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Task booklet in relation to children's play and learning ...

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Faye Gibbons

11/2/2010

Unit 7 Children’s Learning Activities and Play Task 4: Providing Learning Opportunities Submission date: 22.02.10 P4 – Use examples to describe how early years settings provide learning opportunities for children from 0-3, 3-5 and 5-8 years of age.

Complete the following work book Identifying Learning Opportunities: Curriculum: Ofsted registered Early Years settings will use the Early Years Foundation Stage Curriculum to support early learning for children aged 0-5 and the National Curriculum (+Primary Framework) will be used for children over 5. Early Years Foundation Stage: List the 4 key concepts (/principles/themes) of the EYFS A unique child - every child is a competent learner from birth who can be resilient, capable, confident and self assured. Positive relationships - Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Enabling environments – The environment plays a key role in supporting and extending children’s development and learning. Learning and development – Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter connected. List the 6 areas covered by the Early Learning Goals and educational programmes

1. Communication, language and literacy 2. Personal, emotional and social 3. Problem solving, reasoning and numeracy

4. Knowledge and understanding of the world

Faye Gibbons

11/2/2010

5. Physical

6. Creative

Skills, attitudes and knowledge: Give an example of an Early Learning Goal from each area (Reference this according to where you have taken it from) 1. Enjoy listening to and using spoken language, and readily turn to it in their play and learning. Statutory framework for the EYFS, Pg 13 – 2.10. 2. Have a developing respect for their own cultures and beliefs and those of other people. Statutory framework for the EYFS, Pg 12 – 2.8. 3. Use language such as ‘more’ or ‘less’ to compare two numbers. Statutory framework for the EYFS, Pg 14 – 2.12. 4. Find out about, and identify, some features of living things, objects and events they observe. Statutory framework for the EYFS, Pg 14 – 2.14. 5. Travel around, under, over and through balancing and climbing equipment. Statutory framework for the EYFS, Pg 15 – 2.16. 6. Use their imagination in art and design, music and dance, imaginative and role-play and stories. Statutory framework for the EYFS, Pg 16 – 2.18.

e.g. in Problem Solving Reasoning and Numeracy; Numbers as labels for counting, an Early Learning Goal is ‘Count reliably up to 10 everyday objects.’ At 45 months, development matters says the child will ‘count out up to 6 objects from a larger group’. (p65,66, Practice Guidance for the Early Years Foundation Stage Department for Education and Skills, 2007). 1. In problem solving, reasoning and numerals; Between 40- 60 months old ‘Recognise numerals 1 to 5’. Practice guidance for the EYFS, Pg 66. 2. In knowledge and understanding of the world; Between 30 - 50 months ‘Express feelings about a significant personal event. Practice guidance for the EYFS, Pg 88. 3. In Creative; Between 22-36 months ‘Seek to make sense of what they see, hear, smell, touch and feel. Practice guidance for the EYFS, Pg 106.

Faye Gibbons

11/2/2010

National Curriculum: List 2 key concepts 1. The school curriculum should aim to provide opportunities for all pupils to learn and achieve. 2. The school curriculum should aim to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

List the 4 key stages, their ages and year groups 1.

Key stage 1: 5–7 years olds - Reception/Yr1

The scientific enquiry a.) Ask questions [for example, 'How?', 'Why?', 'What will happen if ... ?'] and decide how they might find answers to them. b.) Use first-hand experience and simple information sources to answer questions c.) Think about what might happen before deciding what to do d.) Recognize when a test or comparison is unfair

Reference: The National Curriculum Handbook for primary teachers in England Key stage 1 and 2, Pg 78.

Materials and their properties

a.) Use their senses to explore and recognize the similarities and differences between materials. b.) Sort objects into groups on the basis of simple material properties, (for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic). c.) Recognize and name common types of material (for example, metal, plastic, wood, paper and rock) and recognize that some of them are found naturally.

Faye Gibbons

11/2/2010

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An example of a child developing a key concept includes: Child A and me were sitting down at a table located in the classroom and we had a series of shapes laid out on the table. I picked up a triangle and I asked Child A “Can you tell me what shape this is?” and Child A answered “A triangle” and I said “Well done, how many sides does a triangle have?” and Child A exclaimed “Three!”.

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An example of a child being included on placement includes: A group of children were playing with the dolls in the role play area and the children saw that a child was sitting alone in the classroom with nothing to do, a child then went over to that child and said “Are you alright, would you like to come and play dolls in the home corner area with us?” and the child replied “Yes, I’d love to play dolls with you”.

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An example of anti-discriminatory practice includes: The teacher was picking out individual children to come out to the front of the class and write out what they thought the answer was to the question the teacher had given the children. The teacher asked Child A, who was autistic to come to the front of the class and write out what he thought the answer was.

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An example of learning aims and objectives: My placement supervisor was thinking of an appropriate aim and objective/s for the maths lesson that she was about to do and I she explained to me that we would be introducing to the children how to tell the time. I said to my supervisor you perhaps use an aim such as to develop their (children’s) concept of time and the objectives could be to learn the difference between an analogue clock and a digital clock and the other objective could be for the children to recognise the difference between the minute hand and the hour hand on the clock.

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An example of taking an integrated approach includes: During my time on placement the children sat in a small group and read a book to me this promoted their fine motor skills as they were turning the pages, their language development as they were pronouncing the words in the book, their emotional development as they felt empathy for the characters in the book, their social development as they were able to talk to their friends about the book when they had read the book and their intellectual development as they were able to identify the words in the book.

