Unit 7 - cache level 3

Topics: Developmental psychology, Learning, Childhood Pages: 10 (2972 words) Published: October 12, 2013
E1: Collate evidence which describes the role of the practitioner in meeting children's needs. Practitioners can help meet the needs of children by approving the rights of children. For example (UNCRC) United Nations conventions act on the rights of the child. Which allows every child and young person inclusive set of rights. When the practitioners support the rights of children, it will benefit children by meeting their learning needs as all the setting "complete their rights and needs so all children despite religion, disability and gender have a right to quality of life." www.nurseryworld.co.uk/working-parents-support-children-learning E2: Provide information about current influence on play

Different sorts of approaches to play will differ depending on the needs and age of the children involved. Help a child achieve more: is designed to make sure the quality provision of children and young people's play and learning, no matter their race and situation. It is aimed to support children from birth till 19 and has an impact on all play based provision. Practitioners must carry out the 5 outcomes that are most important to children and young people Be healthy

Stay safe
Enjoy and achieve
Make a positive contribution
Forest school: A forest school is an innovative educational approach to outdoor play and learning. The philosophy of forest schools is to encourage and inspire individuals of any age through positive outdoor experiences. By participating in engaging, motivating and achievable tasks and activities in a woodland environment each individual has an opportunity to develop. Forest school approaches:

Personal confidence
Self-esteem and social skills
Wider range of physical skills that are usually developed indoors An understanding about their own natural and man-made environment E3: Provide information about current influences on the planning and provision of learning opportunities The EYFS covers the first stage of a child's education and development, from birth to five years old. The principles of the early year's foundation stage are: Mathematical development - Shape, numbers, measure

Physical development - Health & Safety, moving and handling
Creativity development - Imaginative, materials and exploring Understanding the world - World & technology, people and communities Communication and language - Speaking, understanding listening & attention Personal, social and emotional development - Self- confidence, self-awareness, handling behaviour Literacy - Reading & writing

The framework of the EYFS describes how early year's practitioners should work with children and their families to support their learning and improvement. It is necessary in all Ofsted-registered childcare setting, included maintained, non-maintained and independents schools and child-minders. The national curriculum from 5-16 years has set out specific subjects which needs to be completed during the period of time. The main subjects that are a must are English, Maths and Science. The other subjects are selected by children at secondary, the range is P.E, music, drama, , art and ICT. E4: Include examples of different theoretical models of how children play and learn Behaviourists theory is by Skinner which has stages of development: The children will repeat an experience or activity if they gain a positive experience from it. The experiences the children didn't enjoy they will keep away from it. By doing the above, children will learn trial and error.

Social learning theory is Bandura. He believes children learn by looking at the behaviours of adults and others around them, therefore they imitate what they have seen. For example practitioners are role models, who need to encourage children to learn and familiarise to good behaviour. Children learn by getting praised and encouraged by practitioners especially whilst doing an activity as this reassures children to aim higher and learn effectively. E5: Include an...
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