Promote learning and development Essay

Understand the purpose and requirements of the areas of instruction and breeding in the relevant early years cloth1.1. Explain each of the areas of learning and development and how these are interdependent.Personal, social and Emotional DevelopmentChildren essential be provided with experiences and apply 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 childrens emotional well-being to help them to defy sex themselves and what they can do.Communication, Language and LiteracyChildrens learning and competence in communicating, speaking and listening, being read to and commence to read and write must be support and extended. They must be provided with opportunity and set aheadment to couch on their skills in a range of situations and for a range of purposes, and be supported in developing the federal agency and disposition to do so.Problem solv ing, Reasoning and NumeracyChildren must be supported in developing their instinct of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and scold ab misuse up their developing discretion. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their mapping.Knowledge and understanding of the worldChildren 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 employment a range of tools safely encounter creatures, people, plants and objects in their natural environments and in real-life situations undertake practical experiments and organize with a range of materials.Physical DevelopmentThe forcible development of babies and young children must be further through the provision of opportunities fo r them to be active and interactive and to improve their skills of coordination, control, manipulation andmovement. They must be supported in using all of their senses to learn round the world around them and to make connections between impudently information and what they already know. They must be supported in developing an understanding of the importance of physical body process and making healthy choices in relation to food.Creative DevelopmentChildrens creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and conduct 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.It is important to remember that these six-spot areas of learning do not work in isolation but are in fact interlinked. Good tone activities will cover more than one area of development. For example, allowing children to access the outdoors will not solely support their physical development, but advertise their communication and exploration of their environment. Where a child experiences a bar in one area, it is likely to limit their learning and development in the other fivea child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult thereof hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each childs idiosyncratic gets and plan holistically in order to help children achieve their full potential across the six areas of learning. 1.2. Describe the documented outcomes for children that form part of the relevant early years framework.These are the goals and targets for children to meet throughout early years, for example communication language and literacy linking sounds. These are documented through observations that are carried out by their key per son through day to day, which they then just to develop childrens development with carrying out contrastive activities and adapting or changing them for an individual needs. 1.3. Explain how the documented outcomes are assessed and recorded. Planning for childrens development starts with observations in order to find out the childs previous knowledge, their interests and needs. at that place are many forms of observations that can be carried out to allow us to collate the evidence we need to plan bewitchly for the individual child.Each method of observation has advantages and disadvantages of recording the childs development, so it is important to custom a variety of methods of observation for each child to gain holistic knowledge and understanding of the childs development. In our workplace we do this when activities are taking place observations to advert if the child is meeting their development with the six areas of learning and development and to see how they can help to concord their learning and development. In our workplace we fill in forms regularly for each activity that meets the outcomes. We change activities regularly so children can progresss according to age. These forms are stored and accessed by keyworkers when doing a childs progression plan. 2. Be satisfactory to plan work with children and support childrens participation in planning 2.1. Use different sources to plan work for an individual child or group of children. ceremonial2.2. Engage effectively with children to encourage the childs participation and involvement in planning their own learning and development activities. remark2.3. Support the planning cycle for childrens learning and development.OBSERVATION3. Be able to promote childrens learning and development according to the requirements of the relevant early years framework. 3.1. Explain how practitioners promote childrens learning within the relevant early years framework. Practitioners promote childrens learning within t he guidance of the EYFS by offering a balanced of child initiated and adult led play based activities, practitioners will use their own guidance on the age and stage of the child using their knowledge that they have on the children that they care for and decide on the correct balance, however we should realise the amount of time that is already taken up with adult led activities such as registration, lining up, snack time, circle time. We should ensure that the like balance should be applied outdoors as well as indoors. Child initiated means a child that engages on a self chosen activity and is allowed to play freely. The adult led activity is usually a group of children that participate with adult support, the activity is chosen by the adult.Theadult would have picked the time and the aspect of a particular topic. This could be sewing as a child sooner needs help to achieve this and gradually the adults involvement will decrease in time. Organisation and management making sure t hat we provide opportunities to extend play for children, key worker trunk is in place for legal and responsibility of learning and development of each child, thinking about to the children use the space indoors/outdoors, observation and planning system which meets individual needs and interests. We have a real good balance of adult and child led play we try for a 50% we review childrens interests by observations and asking the children what they would like in the planning and what activities they would like to do that day.Sensitive discussion is trying to intervene without disrupting or changing the focus on the play. Watching to see if the child wants you to participate or not, so enhancing play but not taking ownership of the play away from the child. musical accompaniment and facilitating when you have a positive relationship with the children they will seek your help doing roughlything like building dens they power need materials and resources or helping them nark their aim. Modelling when children watch an adult they great power try to stupefy that action by repeating actions, words or skills. Coaching children do and learn more when tending(p) encouragement and support of an adult by making a child feel confident they might try to do or develop something a little further this is linked to the Vygotsky theory (Core 3.1) of proximal development getting children to do something just outside their comfort range.3.2. Prepare, set out and support activities and experiences that encourage learning and development in each area of the relevant early years framework.OBSERVATION4. Be able to engage with children in activities and experiences that support their learning and development 4.1. Work alongside children, engaging with them in order to support their learning and development.OBSERVATION4.2. Explain the importance of engaging with a child to support sustained shared thinking. Using a topic a child is really interested in can allow for sustained sh ared thinking it can be talking about something or doing something which encourages conversation like we have done planting with ourchildren this has really captured their imagination the children are talking about what they think seeds are going to grow into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think.4.3. Use language that is accurate and appropriate in order to support and extend childrens learning when undertaking activitiesOBSERVATION5. Be able to review own practice in supporting the learning and development of children in their early years. 5.1. devise on own practice in supporting learning and development of children in their early years.OBSERVATION5.2. Demonstrate how to use refl ection to make changes in own practice.OBSERVATIONReflective account natural covering observations 2.1 2.3 5.1 and 5.2 While at work I organised an activity for all the children to do cooking. We were making pansy cakes. Before the activity the children chose what they wanted on their fairy cakes and went got this from the Tesco opposite our work. Some children got butter and icing and others got chocolate and smarties there was a variety if things that each children chose. To help the young people do the activity we printed a recipe sheet out and also a sheet with pictures for those young people who cannot read some children needed help with the activity more than others.The children did mixing with electric mixers and some used a whisk. We put the cakes in the oven for 20minutes we then waited for the Cakes to cool. We decorated them with the things we bought from Tesco the children had lots of fun. We have done this activity beforeand after reflecting on this I think the child ren are getting better with mixing the cake mixture and decorating the cakes. If I was to do this again I would do everything the same but do it regularly so the children learn the step by step making of cakes.