Posted at 10.27.2018
In English preschools, play is an integral part of the curriculum, founded on the fact that children learn through self-initiated free play within an exploratory environment (Hurst, 1997; cited in Curtis, 1998). It was only in the early 1920s that play was linked directly to children's development. The writings of such early on educationists, as Froebel, the Macmillan sisters, Montessori, Steiner, and Susan and Nathan Isaacs, sowed the seed products for play being the basis for early childhood curricula.
According to Froebel, play is "the task of the child" and a part of "the educational process" (ref). The Plowden Article (CACE, 1967) shows that play is the main means of learning in early on child years. "In play, children slowly but surely develop principles of causal associations, the energy to discriminate, to make judgements, to analyze and synthesize, to assume and formulate" (The Plowden Record (CACE, 1967 (p. 193).
In our population, play serves countless important purposes. It really is a means where children develop their physical, intellectual, mental and cultural skills. Much has been written about the meanings, functions and characteristics of play, for example Janet Moyles (1989) creates that "Play is without a doubt a means by which humans and pets or animals explore a number of experiences in various situations for diverse purposes. " (Moyles 1989, p i).
There are two conflicting ideas on the worthiness of play, Early Years practitioners plus some parents consider that play is the simplest way for young children to obtain a concrete basis for later university and life success. While other parents, professionals and politicians believe that play is a waste materials of time. (quote). As a practitioner it is important to understand the true value of play also to advocate children's to play.
This essay analyses the components of an early years preparing that support and encourage learning, assessing it with an alternative solution early year's adjustments, while evaluating the value of effective communication with newborns and young children. It will also debate the importance of differentiation and inclusion in planning the early year's curriculum. In addition the essay includes compare and contrast different options to observe how they relate with known ideas of child development. Furthermore programs of play-based activities will be included to show support of the curriculum in the setting up.
Profile of environment.
The school where I am presently in placement is situated within a woodland area bounded by houses in Colchester, Essex. The school happens to be providing education for 4-11 12 months olds and has roughly a hundred and sixty children on role. The school was originally formed in 1890, but was changed to its current site in the 1970s after a fire broke out. The school is a Cathedral of England college and encourages the kids to truly have a Christian view, with assembles and signals around the school. The feel of the school is an agreeable, supportive, family originated environment, which is child concentrated. The sort of child who attends the school is typically a child who will always do their finest regardless of what their qualifications. The classes community is merged race but has a higher percentage of mainly white British isles families, the institution has 38% free school meals, in August '09 got the highest jobseeker allowance attendance and has a higher percentage of family members on cover and benefits. The area that the institution can be found is a renovation area that the neighborhood Council are trying to regenerate. Within the two wards Essex County council and Colchester Borough Council the city have 2. 3% rented property and 10. 5% casing. The Local Authority average is 11. 85% which includes almost double over the years. The institution is above Local authority avenge and above countrywide avenge which explains the percentage of free college meals. Lots of the house holds locally haven't any formal education and there is a raised percentage of children that get excited about social care. You can find 4 children on the child safeguard register, 3 children that are 'viewed after' and 1 child on the child in need plan. The institution has an equivalent amount of children in each class but there are a couple of classes that have slightly more children than young ladies which can inflict on learning styles and requirements.
The eyesight of the institution is:
"We have been a inviting, happy and caring chapel school, where creativity is urged and everyone has self confidence in their own skills. We promote good public skills and contribution in the Religious ethos of the school. We value others whatever their history or values and respect our environment. We always target high and do our best, treasure our friendships and value everyone's right to learn. We ensure that the main element skills, vital for a successful future are trained to all or any of our children. We strive for a excellent and wonderful future!" (Ref)
The school works with lots of organisations in the community. An example may be Child First, which is the collaborative name for the three Local Delivery Organizations (LDG) of the schools in Colchester. The group first surfaced from the desire of Head Teachers in East Colchester, who wished to improve the life chances for the children in their schools. With the arrival of the Prolonged Schools Agenda, it was an all natural progression to increase the group to add all colleges in Colchester.
