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Areas of Learning in Childcare Environment

Q. 1. Identify each one of the three perfect areas and four specific regions of learning?

The Early year's foundation Stage regions of learning and development have been made by the federal government and early year's specialists for use by all early years' providers including child minders. It's important for practitioners to be familiar with how the regions of learning and development are organized in the construction. We have to use the regions of learning and development whenever we are observing, assessing and planning your child's specific needs. These areas make sure that we live constantly challenging the child and helping them to build up and be successful.

There are seven areas of learning and they are put into 2 parts:

The 3 leading areas, which are for everyone children and will always, be the primary focus of the planning and activities for infants and children under 3.

The 4 specific areas, they are for all your teenagers (over 3s) but are also relevant for younger children.

These are the 3 primary areas:

Personal, sociable and psychological development (PSED)

PSED involves assisting children in developing and sustaining important connections. It helps children in expressing and handling their sense and behavior and promotes them to build up a feeling of self-esteem and self-confidence. It also includes how children make friends and distributed and takes changes.

Physical development:

Physical development includes encouraging children to be dynamic in their play and learning. This area is about how children move and uses gross motor skills, develop fine motor unit skills, learn about healthy living and manage self-care separately.

Communication and Dialect:

This area involves children developing the skills necessary to become an efficient loudspeaker and listener. It consists of children to pay attention and give consideration, understand what is being said and communication with others.

Accurate id of the 3 best areas of learning and a good summary of what each area involves.

These are the four specific areas:

Literacy:

This region of learning and development is about how precisely children enjoy reading publication, likes to make marks, figure out how to write and stars to explore phonics and notice sounds.

Mathematics:

This area will involve how children find out about numbers and keeping track of, recognising the passing of time and explores options, capacity, space, forms, opposites etc. during play.

Understanding the earth:

This area learning and development is about how exactly children learn about nature and the planet around them, discuss people and their local community and discovers about similarities and differences and learns to confidently use ICT equipment.

Art and design:

This region of learning and development is about how exactly children enjoy being creative, sings and dances and makes music, performs imaginatively and uses go to town.

Sources: www. optimuseducation. com

www. bridgewater. herts. sch. uk (NEW EYFS Brief summary 2012. pdf)

Good.

Q. 2. Explain how planning can be devised to market the individual needs of children?

All children develop at their own rate and in their own time this should be remembered when planning activities. Children develop quickly in early years and as early years practitioners we have to do all that we can do to help children have the best possible start in life.

Children are created ready, able and eager to learn. They actively get in touch with interact with other people and in the planet around them. Development is not and automated process, nonetheless it will depend on each unique child having opportunities to interact in positive relationships and enabling conditions.

Early years' experience should build on what children know and can do, no child should be excluded or drawback because of ethnicity, culture or religious beliefs home language, family history, special education needs disability or ability. To work an early year's curriculum should be carefully structured.

In that framework there should be three strands.

Provision for different starting points from which children develop their learning, building on what they can already do.

Relevant and appropriate content that fits the different degree of young children needs.

Planned and purposeful activity that delivers opportunities of teaching and learning, both indoors and out-of-doors.

There should be opportunities for children to engage, in activities which are planned by parents and also the ones that they plan or start themselves. Good point. To be a practitioner we should be able to observe and reply correctly to children, in found by understanding of how children develop and find out a clear understanding of possible next steps in their development and learning.

Activities have to be planned properly; it should indulge children in the training process and help them make improvement in their learning. Children to own rich and simulating experience, the training environment should be well prepared and well organised. It offers the composition for coaching within which children explore experiment, plan and make decisions for the coffee lover thus enabling those to learn, develop and make good improvement.

As practitioner we have to understand and watch each child's development and learning progress. For instance in response of an child's connection with breaking an arm and bringing in her x-ray, and children displaying affinity for the child's plaster cast. Professionals can create a medical center in the nursery setting up. They are able to add reception area with mobile phone, children can take a role of receptionist answering phone calls and making consultations. Children can decorate as doctors, nurses and patients. Experts can show children how to use bandages. Although children join and leave the play, many support their attention for a long time. Some play lots of roles and perform many actions, while some duplicate and practise the experiences important to them. A good example.

The professionals should make sure that the kids spend their time in worthwhile and challenging activities. Throughout the session there is a supportive program with a mix of group and individual activities as well as opportunities for children to make options about activities. This provides the security which encourages confidence and the challenge which promotes learning.

