Unit 13 – Promote Learning and Development in the Early Years

Date27.01.14

Unit 13

Aims and Objectives

• Identify the areas of learning and development• Explain the areas of learning and development

in detail • Justify support, activities and targets that

could be put in place to help the child move forward with their learning and development

• Reflect and describe support that was put in place when in placement to help children’s development to be interdependent

Unit 13 1.1

What are the area’s of learning and development?

Your development matters book may help you

Personal, Social and Emotional Development

Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn.

Providers must ensure support for children’s emotional well-being to help them to know themselves and what they can do.

Communication, Language and Literacy

Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended.

They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so.

Problem solving, Reasoning and Numeracy

Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding.

They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

Knowledge and understanding of the world

Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world.

Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials.

Physical Development

The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement.

They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know.

They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.

Creative Development

Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.

They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

Case Study

Jay, who is 2 years old, attends a nursery. She enjoys trying to put on some of the dressing up clothes and role playing being mummy.Jay expresses great emotional pleasure by enthusiastically showing a nearby adult her achievement. Jay uses some words, which are not always correct, when she is talking about clothes from the dressing up box. When another child wants to play with the pram, Jay resists any involvement. Due to a limited range of language and emotional skills to negotiate a sharing environment, she will throw a tantrum using clumsy actions while trying to ward off the other child.

Learning and development area – Social development

Unit 13 1.1

Reflection Think back to when you were in placement, when looking at children's learning and development, can you remember how you supported children’s development to be interdependent?

Complete the reflection question 1.1

Definition of Interdependent - relating to two or more people or things dependent on each other

Unit 13 1.2

Get out the ECM flower that you created, that is filed under product. This piece of evidence can also be grid in for Unit 13 1.2. Let have a look at the criteria to check

Unit 13 – Promote Learning and Development in the Early Years

Date27.01.14

Unit 13

Aims and Objectives

• Describe the needed information for the EYFS in easy to understand language

• Reflect back on placement to identify how a child’s learning and development assessed and recorded

• Identify paperwork and recording methods use in children’s nursery’s

• Outline the importance for correct paperwork • Explain the benefits of certain paperwork to

support in children’s learning and development

Unit 13 1.2

Using your own notes and the EYFS note hand out, that I have given you. Please create a fact sheet that could be given to new members of staff when they start at a nursery, explaining about the EYFS.

Unit 13 1.3

When in placement how was the children’s learning and development assessed

and recorded?

Unit 13 1.3Lets have a look as a group at ways

documented outcomes are assessed and recorded

– Individual Early Years Foundation Stage Weekly Planning Sheet– Recorded learning journals – Observations– Planning

You need to write in the space provided, how these documents would be used to access and record children’s learning and development.

Unit 13 – Promote Learning and Development in the Early Years

Date27.01.14

Unit 13

Aims and Objectives

• Students to identify sources that can be used to gather information to plan work, for an individual child or group of children

• Students to explain how they can promote children’s learning when in their settings

• Analyse what scaffolding is in relation to supporting children

• Identify how parents/carers promote children’s learning

• Describe how students or practitioners, promote children’s learning when in their settings

Unit 13 2.1, 2.2, 2.3What sources can we use to gather information to plan work, for an individual child or group of

children?

Please write your answers on the classroom white board as a group.

This element will be completed on placement, we will have a look at this paperwork late in the

day

Unit 13 3.1

How did you and other practitioners, promote

children’s learning when in the setting?

Unit 13 3.1

• http://www.youtube.com/watch?v=9gNjGD_W3dM • Management of the learning environment • Recognising children’s individual interests• Taking into account children’s likes and dislikes • Modelling positive behaviour• Giving praise and encouragement• Having a balance between child and adult initiated

activities and play• Providing stimulating activities

Unit 13 3.1

Using a computer please create • A leaflet• A booklet• A PowerPoint presentation That could be given to parents/carers to demonstrate how practitioners promote children’s learning

The title Unit 13 3.1 How practitioners promote children’s learning within the relevant early years frameworks

Unit 13 3.2

When on placement you will need to complete observations,

let have a look at the assignment sheets. You will be looking into

observations next session

Unit 13 – Promote Learning and Development in the Early Years

Date27.01.14

Unit 13

Aims and Objectives

Unit 13 4.1

How can we work alongside children and encourage

them, in order to support their learning and

development?

Unit 13 1.4

• Do not taking over • Talking about the task that the child is completing• Listening and responding• Scaffolding• Use open questions • Relate activities to interests and likes• Sustained shared thinking

Remember to add this information into your observation recommendations and children's learning journals

Unit 13 4.2

Sustained Shared Thinking – how important is it?

Lets have a look at an article

Unit 13 4.3

Look back at your completed observations, see if you have met this criteria, through being observed?

• Use of correct terms to enhance children’s learning• Open questions designed to promote and extend

children’s thinking, curiosity, problem solving, language and communication skills

• Modelling of language that is appropriate and grammatically correct to extend children’s vocabulary

Why do we reflect?Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it?

We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting.

Reflection can be a more structured way of processing in order to deal with aproblem. This type of reflection may take place when we have had time tostand back from something, or talk it through, as in: ‘On reflection, I think youmight be right’, or ‘On second thoughts, I realised he was more upset thanme.’

‘Standing back’• It can be hard to reflect when we are caught up in an activity. ‘Standing

back’• gives a better view or perspective on an experience, issue or action.Repetition• Reflection involves ‘going over’ something, often several times, in

order to get• a broad view and check nothing is missedDeeper honesty• Reflection is associated with ‘striving after truth’. Through reflection,

we can• acknowledge things that we find difficult to admit in the normal course

of• events.‘Weighing up’• Reflection involves being even-handed, or balanced in judgement. This• means taking everything into account, not just the most obvious.

Clarity• Reflection can bring greater clarity, like seeing events reflected in a

mirror.• This can help at any stage of planning, carrying out and reviewing

activities.Understanding• Reflection is about learning and understanding on a deeper level. This• includes gaining valuable insights that cannot be just ‘taught’.Making judgements• Reflection involves an element of drawing conclusions in order to

move on,• change or develop an approach, strategy or activity.Making sense of experience• We don’t always learn from experiences. Reflection is where we

analyse• experience, actively attempting to ‘make sense’ or find the meaning

in it.

Unit 13 5.1

How can you reflect on your own practice to ensure that

you are supporting children’s learning and development?

Remember to add this information into your observation reflections when on placement

Unit 13 5.2

How can you use reflections to make

changes in your practice?

Remember to add the information discussed into your observation reflections when on

placement