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Faye Gibbons

11/2/2010

The process of assessment includes teachers in schools to: determine who is going to gather the evidence needed for the assessment, who will do the assessment, does the assessment have a clear aim/s, does the assessment cover all the aspects of learning, ensure that whoever takes the assessments records the assessment in some way, make certain that whoever carries out the assessment records any skills or competencies, strengths and what areas the child may need to develop in. It is the duty of the teacher to then review these results from the assessments and use them to inform future planning for that child. Assessments are regularly carried out on children to determine how well a child is developing and progressing in their development. The results that we receive from a child’s assessment/s are used to inform future planning for the child; therefore assessments are very beneficial for children. Assessments can be carried out in numerous ways, these include: Formative, Summative, Ipsitive, observation and self assessment. Formative assessment of children’s learning, development and progress takes place each day as children learn, play and engage with each other. This type of assessment also involves close observation of children participating in a variety of activities. Formative assessment is an ongoing assessment, e.g. giving a child a piece of homework to do each week. Summative assessment reviews P progress and development at the end of learning that particular topic, e.g. taking an exam. P Summative assessment has more structure and is more formal as it is assessed through Agraded scores which indicate how well the child has progressed over a long period of time. PIpsitive assessment is mostly used with Special Education Needs (SEN) children. This type b of assessment allows you to assess the child’s present performance and compare it against h the previous performance the child has given.

a s Observation assessments are when you closely monitor a child/children and note down their responses in different situations, you then analyse the observation/s and highlight o

children’s achievements or their need for further support for their learning. Self evaluation assessments are when a child assesses their own individual learning, progress and development through their own work and play. SATS (Standard Assessment Tests) tests are taken by children (at school) at the end of year 2, year 6 and year 9. These tests are taken in the core subjects (Maths, English and Science) are taken by children at the end of a key stage; the teacher is then able to formally assess a child’s performance to measure the child’s progress. Teachers sometimes undertake assessments, such as observations etc and moderators would also undertake various assessments, such as SATs. The results that we gain from assessments should be used to inform future planning (whether it’s long, medium or short term planning) for the child, this planning will allow strategies to be put in place to help those children who are behind in their development, i.e. give the child extra support or even if they are ahead in their development, i.e. challenge the child. It also means that teachers know where the children are up to in terms of learning as if the child didn’t do as well as they could have done in the assessment then the teacher knows that they will have to review the topic/s again, yet if they have done well in the assessment then the teacher can move on from the topic knowing that the child understands the topic fully.

Faye Gibbons

11/2/2010

After assessment and the identification of learning activities, you need to plan the activities so that all areas of learning are covered. Planning will be long term, medium term and short term. Give a description of: Long term planning Long term planning Long term planning can be carried out for up to a year, yet the planning can be kept very basic. This type of planning gives you an overview of the themes and topics that are going to be covered over the next few months. It also allows you to identify and note any events and/or special occasions that have been planned. Medium term planning Medium term planning can be done over a term, it will need more detail around the activities that are going to be arranged and you will also need to determine how these activities relate to the different areas of learning and development. Short term planning Short term planning can be drawn out between day to day or for a week. This type of planning enables you to plan activities which will promote new learning or to build on or apply on things that have just been learnt. How would individual needs be taken into account in the planning process? (You should refer here to different learning styles and preferences, individual specific needs and differentiation.) During the planning process, you would need to ensure that you gave each child within the class access to the national curriculum, that you provided each of the children with equal learning opportunities, that you gave each of the children guidance and support and that all of the children were able to participate in the

Faye Gibbons

11/2/2010

lesson. To support differentiation you would also have to break down the learning (give extra support) of those children who were slightly behind in their development to enable them to achieve the best they possibly can during an assessment. For those children who were ahead in their development you could provide them with wider learning opportunities, i.e. give them extra worksheets on the topic. Children attending school with additional needs an Individual Learning Plan (ILP) needs to be set up for that child. This individual learning plan will concentrate on removing as many barriers as possible so that the child can have access to the national curriculum. It is essential that Early Years settings are linked to special needs co-ordinator (SENCO) who will oversee the IEP’s and give children and their families support. The SENCO will more than likely be linked to an educational psychologist and other members of the multidisciplinary education and health care teams.

How could you involve parents, families and external expertise when planning around the theme of ‘people who help us’. You could arrange for people to come in, such as Firemen, Nurses, Paramedic etc to have a short talk to the children and their families (parents) about what they do and how they help us. You could even organise for religious, ethnic backgrounds to come in and talk about foods that they have for Divali and you could also involve parents by asking them to come in and listen about this topic. What do you need to consider when thinking about the resources you will need? You would need to think about planning ahead, safety, enough resources, appropriate for the age and stage of the child. You would also need to check whether or not the school buy resources, yet if the school don’t buy resources then you could request a voluntary contribution. In what ways could ICT be used when planning on the theme ‘transport’? You could make use of pictures from internet search engines, such as Google, computer programmes (CD rom) about transport, video’s and DVD’s relating to transport, using n programmable toys, play games about transport. Why is it important to observe children prior to planning an activity for them?

Faye Gibbons

11/2/2010

It is important because it enables you to know where the children are up to in the activity and also it allows you to plan for the children’s individual needs as you are aware of what stage they are within their development through watching what they are able to do. Why is it important to provide different types of play activities? To ensure that the children are stimulated, don’t become bored, given a choice, learn through uses of different activities, given an integrated approach as the use of different activities can boost the development(PILES) of the child in all areas....