INTRODUCTION This observational critique will plan, implement and critically evaluate two activities within a maintained nursery school, designed to develop early scientific skills through growth both indoors and out. The learning outcomes for the activities will be taken from the revised Early Years Foundation Stage Curriculum (EYFS) (EE, 2012) within one of the specific areas ‘Understanding the World’. It will also evaluate the important role of the practitioner when providing for the unique child within an enabling environment. OUTDOOR ACTIVITY SHEET Activity/Experience: Adult-led An autumnal walk to create a colour pallet using leaves, introduced by the story ‘Why do leaves change colour’ (Maestro, 1994) Main Learning Intentions: • To begin to investigate the changes in the autumnal environment. Main Links with EYFS: Understanding the World; Communication and Language • Notice detailed features of objects in their environment (EE, 2012, p39). • Shows understanding of prepositions such as ‘under’, ‘on top’, by carrying out an action(EE,2012, p18) Targeted Children: The key person group (Refer to Appendix 1) Date: 14.10.13 Time: 9.20am Adult/Child Ratio: 4:12 Place: The woodland area of the school. Context: (Links with previous events or learning/Topic/Other available activities/Weather/New children) The activity is linked to the current weekly planning impacted by the interests of the child. It is also in conjunction with a parental weekend walk with a child in the group, during which leaves were collected. Resources: Pre-set walk plan, prepared cardboard pallets, bags, magnifying glasses, visual prompt cards for LA. Vocabulary/Key wor... ... middle of paper ... ...cation Research Journal. 30(3) p367 – 385. Miller, L. Cable, C. And Devereux, J. (2005) Developing Early Years Practise. London: David Fulton Publishers Ltd. Niklasson, L & Sandberg, A. (2010) Children and the outdoor environment. European Early Childhood Education Research Journal. 18(4) p485-496, Rogers, J. and Rose, S. (2012) The Role of the Adult in Early Years Settings. Open University Press: Maidenhead Siry, C. Ziegler, G.& Max, C.(2012)“Doing Science” through discourse-in-interaction: Young Children’s Science Investigations at the Early Childhood Level. Science Education. 96(2) p311-326. Accessed 5/12/13. Tickell, C. (2011) The Early Years: Foundations for life, health and learning. London: Crown. [Online] available from: http://media.education.gov.uk/MediaFiles/B/1/5/%7BB15EFF0D-A4DF-4294-93A1-1E1B88C13F68%7DTickell%20review.pdf [Accessed: 4/12/2013]
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
As a qualified early years practitioner level 2, I am a reliable and motivated, and delicate to children’s individual needs. Its really important for an early year practitioner to have a range of skills and attributes to a good level of knowledge in many areas such as child development, observation and assessment, safeguarding, legislation, policies and procedures also working with others.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
This essay aims to give an overview perspective of three sociological approaches to the family; Functionalist, Marxist and Feminist, how each approach sees society and how each approach perceives the family. Secondly, each perspective will be evaluated and critically analysed. Finally, the values of the theories highlighted in this essay, will be discussed in relation to how, as an early years practitioner I can use this knowledge to improve my practice.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
My desire for children in my care is that their learning journey would be meaningful as they explore the ideas and activities they are interested in. This means that I believe that children are naturally motivated learners and should have the opportunity to learn through their own explorations and through collaboration with other children and educators. I believe this can be done through both teacher-initiated and child-initiated activities and supported through play. I also believe that play is a natural and enjoyable means through which children learn. In my practice I aim to encourage children’s natural ...
Doherty, J and Hughes, M (2009) Child Development: Theory and Practice 0-11, Essex: Pearson Education Ltd
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
Infants and Children: Prenatal Through Middle Childhood. Pearson/Allyn and Bacon. Cooper, J., Masi, R., & Vick, J. (2009). The 'Standard' of the 'Standard'. Social-emotional Development in Early Childhood.
Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
Linda, M. & Linda, P. (2011). Theories and approaches to learning in the early years.
Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and