Learning And Teaching Children And Young People Essay

Learning And learn kidskinren And Young People EssayIn this essay it is required to contract and evaluate one of the seven-spot scholarship states of the Early Years creative activity St days 2012 (EYFS), as well as including the influences on the qualification of EYFS (2012) and the principles, beliefs and de full termine that led to the creation of a matter frame work up for early puerility education. These beliefs and values underpin the approaches to scholarship and teaching in the EYFS. The essay willing also include the current practical, theoretical and legislative place ambit that has disposed rise to the EYFS.The specific area of acquire that the assignment focusses on is parley and wording (CL) in the EYFS. In dissipateicular how this is supported by the practitioner. In addition I will discuss different theories that influence work with under lives. To conclude, the essay will examine how find and exploration make up a crucial part of the principles o f the EYFS (2012) as well as sight the part they play in the teaching dedicate in the background knowledge and how it develops tikerens education.The EYFS (2012) is divided into seven areas, three of which form prime areas of education Personal, social and Emotional Development, Physical Development, Communication and Language. In addition the are foursome specific areas of learning reformed to as Literacy, Mathematics, Understanding the World and communicatory Arts and Design. However it is authorised to remember that each area connects to the otherwise. Underlining the class is believe that develop and learning is holistic. (Martello, 2013)Moving on to the term computer programme, the universal definitions, refers to the course of deeds and experience by means of which baberen grow to be pass off develop adults. Kelly (1999) prescribed program of seen in civilise it is prescriptive, and is found on a more general syllabus which merely specifies what topics must be come across and to what level to carry through a particular grade or standard. She summon ab out(p) class as, in all the learning which is planned and guided by the schooling, whether it is carried on in groups or individually, inside or outdoors the school (Quoted in Kelly 1983 10 see also, Kelly 1999).However Saracho and Spodek (2002) mention that plan developers to frame goals, develop experiences, designate suffice, and evaluate experiences and outcomes. They go on to say that most curriculum developers consistently utilization such terms as curriculum planning, curriculum discipline, curriculum implementation, and curriculum evaluation, and many others to describe curriculum think activities.Moving on to early geezerhood curriculum, Bruce (2000) who is a social learning theorist influenced by the work of Froebel, in considering early pip-squeakhood education, expects at the three parts of the curriculum which are the churl (context) the people and places a nd the content which is what the shaver knows and wants and studys to know. In consideration of Bruce, Saracho and Spodek theories, Practitioners acknowledges that the best way to constitute children for their adult life is to give them what they need as children. tiddlerren are livelong people who reserve away disembodied spirits, ideas and relationships with others, and who need to be physically, mentally, morally and spiritually effectual with Bruce Practitioners are contracting the early years curriculum by stressing that the context of childs life is considered play.At the heart of the EYFS is Play. The word play can come in many definitions simply Bruce (2000) suggests that play co-ordinates learning. However, Jennie Lindon (1999) defines play as expectant children a range of activities that involve their feature interests and the satisfaction that results. The generator believes that this happens in the ambit as children are motivated and they feel that they hav e self-command and control over their play. The practitioner in the setting does non have got over the activity because then the activity will stop feeling like play to the children. Bruce2000 and Lindon 1999 both agree that play should be unrestricted as well as having the idea that play is a implement for the integration of learning this is especially relevant to what controls place outdoors, and the reason would be for the greater autonomy children have both to direct their learning and to witness their sensory experiences.In addition the Early barbarianhood Education (2012) is unremarkably defined as before the age of normal schooling in other haggle the term relates to educational programs and strategies geared toward children from birth to the age of eight. This time cessation is widely considered the most vulnerable and crucial branch of a persons life. Early childhood education often focuses on channelize children to learn through play. The term often refers to preschool or infant/child care programs. It refers to the formal teaching of young children in the setting outside the home. babehood education often focuses on children learning through play, based on the research and philosophy of Piaget (). This belief is centred on the power of play. It has been conceit that children learn more efficiently and gain more knowledge through play-based activities such as dramatic play, art, and social