Understand the purpose and requirements of the areas of learning and development in the relevant early years framework
1.1. Explain each of the areas of learning and development and how these are interdependent.
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.
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.
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.
It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five…a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs 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 person through day to day, which they then just to develop children’s development with carrying out different activities and adapting or changing them for an individual needs. 1.3. Explain how the documented outcomes are assessed and recorded. Planning for children’s development start’s with observations in order to find out the child’s previous knowledge, their interests and needs. There are many forms of observations that can be carried out to allow us to collate the evidence we need to plan appropriately for the individual child.
Each method of observation has advantages and disadvantages of recording the child’s development, so it is important to use a variety of methods of observation for each child to gain holistic knowledge and understanding of the child’s development. In our workplace we do this when activities are taking place observations to see if the child is meeting their development with the six areas of learning and development and to see how they can help to maintain 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 child’s progression plan. 2. Be able to plan work with children and support children’s participation in planning 2.1. Use different sources to plan work for an individual child or group of children.
2.2. Engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities.
2.3. Support the planning cycle for children’s learning and development.
3. Be able to promote children’s learning and development according to the requirements of the relevant early years framework. 3.1. Explain how practitioners promote children’s learning within the relevant early years framework. Practitioners promote children’s learning within the 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 same 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.
The adult would have picked the time and the aspect of a particular topic. This could be sewing as a child originally needs help to achieve this and gradually the adult’s involvement will decrease in time. Organisation and management making sure that we provide opportunities to extend play for children, key worker system 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 very good balance of adult and child led play we try for a 50% we follow children’s 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 intervention 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. Supporting and facilitating when you have a positive relationship with the children they will seek your help doing something like building dens they might need materials and resources or helping them reach their aim. Modelling when children watch an adult they might try to model that action by repeating actions, words or skills. Coaching children do and learn more when given 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.
4. 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.
4.2. 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 shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with our children 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 children’s learning when undertaking activities
5. Be able to review own practice in supporting the learning and development of children in their early years. 5.1. Reflect on own practice in supporting learning and development of children in their early years.
5.2. Demonstrate how to use reflection to make changes in own practice.
Reflective account 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 fairy 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 before and after reflecting on this I think the children 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.
Courtney from Study Moose
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