Section A: the role of the practitioner in providing play and learning opportunities.
E1- Collate evidence which describes the role of the practitioner in meeting children’s learning needs.
Case study 1 – Mark - a 2 year old boy
The EYFS states that Mark should be developing at certain level for his age and stage. Marks personal, social and emotional development as a unique child, should be that he is interested in others play and starts to join in. As Marks key person I will support him to become confident in interacting with other children and other adults. It is my role to make sure Mark is developing and learning at the correct rate. Mark has a positive relationship with his mum and dad so as his key person I need to ensure Mark as the opportunity to join in and bond with other children and adults to build positive relationships with more people than his mum and dad. This will help Marks development and confidence as a 2 year old. An Enabling environment for Mark is vital to his development and learning. Mark should have the opportunity to create areas in which children can sit and chat with friends, such as a snug den and cosy spaces as the EYFS states. As Marks key carer I can help to promote this by providing him with the correct equipment and resources to make activities like this possible. Personal, social and emotional development, focusing on self-confidence and self-awareness. The EYFS states that Mark should ‘Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others)’. Page 10 2012. I will support Mark as his key person to gain confidence in himself and interact with peers around him. As Mark’s key person if his needs to be supported in separation from his parents was not met then his care needs while at the play group would not be being met. Mark will be made to feel loved and valued as his parents drop him off at the playcentre. This can be a very difficult for many children and at settings children are supported in the correct way. If Mark’s next steps were not planned for Mark would then not develop further. This is why settings and key persons have to plan correctly for each child. My role as a practitioner is to make sure that the planning is correct for Marks likes and interests. Mark enjoys doing art and mark making on paper and then telling you about his picture, he also enjoys doing puzzles and completing them himself this is a sense of achievement for Mark he likes to be praised. He enjoys stacking objects to make towers so we would include all these kinds of activities in Marks planning to ensure that he was happy while at the playcentre as we as learning and developing at the right age and stage for himself.
Case study 2 – Jack- a 3 year old boy
The EYFS states that Jacks next steps if he was in a chilcare setting would be ‘Begins to accept the needs of others and can take turns and share resources, sometimes with support from others’. Page 13 2012. To put this into practice Jack needs to be supported in noticing that his mum has other commitments, things such as going to work, tidying the house, washing, cleaning etc. Jack may reaction this way with his mum as he does not get to spend that much time with him mum so when he does see her he craves her attention more than another child would if they was with their mother at home all day. This could be Jacks way of showing his mum love. Although this can get a bit much more his mother Samantha she should not react to Jacks challenging behaviour by shutting Jack in his room. She needs to support Jack in understand that is not the correct way to behave for her attention. Jack needs support in how he can learn to understand this. ‘Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met’. Page 13 2012. If Jacks mum can calmly talk to Jack about the way he behaves and give Jack the attention he requires Jack will learn...
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