Source: www. foundationyears. org. uk

http://osclinks. com/618

Q. 3. Describe how practitioner can support children's learning and development in each section of learning?

Prime areas

There are three prim regions of learning. 1. Physical Development

2. Communication and words development 3. Personal, cultural and emotional development.

These best areas begin to build up from a base of secure, relationship and positive. The region of physical development is split into two aspects.

Moving and managing:

Moving and handling looks at children's development of gross and fine motor skills. Children can show good control and co-ordination in large and small activities. They move confidently in a range of ways, properly negotiating space. They handle equipment and tools effectively, including pencil for writing.

From birth, babies start their development and will first learn to turn their mind towards sounds or bright lights. Development is rapid in the first years and babies will learn to hold their head up, move their arms and legs, move over and gain control of their body to be seated up. Major developmental milestones are achieved through this aspect, such as crawling, walking, working, jumping and climbing.

Health and self-care:

In health and self-care development children must know the value for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Infants express distress when they are hungry or thirsty through crying to ensure their needs are achieved. Babies will most likely show exhilaration in anticipation because of their feed. As newborns are weaned onto stable food, they'll begin to start their oral cavity for a spoon and as they become elderly will show a pastime in nourishing themselves by using a spoon and their fingers. Children will be ready to try new and different food textures and tastes, but will start to form needs and wants with their food.

Children need to manage their own basic health and personal needs effectively, including dressing and going to the bathroom independently.

The part of communication and language is divided into three aspects:

Listening and attention

This looks at children's development of hearing skills. Children listen closely attentively in selection of situations. From birth, children will start to tune in to the looks around them, turning to look for where the sound has come from and recognising their main carer's speech. These skills of hearing develop and refine as a kid becomes aged they'll be able to distinguish between voices and will begin to understand the meaning of words. As children come to the finish of early years their being attentive and attention skills will be more mature. They pay attention to stories, effectively anticipating key incidents and react to what they notice with relevant feedback, questions or activities. Children give their focus on what others say and react appropriately, while involved in another activity.

Understanding:

In this area we look at how children learn to understand the concepts of terms and communication. Children follow instructions including several ideas or activities. They answer 'how' and 'why' questions about their activities and in reaction to stories or occasions. They continue their development by attaining knowledge of the meanings of solo words such as 'mummy', 'daddy', 'no'. The complexness of the words and sentences a kid understands and can respond to increases as a kid grows more mature.

Speaking:

Speaking talks about how children actually use vocabulary. It includes children's verbal and non-verbal communication. Children go to town effectively, showing awareness of listeners' needs. They use past, present and future varieties accurately when discussing events which may have took place or are to happen in the foreseeable future. They develop their own narratives and explanations by hooking up ideas or occasions.

The portion of personal, social, mental development is divided in three aspects:

Making romance:

This looks at how babies and young people develop human relationships. Children play co-operatively, taking turns with others. They take account of 1 another's ideas about how exactly to organise their activity. They show sensitivity to others' needs and thoughts, and form positive connections with adultsand other children.

Self confidance and personal awarancess

Children are positive to try new activities, and say why they like some activities more than others. They are positive to speak in a familiar group, will discuss their ideas, and will choose the resources they need because of their chosen activities. They say when they do or don't need help. Children will establish confidence expressing their emotions and opinions and you will be able to select their own activities that interest them.

Managing feelings and behavior:

Children talk about how exactly they and others show feelings, talk about their own and others' behavior, and its repercussions, and know that some behavior is undesirable. They work as part of a group or course, and understand and follow the guidelines. They adapt their behavior to different situations, and take changes of regime in their stride.

The four specific areas:

1. Literacy 2. Maths 3. Understanding the world 4. Expressive arts and design

The area of literacy is split into two aspects:

Reading:

Children read and understand simple phrases. They use phonic knowledge to decode regular words and read them aloud accurately. In addition they read some common abnormal words. They show understanding when talking with others in what they may have read.

Writing:

Children use their phonic knowledge to create words in ways which match their spoken sounds. They also write some irregular common words. They write simple phrases which may be read independently yet others. Some words are spelt effectively while others are phonetically plausible.

Mathmathics:

The area of maths is divided into two aspects:

Numeracy:

Children depend reliably with amounts from 1 to 20, place them to be able and say which quantity is yet another or one less than a given quantity. Using volumes and items, they add and subtract two single-digit volumes and depend on or back again to find the solution. They solve problems, including doubling, halving and posting.

Shape, space and measures:

Children use every day language to talk about size, weight, capacity, position, distance, money and time to compare quantities and objects also to solve problems. They recognise, create and describe patterns. They explore characteristics of every day objects and styles and use numerical language to describe them.