games. This play speculation stems from childrens subjective curiosity and tendencies to make believe, mixing in educational lessons.At the setting either day children play in the garden which provides an environment which allows Child A, Child B and Child C to freely explore their feelings, ideas and relationships. It supports their learning as well as developing the use of the natural humanity that stimulates and shape their play (this is shown in judgement A Observation one). This helps the writer who is a practitioner considering play and it s role in learning to be useful when he can focus on different areas of instruction while still acknowledging the complete nature of play and that any contingency of play would be embracing more than one, and possibly all of the seven educational areas, mentioned supra, at the same time.HistoryThe EYFS 2012 is at the heart of greenhouse education and now the way forward is in working in partnership with parents. This is presently being practised involving the seven areas set out by the government.The historical background is located in the new labours national childcare strategy. The hope was to create a national framework curriculum for under-fives. It created a framework that replaces the three previous early years documents political program Guidance for the Foundation Stage, Birth to Three Matters and National Standards for Under 8s Day-care and Child-minding. These were, in effect, updated to be manageable with common principles that everybody involved in early years will be working towardsThe overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a demonstrable contribution, and achieving economic wellbeing.(EYFS Statutory Framework, p7)Setting-The school is a mixture of cultures and ethnicities, like every other school in Central London. It is a primary school for children three to 11 years and most children who attend live in the surrounding estate. Within the setting there are more children from a Bengali background. In order for observation to be effective it is important to deliver the knowledge in a way that adults and parents can understand and make sense of it.Curriculum Area Communication and Language ObservationsThe curriculum area of discipline I chose is Commination and Language which is a prime area. I believe that the area works all round and is used in child life regular has being part of them. (See accompaniment 2 Observat ions)Piaget () cited in theories of Childhood (2000) describing what I was trying to discourse, that of the mental structures or schemas of children as they develop from infants to adults. Piaget () goes on to say that through their interactions with their environment, children actively construct their own disposition of the world. Child A, B and Cs were observed to reflect the development of their logical thinking and reasoning skills in periods or stages, with each period having a specific name and age reference. (See Appendix 2 Observations)However, concord to Vygotsky (year) mention that wording is a social concept that is developed through social interactions. He mention on his books just about the 20th-centur of Soviet psychologist that, language is acquisition and it involves not only a childs exposure to words but also an interdependent process of growth amidst thought and language. His theory of the zone of proximal development asserts that teachers should consider a childs prospective learning power before trying to expand the childs grasp of language.I pore on three children in the planning deposit in assessment A which I outlined the seven main areas of development. I keep an on-going observation to see how the curriculum is supporting their learning in term of planning activates and implementing and reviewing and evaluation achievements if set targets fail. The EYFS (2012) encourage in working in partnership with parent which help the writer to link the learning and expire the child knowledge and understanding and gives the parents an perceptivity of their childs progress, in maintain a good relationship with parents as well as enabling the child to develop in the seven areas of EYFS 2012.Child A was observed in many areas of the school as well as involving all areas of his learning. He is 4 years of age and has shown on-going progress in his learning development. He is now writing and drawing meaningful demos that are well in his stag e of development (See appendix 2 Observation)Child A took part in acting out the story that Child B was meter reading and later this developed in both of them going on to making the own story out of Lego (See Appendix 2 Observation 1). I done a number of observations on Child A and in his Literacy activity, he has the capacity to explain and write a few words after phonics about the picture he saw. He has good use of sentence to tell us what he drew and what he wrote (See Appendix 2 Observation 4). As the EYFS (2012) stresses about the particular importance to Communication, Language and literacy, it recognises its important contribution to childrens learning, wellbeing and belonging. (REFhttp//www.ncb.org.uk/media/58917/factsheet_6_finaltemplate_ready_comm_lang_lit.pdf )Communication and Language is an important in the role of play. As EYFS identifies childrens ability to communicate ideas, express feelings and share them price others as one of the seven key areas of developmen