Also lying in the centre of the city is the chapel, which has a congregation of around 100 people. With differing age range, a variety of backgrounds and Religious experiences, the institution finds itself highly united to the church as a reverend from the parish trips the school regularly.
Also the Ormiston Children and Family members Trust works with the school to market the wellbeing of children and teenagers through projects based mostly round the Eastern Region. The Ormiston Centres work in partnership with Essex County Council, voluntary and statutory organisations, young families and communities they are handling the seven Children's Centres in Colchester.
LO1 - Compare environment with an alternative - analyse the elements of a chosen early years preparing that support and encourage learning, evaluating it with solution early year options.
What does the setting up do to aid and encourage learning?
The Early on Years Foundation Level (EYFS) pertains to children from birth to the end of the reception calendar year. In our college all children sign up for us at the beginning of the institution year where these are five. At the moment we've an absorption of 28 children. Most have been to settings that exist in our community and many have attended the pre-school located on the school campus.
At the institution we recognise that every child is a reliable learner who is able to be resilient, ready, positive and self assured. We recognise that children develop in individual ways, at varying rates. Children's attitudes and dispositions to learning are affected by opinions from others; we use compliment and encouragement, as well as party/ posting assemblies and rewards, to encourage children to build up a positive attitude to learning.
In the Foundation Stage we established practical and challenging objectives that meet up with the needs of our children. We accomplish that by likely to meet up with the needs of boys and girls, children with special educational needs, children who tend to be able, children with disabilities, children from all public and ethnical backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.
We meet up with the needs of all our children through:
Planning opportunities that build upon and expand children's knowledge, experience and interests, and develop their self-esteem and assurance;
Using a wide range of teaching strategies based on children's learning needs;
Providing a wide range of opportunities to encourage and support children and help them to learn effectively;
Providing a safe and supportive learning environment in which the contribution of all children is valued;
Using resources which indicate variety and are free from discrimination and stereotyping;
Planning challenging activities for children whose potential and understanding are before their vocabulary and communication skills;
Monitoring children's improvement and taking action to provide support as necessary.
At the institution we notice that the environment plays a key role in supporting and increasing the children's development. This begins by observing the kids and assessing their hobbies, development and learning, before planning challenging but possible activities and experiences to increase the children's learning.
We make regular assessments of children's learning and we use this information to ensure that future planning displays identified needs. Evaluation in the EYFS requires several different forms. These provide information which is then blended to inform comprehensive pictures of whole individuals.
The classrooms are sorted out to allow children to explore and learn securely and securely. You will find areas where in fact the children can be active, be quiet and rest. The school has excellent back yard provision. This has a positive effect on the children's development. Being outdoors offers opportunities for doing things in various ways and on different scales than when indoors. It provides the kids to explore use their senses and become physically lively and exuberant. We plan activities and resources for the kids to access outside the house that help the children to develop in every 6 areas of learning.
At the institution we recognize that children learn and develop in various ways with different rates. We believe that all our children matter and we provide them with every chance to achieve their finest. We do that by taking consideration of our own children's selection of life activities when planning for their learning.
Active learning occurs when children are determined and interested. Children have to have some independence and control over their learning. As children develop their self confidence they figure out how to make decisions. It offers children with a feeling of satisfactions as they take ownership of their learning.
Children should get chance to be creative through every area of learning, not only through the arts. Individuals can support children's thinking and help those to make cable connections by exhibiting genuine interest, offering encouragement, clarifying ideas and requesting open up questions. Children can access resources openly and are allowed to move them surrounding the classroom to increase their learning.
Different setting up:
The Montessori's' process information was that children are not merely 'small individuals' they may have distinct and different thought techniques and desires. What we may call play is a child's work. The role of the educator is to provide the child with the possibility to fulfil their desire to learn, both academically and socially. To utilize the latest educational catch phrases, Montessori education is "multi-modality, differentiated teaching. " (Ref).