Expressive fine art and design:

The portion of skill and design is divided into two aspects:

Exploring and using multimedia and materials:

Children sing songs, make music and dance, and experiment with ways of changing them. They securely use and explore a number of materials, tools and techniques, tinkering with colour, design, consistency, form and function.

Being Imagantive:

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They symbolize their own ideas, thoughts and thoughts through design and technology, art, music, party, role-play and stories.

Understanding the world:

This area has three areas of aspects:

People and areas:

Children discuss recent and present situations in their own lives and in the lives of members of the family. They know that other children don't always benefit from the same things, and are hypersensitive to the. They find out about similarities and variations between themselves and others, and among people, communities and customs.

The world:

Children find out about similarities and dissimilarities in relation to places, items, materials and living things. They talk about the features of their own immediate environment and how environments might vary from each other. They make observations of pets and plant life and make clear why some things happen, and talk about changes.

Technology:

Children recognise that a selection of technology is employed in places such as homes and institutions. They select and use technology for particular purposes.

Source: www. silkysteps. com/2012-eyfs-early-learning-goals. html

Q. 4. Evaluate the way the effective characteristics of learning can promote children's learning and development.

The Unique Child grows to out to relate with people and things through the Characteristics of Effective Learning, which undertake every area of learning.

-playing and exploring

(Finding out and checking out) (Playing with what they know) (Being happy to have a go)

-active learning

(Being engaged and focusing) (Keeping on hoping) (Enjoying achieving what they set out to do)

-creating and pondering critically

(Having their own ideas) (Making links) (Choosing ways to do things and finding new ways)

Playing and exploring

Play and exploration are key techniques children to learn. As Vygotsky, the famous Russian psychologist whose work has been so important to our knowledge of child development, explained: in play the child performs at their highest level 'beyond his average age group, above his daily behaviour; in play it is as though he were a brain taller than himself' (Vygotsky, 1978: 102).

Finding away and exploring:

Exploratory play is important to all of us. It is how babies begin to comprehend their environment and the connections between themselves yet others, using almost all their senses and every section of the body. Gopnik e al. (1999) explain very young children as young experts, testing out and frequently repeating the same activities time and again to establish a concept about the object involved and what their own actions can do. Their explorations continue as they grow and develop.

Playing using what they know:

From the beginning as they play and explore, newborns and young children create a repertoire of knowledge, skills and understanding, using memory space, and they are also able to imagine prospects.

Being willing to have a go:

Through play, children will establish their self-confidence and will enjoy challenge and risk. They have a good attitude and will be more likely to try out new experiences and activities without fear of failure. 'There is not any activity children are better well prepared for than illusion play. Nothing is more trustworthy and risk-free, and the risks are only pretend' (Paley, 2004: 8).

Active learning:

The second attribute of learning is not about being physically effective, which of course is important in children's learning and development, but refers to being mentally active and alert.

Being involved and focusing:

When a kid is deeply involved she/he cannot easily be sidetracked. The need for play and

exploration cannot be underestimated as it is when children make their own choices, follow their natural attention and own teach of thought that profound involvement is most probably to occur.

Keeping on seeking:

Through trying out new experience and activities, children will experience and disappointment. This aspect looks at how children persist in challenging activities and tries out alternative methods when issues occur. This process stimulates problem-solving skills in children and will support the introduction of self-confidence. 'As soon as children become able to evaluate themselves, some of them fear so much difficulties. They become worried of not being smart' (Dweck, 2008: 16)

Enjoying attaining what they attempt to do:

Succeeding at their activities and attaining new skills gives children a feeling of satisfaction and take great pride in in their own abilities. Children will be proud of the process they may have followed to be able to achieve the task and you will be more likely to test further activities to achieve that same sense of satisfaction.

Creating and thinking critically:

When children have opportunities to play with ideas in several situations and with a number of resources, they discover cable connections and come to new and better under-standings and means of doing things. Adult support in this technique enhances their capability to believe critically and ask questions. (EYFS credit card 4. 3, 2008)

Having their own ideas:

Enabling children to believe critically and artistically means encouraging those to play and research, providing a wealthy environment with interesting what to discover, explore and question about and, crucially, time to do so.

Making links:

Once a kid has found out their own ideas and methods, they'll be excited to try them out. Experts can support this through engaging in sustained shared thinking with the child to help them to help expand explore their ideas.

Choosing ways to do things:

This facet of the Characteristics of Learning includes the child to make choices concerning how to go about something and is not about pursuing instructions. When children get excited about their own self-chosen activities they will want to find the right technique to achieve their goal.

Source: mcgraw-hill. co. uk/openup/chapters/9780335247530. pdf

http://osclinks. com/618

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