professionals. A positive relationship with parents/carer’s from first introduction is done to provide the best care and education for their children because they know their needs, allergies, likes and dislikes, favourite toys, songs and stories, drinks and meal times, sleep times etc. Routines are altered, rooms can be arranged, and children are encouraged to move resources to different areas so that more experience can be gained. “A planned adult-led activity may not be working as you would have expected it to, and the children’s interests lead them elsewhere as they utilise the characteristics of effective learning that are described in the EYFS. The children had their own ideas, made their own links, and chose a different way to use the resources. You know and understand this change, so step back and allow the children to do their own thing.” P.g. 86 Teach Nursery Appropriate provision is provided for the children; age, stage of development, any special needs you have in the setting. Ensure you take that into account with your provision allowing for children with any special needs e.g., hearing, physical needs, left hand scissors, touch screen computer screens, look at play plans, so ensure that all needs are being met when planning an activity, you may need to adapt it to suit the child's needs. Use outside rather than in for large equipment. Support the child during group work or support their learning as appropriate during other times of the school day. Keep observations/ records to show learning and progress, and update relevant records at agreed time intervals. To support the child’s learning encourage the child to communicate with other children and prepare resources appropriate to age and setting high expectations. Frameworks and legislations must be met in childcare setting; United Nations Convention on the Rights of a Child 1989: care, development and education of all children. Children Act 1989: introduces parental responsibility. Disability Discrimination Act 1995 & 2005: not to treat disabled children less favourably. Protection of Children Act 1999: keeping lists of people unsuitable working with children. Special Educational Needs and Disability Act 2001. Adoption and Children Act 2002. Every Child Matters: Change for Children 2003: has 5 outcomes be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being. Children Act 2004. Working Together to Safeguard Children 2006 & 2010. Safeguarding Vulnerable Groups Act 2006. Childcare Act 2006. Early Years Foundation Stage (EYFS): to support children’s learning and development from birth to 5 years. The Equality Act 2010: to replace previous anti-discriminatory laws.

“The Common Assessment Framework is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. It is a standardised approach used by practitioners to assess children's additional needs and decide how these should be met.” Website, year 2013, title common assessment framework http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf It is important to share information about children, young people and their families because it delivers better, more efficient services that are co-ordinated around the needs of the individual. Many practitioners recognise the importance of information sharing and there is much good practice. However, in some situations they feel constrained from sharing information by...
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