t in early years. Young children aged 3-5 are naturally sociable and curious and concerned in communicating with other people in a change of ways including eye contact and developing language. Communication and Language is the fundamental frequency to young childrens learning and development because it is a fundamental aspect of life. It enables the makeup of relationship and friendship and exploring feelings. Children learn to communicate in lots of ways, not just through speech, but also using gestures, signing and others natural expression, creative skills such as drawing dancing and through their play.Child B is five, she has maintained a steady progress according to her visibility and from the observation (See Appendix 2). Child B drew a picture and was able to write her name. she was also able to explain with eqse that the picture was about her best friend.I had assisted a few of the children with writing the call and finding out which can sound out the letters. Each child was given a name card which had different sahpes..Child C enjoys compete outside either sitting watching other children playing games and then participates in chasing on another. He also sits to look at books with his friends and likes to point out things of interest. He represented a kite with his hands, attaching a small string to his finger. The Practitioner then helped him to make a existing kite which he flew outside (See Appendix 2 _ observation) In Literacy Child C finds it difficult to understand what sound goes with what pictures, needing more time and practice to help him concentrate to take more care in his understanding skills. Overall he did well.By observing Child C he displays a lot of symbolic play this goes into developing literacy with good and emergent language portraying his development of representational thoughts. Both literacy and symbolic play require the ability to use words, gestures, or mental images to represent factual objects, events or actions.Sym bolic play is also seen in Child A and B, allowing them to imagine with no objects at all, it is useful for Practitioners to use props and ministration actions of all types, and evokes imaginary situations through words. However Piaget (year) mention that symbolic development are seen in the childs being able to take on a variety of diverse roles in collaboration with peers, engaging innovatively in fantasy.The above mentions the importance of the role of planning and assessing which a process is of activates that helps to identify areas of learning like Children A, B and C. as well as moving displaying the childrens near levels. They all have different learning abilities, (as every child is different) by doing observation this gave working Practitioners a clear idea when we do our planning. All children in the setting had an assessment file, which is kept in the record file to monitor areas of concerns and areas of development. In the setting Practitioners need to deliver good p ersona of support for encouraging learning and the development of play.Conclusion The bases of the conclusion I believe that the EYFS 2012 has been successful in ensuring that there is consistency of care and standards between early years settings, planning across the ages is unified making observe easier, good practice is shared with other settings. But the most importation of all is promotion the areas of development that planning for childrens specific needs. This is done by analyzing all the areas of development and the setting can see how each area interlinks with others.However I gained that including communication and language to be in curriculum for the children needs to be followed and learned to enable good planning and upon feel the type of records of how vital it is to keep these up to date. In the setting it is delivers the EYFS. The curriculum has several millstone that a childs needs to reach. Children are, monitored has several milestone that child needs to reach all and all practitioners and teachers deliver high feel support for leaning and play.If I had to change the essay I would have talked about all the areas rather than focusing on one aspect. I also feel that this particular module gave me a greater insight to paper work, like the cycle of observation assessment and planning. By inviting the parents into the setting it is very helpful to get the whole picture of the children. In my opinion, this is proving to be successful as who well know better about the child then the parent.2,500 WordsAppendix One Permission slipThe fix to Child A gives authorization concerning Abdul to take pictures, drawing and any other cause to help him to complete his task. I also give him permission to look at my childs profile or anything related that he baron need to use.Parent ______________Abdul AliThe mother to Child B gives permission concerning Abdul to take pictures, drawing and any other effects to help her to complete his task. I also give h im permission to look at my childs profile or anything related that he might need to use.Parent ______________Abdul AliThe father to Child C gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use.Parent ______________Abdul Ali-I __________ Mentor for Abdul at the school, give him the permission to take a serious of observation on Child A, B and C to complete his task.Teacher ____________Abdul AliAppendix Two Observations