The Montessori method is put into five 'areas'. 'Practical Life', 'Sensorial', 'Mathematics', 'Vocabulary', and 'Cultural'. The Practical Life area improves the child's coordination and engine control, producing the pincer grip which really is a requirement of writing. The Sensorial area refines the child's senses of the world around them, again preparing for vocabulary, and also for maths, serializing span and other physical characteristics. The Mathematics area provides numerical principles in concrete form, using beads, cards, and spindles. The Language area teaches words, then their phonetic does sound, and then builds words. The Cultural area expands the child's understanding beyond the classroom, teaching science, geography, botany, zoology and record.
The teachers at a Montessori school watch their children in great details asking the questions, exactly what does this child understand? What is the next concept this child must learn?
Obviously, a Montessori classroom will not look like a normal school room. Rarely, if, will you find the whole class sitting with the books out taking a look at the teacher suggest to them how to fill in a worksheet. Instead you will see children, some in teams, some by themselves, focusing on different principles, and the teacher sitting with a tiny group of children, usually on the floor around a mat.
Some people discuss having less "structure" in a Montessori Class room. They hear the word "freedom" and think "chaos" or "free for any". They appear to feel that if all children are not doing the same thing at the very same time that they can't possibly be working or that they can be working only on things that they want and their education will be lopsided. Children will get a work plan or a deal and can need to complete a range of educational activities exactly like in a more traditional classroom. The primary difference being that the actions will be at each child's "maximum plane of development", will be offered and practiced in a manner that the child recognizes, and the child will possess the freedom to choose which he/she will first.
LO2 - Communication - Evaluate the importance of effective communication with babies and young children.
Communication is a intricate and important skill that is important to human romantic relationships, because humans seem primed to connect from delivery and we often underestimate the abilities that must be developed if infants and children are to be sociable and effective communicators. The play experience children need to be remembered as skilful communicators are the ones that cause them to become want to talk to others you need to include not only verbal but also non-verbal responses such as movements of their whole body.
LO3 - Differentiation
Differentiation is the popularity of and commitment to plan for student dissimilarities. A differentiated class provides different avenues to acquire content, to process or make sense of information and ideas, and also to develop products.
Differentiation can be known as an educational idea that requires instructors to change their learning, instructing and assessment whilst adjusting the curriculum to the needs of children with SEN alternatively than anticipating pupils to match the existing curriculum (Cole 2008 cited in Rogers, 2007).
The background of differentiation in education can be linked to two influential psychologists. Vygotsky suggested that learning can be mediated through the treatment of others. This recognises that insurance firms knowledge of just what a child already recognizes should inform another stage of learning and what interventions are necessary to allow successful learning. Gardner (1993) suggested a 'theory of multiple intelligences' in which people have different intelligences and find out in many various ways. Gardner conceived that classes should therefore offer 'individual-centred education' (Florian et al, 2006 cited in Humphreys and Lewis 2008b) in which learning is designed to the child's individual needs.
Lo4 - 2 different early on year curricula.
The idea behind Forest Classes is that it's a permanent sustainable method of outdoor play and learning. It's about providing children with alternative development; it talks about every area in terms of these physical development, intellectual development and cognitive skills, also considering their linguistic and language, both verbal and non-verbal. Forest Colleges also talks about their emotional, communal development and spiritual development.
What's interesting about the culture in some Scandinavian countries is being in and outside are a part of the way the family and culture works. However in Britain children are receiving more and more isolated from the natural world. Forest Schools is very much indeed about supplying children the opportunity to learn in and from aspect.
Forest Schools is also about free play, it's about self applied directed learning but it's also about allowing the children to develop flexibility and choice in order to be in a position to become proficient and effective adults.
