Reflection on characteristics of effective learning 1st November PDF

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Reflection on Characteristics of effective learning in children birth-five in response to theoretical knowledge and practical application. ...

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Reflection on characteristics of effective learning 1st November The EYFS not only covers areas of development but also highlights the way in which children learn. These are categorised as the characteristics of effective learning of which there are three areas. These are playing and exploring, active learning and creating and thinking critically. The class focused on what these three characteristics look like in children’s learning and how as a practitioner we can support these. We broke down the three characteristics into their different aspects and how these are identified in the children’s learning and how as practitioners we can support them through relationships and environment. Playing and exploring focuses on the child’s engagement with what they are doing, this could be a child led or adult led activity but the effectiveness of this is measured in the child’s engagement and risk taking in regards to new experiences. To support this, practitioners should be able to encourage children’s curiosity in discovering new things and model resources in interesting ways to encourage children to explore them. Practitioners although should be able to encourage and support should also know when to let the child lead play and initiate their own activities, this comes from practitioners being in tune with the child and understanding when adult support is required to enhance learning. In terms of babies, resources should be centred on sensory play as we know that is how babies learn best. This means practitioners should provide children with a wide variety of sensory resources and present exploration through treasure baskets which give children a wide variety of experiences. This characteristic is also perhaps the most interactive, encouraging children to play with others in initiating activities and acting out and roleplay. Playing with what they know, encompasses the idea that children are learning through imaginative play, however, the statutory framework is extensive

in terms of covering all areas of development, however, it is a brief document compared to the previous early year's documents. Moylett, H. (2013-2014, p.2) explains ‘Playing with what they know’ unfortunately does not appear in the statutory framework in any form of words, even though pretend play marks a move to a higher level of thinking and connects to logical and abstract thought – all very important in becoming a good learner.’ Active learning is sometimes misunderstood as physical development but in fact, refers to the motivation of the child. Specifically, it relates to their concentration, persistence and their own achievements. We can see this characteristic in children who are persistent in their task and show great fascination with what they are playing with. It also considers children who although struggle within an activity keep trying, this is when the practitioner should be praising the child and encouraging them but still allowing them control over their activity. When children do achieve these goals we can see this through satisfaction, perhaps physically expressing this through clapping or change in facial expression. This characteristic is important because it highlights the importance for adults the allow development of interests. By allowing children to lead their own activities in relation to their interests they are more likely to be motivated. ‘Children will become more deeply involved when you provide something that is new and unusual for them to explore, especially when it is linked to their interests.’ (Development Matters in the Early Years Foundation Stage EYFS. 2012, p.6) Creating and thinking critically considers how children make decisions and links and understand patterns. Fumoto et al., (2012, p.33) suggests that critical thinking has it’s foundations in many more areas of development, in emotional, physical and social. ‘Children learn to think creatively as a result of being part of a

loving relationship from which, in infancy, they being to see things from two perspectives’. He suggests that these are the foundations for creating and critically thinking, and these building blocks allow the child to become secure and confident both emotionally and physically, this allows them to progress mentally. Most surprising about active learning was my understanding that children learn best when they choose activities themselves. There is a greater sense of satisfaction and children tend to pay more attention to an activity they have chosen. I began to understand the words intrinsic and extrinsic in terms of the children’s motivation to achieve. Understanding that intrinsic motivation is when the child or person wants to achieve this goal for themselves, whereas extrinsic suggests that someone wants them to do it for a purpose or a reward. This relates to goal theory, Covington, M. V. (2000) suggests that learning goals refer to increasing competency and appreciation for learning whereas performance goals refer to goals which involve outperforming others. So, we can understand that learning goals are intrinsic and therefore personal and performance goals are more about self-image and ability compared to others. The class made clear that the characteristics of effective learning are not simply the three headings that sum up how children learn but each aspect identifies something different in a child’s learning. As mentioned the most surprising element to me was the self-motivation compared to that of motivation from others. This is something I see in my placement every day, the baby room prides itself on child led activities and allowing children’s interests to determine the session. Although adult led activities steer the children to an area of development it is key that it is determined by the child. As for the other elements of effective learning, this is something I have lacked in knowledge until this class. During placement, I aim to

conduct an observation of thirty minutes in which I will identify the adult input into the characteristics of effective learning. This will help me reflect on what the setting is doing well and areas of improvement to focus on with the staff. After my evaluation of the characteristic’s seen in the session I will feedback to staff and get their views on the input and ideas on how we can improve on this to support the children’s development. With all three of these characteristics, the input of the adult is similar, being in tune with the child and knowing when to extend their learning. Sustained shared thinking, asking the correct open-ended questions to extend their learning. Promoting confidence and self-awareness and following children’s interests and motivations. These are the key areas I will be looking and reflecting on how the staff and I promote these areas to encourage development.

Bibliography 

Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review Of Psychology, V51, Issue 1

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Development Matters in the Early Years Foundation Stage (EYFS). (2012) (1sted.) London. Accessed November 2016. Retrieved from: http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINALPRINT-AMENDED.pdf

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Fumoto, H. (2012). Young children's creative thinking. Los Angeles, London; SAGE.

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Moylett, H. (2014;2013;). Characteristics of effective early learning: Helping young children become learners for life (1st ed.). Maidenhead, Berkshire, England: Open University Press....