Posted at 10.11.2018
For the purpose of this study an activity has been planned by the writer and released within the authors own work setting. Any learning motives will be assessed and consideration directed at any learning opportunities offered to set up the successfulness of implementation of the activity. All planning will be developed using the guidance of the Early Years Foundation Stage (DCFS, 2008), factor directed at the differentiation of children`s needs and variety of pedagogical strategies required. Research will be performed to establish the factors given in likely to the first Years Foundation Stage Principles, themes and commitments backed by relevant theory and research studies. Research will be performed into different theorists and how their findings may impact current practice within the work area.
A video saving will be produced to fully capture all relationships and opportunities utilised for shared, suffered thinking. Opportunities for the introduction of language, and diversity of learning will be examined and assessed with the assistance and instruction of the settings manager.
The Early Years Setting
The area used for the organized activity is within the main room of an Foundation Product which caters for children who are aged 3 to 5 years old. The region chosen is at the creative part of the setting allowing usage of all materials and equipment available. The region has been well prepared for the experience, all resources have been well prepared and organised sticking with medical and safety advice of the environment.
The aim of the experience is to establish a child`s ability to take care of tools and things safely and securely and effectively, this has been achieved through the provision of a number of equipment and materials reinforced through the connections of the first years practitioner.
Planning has been differentiated enabling children of lower skills to be included within the experience, and different strategies implemented to be able to appeal to specific developmental needs. This is good aims and rules of the EYFS method of learning. Good planning is very important to effective practice in order to provide a different and progressive approach to learning. It allows practitioners to create independently personal skills and knowledge and enhance development within practice. The EYFS (DCSF, 2008) recognises the significance of planning and observation as a method to inform professionals, building on encounters of children and improvement of any learning opportunities.
`Bubble Balloons' (Appendix a)
Planning implemented to build up an activity that would support the prevailing theme of work within the establishing ` Transfer; In the Air ', and prior week`s observations was developed. Consideration was given to the development of different levels of learning, with the inclusion of a lesson plan to support the initial theme. A copy of the lesson plan was then directed at the manager who will observe the activity and make notes which will evaluate the success of execution, development of language and some other relevant information.
This activity was organized for execution within the key room of the setting up. A mixture of six children aged three to five years of age were invited to participate. The children received aprons to protect their clothes and the experience created by the practitioner. Different techniques, materials and procedures were modelled, and encouragement given to make independent options. The purpose of the activity was explained, explaining any learning motives and relevance of the experience to the settings main theme. An example of a finished product was proven to aid visual awareness of children present. Opportunities to discuss the experience allowed the kids to establish clearness of the adult`s expectations.
Following safety guidelines a cup and jug of water were placed on top of the table and each child given a straw. Children were asked to at first blow by having a straw into a cup of water to determine their ability to blow rather than suck. Third, assessment the specialist could ascertain which children required the alternative strategies for the activity. The differentiation of planning allowed less able children to gain access to finger paints and decorate balloon themes rather than bubble painting. It is the responsibility of early on years providers to focus on each child`s singularly learning development through the differentiation of planning and ensuring positive behaviour to diversity, as mentioned in the EYFS Statutory Framework (DCSF, 2008).
The children were inspired to experiment by individually blowing through the straws into pots of coloured paints, pressing a blank paper balloon template onto the pot observing the various patterns created. This process was then repeated accumulating the denseness of car paint onto the newspaper. This is a task that is recognized by the EYFS Early on Learning goals for Knowledge and Understanding (DCSF, 2008), which encourage children to explore and research materials using almost all their senses as appropriate. Opportunities for the specialist to observe the children's reactions to the stimuli and please note any `wow' occasions enabled research to be accumulated and think about the results of the experience. Through the entire activity encouragement was presented with to talk about changes of textures, colours and different techniques used.
When completed, children offered ideas and ideas from what they could do next to improve or extend the experience. Information and support of the specialist was offered when required, allowing children to type their own ideas stimulating independent thinking, self confidence and development of cognitive skills. Third, discussion the kids began to separately decorate square bits of card by using a variety of materials of their own choice. With support from the adult the kids fastened the balloon template to the `basket' with a number of ways of their choice.
Opportunities at the end of the activity were given to go over all together the various methods used, and opportunities given for the kids to share their completed `balloon'. This allowed the children to share in their own imagination, thoughts, thoughts and ideas using their peer group.
This activity was discovered, recorded and assessed throughout by the director of the environment. Notes were manufactured from actual interactions for accurate research. Use of appropriate terminology and enlargement of vocabulary was noted and suggestions designed to change or support the pedagogical approaches used. An chance to discuss the findings with the manager at a later date allowed a cooperation of ideas to be shared, and any advice directed at be built after and implemented in future practice.
Throughout the experience consideration was presented with to the language used and opportunities for children to communicate readily through exploration and experimentation. An launch to the experience presenting clear, positive instructions and objectives helped the kids to follow a specific guideline of the duty ahead. This` modelling' is recognized in the Effective Early Learning (EEL) Job (Pascal and Bertram, 2001) in the three key parts of adult conversation which impact straight in a child`s learning; effective interactions, sensitivity and flexibility to learn and explore individually.
The introduction of your finished product offered the kids a visual help to illustrate that which was required. Visual aids illustrates a new strategy that will support communication together with the spoken word. Bruner(1983) describes the partnership between adult scaffolding, learning and a child`s degree of dialect development. However Trevarthan (1998) details that with out a child`s own wish to learn or participate, progress will be impaired requiring practitioners to develop a knowledge into helping these needs, supplying opportunities for children to freely express their specific intentions. Visual supports, body language, sharing and communication all illustrate a holistic approach to learning which is encouraged within the primary ideas of the EYFS Construction (DCFS, 2008). This is shown in the differentiating of planning for the experience for children who've identified barriers to learning and whom may require more adult support.