In Every Chid Issues it expresses that 'every child should make the same contribution'. (Ref). The only path that children can do that is if they have sensible self-esteem and reasonable mental well-being and sensible social skills and function in as much social situations as they choose. Forest Universities is about allowing children given their developmental dependant age group the capability to have the ability to achieve public comfort.
Forest Schools can be an inspirational process which allows children to access the outdoor space to be able to develop and become successful, happy curved individuals. There's a misunderstanding that Forest Universities is for Early on Years; some of the most successful tasks have been with old young people, adults with mental health issues and children in supplementary education. (Ref). The. . . . . . . . . . about allowing children and young people to grow with a feeling of value of who they are and supplying a positive contribution. It's about using character as the instructor as opposed to being adult lead.
LO5 - Activity Strategies and Analysis.
Plan - (see appendix. . . . . . . ), Rationale behind choice of activity and Learning Target.
This activity was chosen as the reception course were considering the Handa Shock book and focusing on healthy foods. The day the experience was carried out a new scholar was present along with his mom which added extra pressure for all your professionals. The training environment offered opportunities for the kids to see tasting different fruits as the kitchen area was adjacent to the table in which the activity was carried out. It placing also had a huge copy of the storyline so all the children could actually see the tale (for Communication, Language and Literacy) and possessed the provisions to create the masks (Creative Development).
I thought this issue would provide itself to another day's topic of healthy lunchboxes, that your whole university were concentrating on. I thought we would focus on any existing knowledge the children may have of different fruits and try and extend their understanding of way fruits are good for us. This leads into Early Learning Goal (. . . ) of '. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '(QCA, 2000).
My main learning goal, therefore, was to introduce the children to new fruits and tastes, using words and listening to each other to discover what each young one thought, in an accessible and gratifying environment, to encourage respect for every other's views and flip taking.
What took place?
The week before undertaking the activity, i ready the resources needed in school and reviewed the alternative activities that my fellow professionals would perform. This involved printing, lowering and laminating the required pictures and masks. Also finding all the several fruits which were in the storyplot. One fruit in particular i was unable to find but i improvised with a berry drink that was created from the fruit so at least the kids were able to style the favour.
I completed this activity with a blended ability group of 9 children. I commenced by asking the children to wash their hands as they were going to be eating berries. When all the kids were back in their seats, i gave each of them a bowl and a glass. I asked the children if they could remember the fruits in the storyplot of Hands Wonder which was read earlier. The kids seemed to have a good attitude about being able to remember. With a little copy of the reserve i asked the kids that was the first fruit that the monkey took out of Handa's basket. When answered in slice the banana in portions and gave each child a piece and asked questions such as 'what does indeed the banana flavour like?' 'How can it feel?' 'Do you prefer the banana?' The children gave generally good explanations of the berry and used appropriate vocabulary such as 'creamy', 'slippery' and 'lovely'. I carried out the same schedule of lowering the fruits into areas and passing a section to each child and requesting them to spell it out what it tasted like and how it sensed and whether they enjoyed it. Along with the Guava fruit that was the fruit i possibly could not purchase i up to date the kids of the problem and showed them the picture of the fruits on the carton of drink. I gave each young one a flavour and asked their option, the entire option was that the fruit tasted 'delicious' but one child said that they 'didn't like it'. The best interesting discussion came whenever i asked the children what they thought the passion fruit would look like inside, one child said that 'it might appear to be an orange', the same child that said the banana was creamy (extension). Overall almost all of the children loved the super fruit tasting aside from one (standard) child who held providing negative reactions to the super fruit expressing that he 'doesn't eat fruits at home'. I had been happy that a least he tried out some that i gave great encouragement to.
While the berries was being eaten i handed down around picture credit cards of the fruits and asked each child subsequently to pronounce the name of the super fruit after me, most children acquired no issues with the pronunciations but one child battled with 'avocado'.
