Unit 3.1 Assignment - CACHE Level 3 PDF

Preview

Summary

CACHE Level 3...

Description

Unit 3.1 Learning Objectives: 1.1-1.2 Children are born with innate drive to play, it is through our natural instincts. When a child is born everything around them is new it’s undiscovered and children want to be part of life as practitioners we should encourage children to play on a day to day basis to help develop their PSED skills, Physical development, communication, and creative thinking, making relationships etc. these are all necessary ways to support a child’s development, self-awareness and their confidence as they grow. This throughout time will allow them to become independent use their natural instincts to learn things about themselves and the people around them no matter where they are from in the world. This is very important for their overall development and gives them rights to play. 2.1 Un Article 31 is an international treaty that sets out for the rights of children, it states that children have the right to play and rest when needed, it was approved by UN in 1989 it has been ratified by every country in the world except two during this time the UK signed in 1991, the UAE signed this article in 1997, overall about 193 countries have signed. 2.2 Within a setting there should be many different options for children to learn through play, so this gives the children the right to play, there are many different options throughout a Nursery to allow this possible such as allowing the children to have an indoor and outdoor area to choose from, art center, gym, computer and science area, messy play, sand and water, all activities should be planned around these areas to meet the 3 prime areas of learning and the other 4 areas should follow based on the child’s development and or age. Practitioners should allow the children to choose where or what they want to do. Throughout the nursery all materials should be safe and well updated for the children. Working in partnership with the community so children can play on field trips or bring in community helpers to learn through play is another important part of a child’s right to play and develop. This would allow you to also partnership with the children’s parents. The changes I would suggest in previous setting would be to create a better outdoor area, update all materials, furniture and media, divide the classrooms more into the 7 areas of learning. Have interactive boards, Lego education, STEM, and computer room. Better facilities in general. 3.1 Child and Adult led play are two different types of play. During an adult led play, the practitioner is the one who leads the activity such as a board game, card games, and role-play with groups of children. We are in control of what the child is learning,  This helps build a wide range of vocabulary with the children,  The adult can initiate how children should take turns and how to ask questions  Children grasp concepts and ideas. Child initiated Play is when children make their own decision during play, the child can figure out on their own what and how they play.  During child initiated play this really helps  Builds the child’s Confidence to make a choice on their own  Children show an high level of concentration during this time

 They are Creative and Imaginative they combine their own materials to suit their needs of play during this time  Children have Perseverance and usually often tend to stay at a play activity for a longer period of time to accomplish their goal We as practitioners should take a balanced approach so that the children have a sustained shared thinking so that both are beneficial to how children take risks, problem solving, decision making, asking questions to understand the world in which they. 3.2 Age 0-6 months

6-12 months

1-2 years

2-3 years

Activities Singing and talking to the baby, holding colorful toy for the baby to track (use head back and forth), Music and dancing, Grabbing objects

How it supports learning Singing and talking to the child helps with language development, tracking helps with visual, music and dancing helps stimulate emotional development for bonding with the parents, grabbing for objects helps fine motors, hand and eye coordination. Peek a boo, waving bye bye, Peek a boo, stacking toys, reading books, singing helps reflections in the mirror, waving high and bye, reading build communication with the child introduces new big colorful book language for them to understand things around them, refection helps them to start to identify objects. At this stage most children Kicking a ball, rolling the speak simple words repeat ball, Nursery Rhymes, Finer words Interactive books puppets, Jell-O and pudding really help the child learn to painting, pasta noodles, books that make sing, light up start reading along with nursery rhymes helps the and make noises children to build vocabulary. Jell-O and pudding help with mark making, fine motor skills. Pasta noodles help with the child being able to pick up and grasp smaller objects with their fingers. Action Rhymes, mystery bag, This stage of development most children are able to read books, tidying up such as small words out of books, sweeping, cleaning the table, mystery bag and hide and washing, hide and seek seek children may be able to

3-5 years

Routine, Reading out loud, role playing, mix and matching games, painting coloring, tracing name

identify objects by feeling them this helps with them to have a clear understanding also that just because we can’t see something it’s still there. Head shoulders knees and toes is good action rhyming to help the children identify different parts of their body. They show a increasing sense of helping. At this age children have a great concept of a daily routine, being independent, self-gender. They are very imaginative. Able to hold a pencil even begin or able to write their name. Knows how to count in sequence, knows alphabet, can give things a meaning.

4.1 Play is broke down into 4 different type of ways children learn through play and are all unique and have slightly different development benefits and are all beneficial to holistic development. Physical Play, Creative Play, Sensory Play, Imaginative Play. Physical is usually running jumping, climbing, constructive play, to help support a child’s muscle and bones, creates a good sleep pattern, and builds confidence, creative play children are able to develop through a range of media music and movement, different textures, messy play this allows children to express themselves, improves fine motor skills, sharing with one another. Sensory play helps build their nerve impulses which gives a more complex learning, they should be able to build fine motors, vocabulary such as cold, wet, dry, and hard, can calm some children down. Imaginative is when children role play, taking turns, sharing, includes small-world play which builds up their communication and language, and helps with expressing their feelings. 4.2 Heuristic play is when children are able to play and discover for themselves with everyday objects. It’s is a very important part of the child’s development for gross motor skills, brain development stimulating multiple sense by creating them to think critically. It can be early stages of math’s helps children to understand the world around them. There are two certain types of principles Heuristic play is when babies and children are offered a wider range of objects or materials. Things that are real. Treasure basket play is where children and toddlers are given a box or basket with a wide range of natural objects to explore, it’s important for the practitioner to observe the child to keep them safe but not to interfere with their play. This gives children many opportunities to make their own choices and discoveries of different materials we use this technique when the students are in the inside and outside area, they have access to real pots, pans, spoons, phones (regular phone and cell phone) play with stapler (without the staples), scissors, hole punch, and used camera within the setting.

4.3 Resources: Physical Play:

Bicycles, Balance Beam, Play ground with swings, slides, climbing sides, Gym equipment, small trampoline

Creative Play:

Paints, Markers, recyclable recourses (such as boxes, toilet paper rolls, paper towels) glue, glitter, string

Imaginative Play: Sensory Play: Heuristic Play:

Toy kitchen, dress up clothes, baby dolls, doll house Playdough, gloop, foam, sand and water trays, bubble wrap, laces Recyclable recourses such as cardboard boxes, toilet paper rolls, and paper towel roles, wooden spoons, pots and pans, used camera, play phones, mirror

5.1 Within the setting planning had to be done to meet the needs of each child (above, meeting, or working towards). We had a well balance for inclusive play, each child is encouraged to participate within the setting, during focus activities and during child initiated play. Every child has equal opportunities to play, learn and grow they are also aware of the differences between one another and they are from different countries. The ones who need additional support are supported or have shadow teachers. Observations and checklists are done regularly. There is always an open door policy for teachers, students, and parents. 5.2 Play supports children in many ways as practitioners we must ask children questions while they are playing questions should be about what the child is doing. Make them think about the questions you are asking striking imagination, are they being dependent etc. Write down exactly what the child said or did. During the last observation one student was really engaged in what he was doing, but he also was including each child playing alongside him. As far as any support given there was no support with the children they were independent to get their aprons on and off, wash their hands. They were counting objects in sequence. They were being imaginative (some of the things they were talking about I couldn’t understand) but when asked what does this feel like they were able to answer, one student in particular noticed that over time the more the foam was mixed with flour it became more solid this was a discussion amongst the children....