Through utilising a combined and multi-sensory approach to learning, various pedagogical methods have been illustrated. Using visual, auditory and tactile resources allow the children to fully participate in the experience in a quiet, safe and organised environment. This is shown through the child`s enthusiasm and interest illustrated. This process is described as `VAK'; Aesthetic, Auditory and Kinaesthetic supports. (DfES, 2004)
Evaluation Of Director (Appendix b)
As shown in appendix b, the director has bullet pointed many strengths for competent coaching and an ability to deliver a specific, precise but interesting lesson was determined. The delivery of the lesson was highlighted and described as fun and enjoyable, with children wanting to learn and get involved. The usage of this type of communication is referred to as `conversational scaffolding', the value of the experts role in assisting and motivating the kids is strengthened through rousing the children`s interests and empathy proven to their emotions and interactions. A opinion illustrated in the Effective Early Learning (EEL) task (2001).
The manager was able to identify that a deep understanding into the methods and resources for the experience had been achieved through the introduction of the lesson plan, resources and capability to deliver a clear, but informative intro to the experience.
The use of different techniques and skills created to the children were discovered allowing the kids to explore freely within their own creativity. Vocabulary was used to broaden the children`s ideas and children given encouragement to experiment at their own level of learning through adult scaffolding, and open- ended questions.
The targets determined to boost pedagogical methods within practice were to provide the kids more independence to answer, utilizing their peers to discuss their work and in this discussion to target more on the questions given to the children to be able to allow more child led learning.
Following this activity I was able to stand back again and reflect on my professional capacities and approach to the pedagogical methods used. Personally i think that I experienced successfully explored data, implementing my own learning skills and knowledge in to the lesson plan. The EYFS suggestions (DCFS, 2008) were implemented during the planning process, and developmental advice taken into the provision old related focuses on for planning. A profound understanding of any learning intentions was acquired in order to plan consequently for a child`s specific developmental needs by following EYFS framework. Through discussion with colleagues the effectiveness of the activity was evaluated and different pedagogical approaches talked about in order to build up skillfully with the workplace.
Throughout the activity an holistic approach to learning ensured that all the children could freely converse, think about their intentions and improve any physical skills through their own creativity. Support and assistance was presented with when required encouraging the children`s own experimentation. This is a theory reinforced by Erikson (1963) whom assumed that children would reach their full physical and intellectual potential allowing a balance of learning opportunities and adult involvement. Whereas Bruce (1991) recognizes the importance of free play to permit a kid to maintain control without limitations. I feel that through the provision of adult support and opportunities for experimentation, a happy, safe and sound medium has been achieved within this activity.
The seeks and objectives intended for the experience were reached effectively, the children competently treated all the required tools and materials properly. A variety of learning was achieved through the differentiation of planning, complying with the key points recognized in the Country wide Curriculum (DFEE, 1989) conquering potential barriers to learning by responding and planning relating to a child`s individual learning with the addition of ideal but possible learning challenges.
I found that the activity was successful, all health and security issues were taken into account, children were singularly assessed to ascertain developmental capabilities, and differentiation in planning empowered all children to participate in the activity relating to individual levels of development. The activity seemed to stream along without any major modifications and I could react and support all words and skills required.
I have established that the process of planning, potential to identify certain developmental areas in need of target, observation within practice, group collaboration and reflection vital to my own professional development. This technique of representation is identified by Schon (1983) as reflection- in- action.
Pedagogical solutions in the Early Years are essential in the provision of effective practice. In order to promote pedagogy, a practitioner must have the ability to demonstrate a good knowledge and understanding into the principles, goals and content of the EYFS construction and successfully apply them within practice. Planning, observations and assessments are all influenced through the capability to adapt intentions based on the holistic approach motivated by the EYFS. An capability to understand a child`s specific developmental needs and give attention to appropriate learning goals assist in the provision of appropriate pedagogical resources, activities and conversation within the environment.
Different theorists and federal government legislations have influenced the delivery of the EYFS; the Effective Early Learning (EEL) Task (Pascal and Bertram, 2001), National Curriculum (DCFS, 1989) have impacted on the role of an early years practitioner through their different approaches to a child`s learning and development. A dependence on on- going development means that all early 12 months practitioners have to be alert to current policies and procedures which could effect on practice within the work place.
It has been proven that through cooperation with colleagues a much better understanding into different strategies would improve practice within the office and steps to improve these factors will boost any more professional development.
Word Count number; 2, 200
Department for Children, Classes and Family members (2008) Practice Assistance for the Early Years Foundation Stage. Nottingham : DCFS Publications.
Department for Children, Academic institutions and Family members (2008) Statutory Advice for the Early Years Foundation Level. Nottingham: DCFS Magazines.
Bruner, (1983) in Pound, L (2005) How Children Learn. London: STEP OF PROGRESS Publishing Ltd.
Department for Education and Occupation (1989) The Country wide Curriculum. London: HMSO.
Department for Education and Knowledge (2004) Primary Country wide Strategy Superiority and Satisfaction: Learning and Coaching in the principal Years: Section 3- Diverse Learning Needs. London: DfES.
Erikson, E (1963) Youth and World. Harmondsworth: Penguin.
Pascal, C and Bertram, A (2001) The Effective Early Learning ( EEL) Task: Accomplishments and Reflections. London: House of Commons.
Schon, DA(1983) The Reflective Practitioner: How Experts Think DOING HIS THING. NY: Basic Literature.
Trevarthan, C. (1998) The Child`s need to learn a culture in, Woodhead, M. , Faulkner, D. And Littleton, K. Cultural Worlds of Early Childhood. London: Routledge/ Open College or university Press.