I encouraged each young one to truly have a little taste of every fruit and if indeed they didn't enjoy it they didn't have to consume it and 'well done for hoping' was always inspired. The expansion child advised that 'seeking different fruits was good for us', 'as berry was good for us'. Which then lead a kid that was refusing to try a certain fruit, tried it? At one point the dismissive child asked if we were done and could go and play.
Once all the kids had tried out all the berry and we had discussed them and i asked the ultimate question which was everyone preferred and their least favorite, the overall final result being orange best, avocado worst. I discussed that the children could go put their bowls in the sinks and rinse their hands and then go and play.
I believe that this activity resulted in all the kids achieving the key learning goal of introducing the kids to new fruits and preferences, using vocabulary and hearing each other to learn what each child thought and encourage respect for every other's views and change taking. The idea that the children's peer could influence the decision of another child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
An effective learning environment will not leave children entirely to their own devices, but creates on what they can already do and problems them to try new things. The role of the practitioner is vital in this technique and rests within the communal constructivist method of learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who determined the 'zone of proximal development', (ZPD) to be a reason children's learning can be helped by others. Smith (1999) explained:
'The ZPD is the length between your child's developmental level and his / her potential degree of development under the direction of adults or more capable peers' (Smith, 1999: 429).
As this is a 'hands on' activity, the kids were taking a dynamic part in their own learning progress. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a 'lone scientist', producing information and constructing interpretation through encounters with their world. Most of the children centered their attention to the fruits they savored using positive terminology and engaging in the ability to use words to describe what something tasted like or noticed. One child attempted to extend the activity to see who the berries sounded when bounced up for grabs saying ' the orange sounded such as a ball', this then prompted the children to keep testing the looks of super fruit by knocking in it. The (expansion) child asked 'if there was nothing at all in the fruits would it appear the same'?
The relative success of the activity outlined that children of this years learn best through concrete encounters. Whenever using children of the generation it is preferable to adopt coaching strategies which allow for plenty of useful activities and exploration.
The simple fact that one young child lost interest in the activity, signifies that I might need to build up this activity for some reason to keep carefully the attention of the less able or enthusiastic children. This was particularly notice when asking some children to utilize descriptive words to spell it out the berry, as some children just repeated the word that their peer before them used. The terms of 1 child was not as developed as the other children in the group, which excluded them from full involvement.
On reflection, a new teaching strategy could have been employed to involve them more totally into the activity. Maybe these were more of a kinaesthetic learner than the others, as he keep considering the children participating in, so maybe using a task that involved motion may have held his attention.
Also the activity was extended longer than anticipated when i had the lower each individual super fruit into segments. If this activity was done again in the foreseeable future maybe chopping the fruit into segments before the activity took place would be a more successful approach.
As due to this evaluation, i would have altered my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using basic safety acceptable knives the children could help me slice the fruit. This might help some of the children using their fine engine skills as well. Also yet another way of interesting less able children might include requesting them to participate in the prep of the resources, maybe by requesting these to bring their most liked fruit from the storyplot in so they feel they have a more 'personal' engagement. Finally, the only thing I would change is always to ask the children to put up aprons, as it received very messy, including me, as i too got very messy.
In conclusion lately there has started to be always a realization in the UK that play is important. There has been a surge of initiatives funded by federal, such as Arts Council projects on imagination in schools and neighborhoods, the publication of Superiority and Fun by the National Primary Strategy (DfES, 2003). This is putting a major emphasis on the value of embedding the Foundation Level and the Delivery to Three Issues Framework in the work of local government bodies across the kept, voluntary and private sectors.
Increasingly, research studies indicate the importance of the first years of education. Children's capability to make use of spoken and written language fluently and with confidence and for a variety of purposes allows them to access young what education provides. The adults employed in early year's options and classrooms have both the opportunity and responsibility to impact the future learning of these pupils in a significant and powerful way.
Play is, it seems, about the world and everything. It often has to function in a hostile environment, however when it is inspired, supported and long, it makes a significant contribution to, and superior impact on the development of individuals and humanity as a whole.