E100_Tma_04

TMA 04: Supporting children’s learning through the curriculum. Part 1 Key elements of one child’s learning During this essay I will try to create an accurate account of one of my key child’s learning and development within my settings curriculum, covering the following, personal social and emotional development (PSED) and also communication, language and literacy (CLL). I find both these areas within the curriculum that my setting follows (EYFS) to be very interesting but also areas that I am confident within. ‘In this TMA I have followed ethical guidelines (Assessment Guide, pp. 18-19); all names have been changed to protect identity. The setting, children and parents have given their consent to activities being used in this assignment and participants were told that they could withdraw at anytime’ I have collected evidence from parents, colleagues and carrying out my own observations. I have focused on a 21 month old girl, renamed Lucy, who has been at the setting for 10 months and is fully settled in. She is confident with other children and staff members and also within her environment this shows me that she is able to fully join in the experiences that are available to her when learning at our setting. ‘Young children need to feel secure in the environments in which they are placed if they are to develop strong relationships and self-esteem and become confident learners.’ (E100, ST17, p109) Lucy lives at home with Mum and Dad and has no other siblings, but does have family friends of a similar age to her. Lucy attends the setting two days a week 8.00am-6.00pm in which she always seems happy and bubbly throughout her time with us. The observations were carried out for just over two weeks and at various times of the day. Using previous information from the child’s individual plans, previous observations, colleague’s observations, Parents comments and curriculum guidance I can see that Lucy has been developing within her age group throughout all areas. At the start of my observation period Lucy had a very good understanding of language spoken to her and was beginning to learn and say new words and was able to recognize familiar objects and people. By using this previous information I can see that in the observations I have undertaken over the past few weeks Lucy is developing new learning and moving forward onto the next age group that she should be developing towards. Looking at my observations as a whole I can see evidence of Lucy Learning from a ‘knowledgeable other’, Language acquisitions, possibility thinking, independence and also cognitive development, but the main key elements where I can Lucy developing learning are ‘through play, being with others, being active, communicating about what they are doing with someone who respond to their ideas, meeting physical and mental challenges, being shown how to do things, practicing, repeating applying skills and also having fun.’(DCFS, 2009, p9) Looking at observation A.(Appendix 1. A) Lucy is taking an interest in dressing herself and learning new skills and developing a good positive disposition in self care. Lucy is showing that she has begun to develop a key element of PSED from the curriculum EYFS. By using the EYFS I can see that Lucy is developing well in this area. Learning from a knowledgeable other Lucy has learnt to pull her shoes on and off herself by mimicking her older family friend (the knowledgable other). ‘Bandura’s theory explains that children learn through imitation by considering four interrelated factors.’ (E100, ST4, p96). Lucy has learnt through the key element of ‘being with other people’ – ‘As well as developing emotional security and social skills, being with other people, other children and adults stimulates ideas and involvement that move learning forward.’(DCFS, 2009, p9) Also Lucy has learnt through ‘being shown how to do things’ – ‘Children learn skills by watching others or being shown how to do something. Adults or peers may directly instruct, model, guide or demonstrate.’ (DCFS, 2009, p9) ‘Lev Vygotsky believed that it is in interacting with others that learning mainly occurs and is extended, and that a roll of an adult, or a more able ‘other’, is a central feature of learning.’(E100, ST3, p65). Also giving me evidence of cognitive learning (the child’s ability to learn and solve problems) when Lucy is able to copy and learn to put on her shoes on herself. You can also see evidence of Lucy learning through these key elements in observation D. (Appendix 1. D) When she copies the adult involved. You also see this in observation F. (Appendix 1 F.) Lucy using a knowledgeable other to help develop her learning of self confidence and self esteem within PSED she does this by waiting for me to instruct her on what to do next on the slide, then once she has grasped the concept of the slide Lucy is confident to try again by herself. I can see by looking at the EYFS curriculum Lucy is also using single-word and two word utterances to convey simple and more complex messages when saying “steps” and “up slide” when wanting help from me, this shows me she is developing her learning in language for communication in the section CLL (CLL, LLC, EYFS). You can see further evidence of this in observations B,C,D,E and F (Appendix 1 B,C,D,E,F) where you can see Lucy again using word utterances to developing language acquisitions e.g. in observation C (Appendix 1. C) Lucy says “Mia shoes Mia shoes” telling me that the shoes she had found were Mia’s. In this observation, and observation E (Appendix 1. C,E) Lucy is also developing her ‘language for thinking’ (CLL: EYFS) as she is able to respond to simple requests and grasp meaning from context when I give her simple instructions i.e. when I say ‘give Mia her shoes” Lucy understands this and follows my instruction confidently. Comparing my observations and evidence to the curriculum EYFS I can see that Lucy has been developing within PSED and CLL very well and at the right pace and age that curricular states. Part 2 Planning and organization of the learning environment Planning and organizing of the learning environment plays a very important part in a child’s learning and development and to create an ‘learning environment’ research and understanding into the local authority guidance, the curriculum, policies and the child’s welfare and learning must be undertaken. This helps us to create an ‘enabling environment’ giving us the information we need to start to observe the child and to plan for their learning. Within my setting we make sure we undertake all of the above to ensure that our ‘environment plays a key role in supporting and extending children’s development and learning.’ (DCSF, 2008, Principles into Practice). By planning for PSED and CLL this helps to create opportunities for the child to learn and develop. Within my setting we follow the EYFS guidelines by providing opportunity and encouragement to use their skills to help us make the right steps in helping the child achieve the early learning goals. Within my setting we aim to interpret PSED and CLL from EYFS through different aspects. We try to meet the health and welfare requirements of each of our individual children. We ensure that there is a good balance of child initiated and adult led learning through exploration and play both indoors and outdoors. We aim to promote positive relationships between our children and our staff. We make regular observations of our children and ensuring that our planning reflects the individual needs and current interests of each child. ‘Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults.’ (EYFS statutory framework, p9, section 3.2). We aim to achieve a child’s good health and wellbeing within my setting by providing three healthy meals and fresh water all day for the child as well as the opportunity to undertake physical activities throughout the day. ‘Children who are emotionally and physically healthy have the energy and motivation to play, explore, experiment, learn and form relationships with others.’(E100, ST5, p112) A child’s welfare is met by providing a safe and secure setting as a learning environment and the introduction of suitable people within this environment to look after the children. Within the setting there are a number of open play areas such as the ‘home corner’ as well as areas for adult led learning for instance our art related activities, promoting creative development, which provide a good balance for the children’s learning. Our setting also has an open door policy, that allows the children to explore both indoors and outdoors throughout the day. By having a friendly but professional approach to the child’s development a positive relationship can be built within the setting between the staff and the children. Children who feel confident that their parents and carers will be there to protect them gain confidence to explore their environment, knowing that they can ‘refer back’ (E100, ST17, p118) this can be seen in observation G (Appendix 1. G). When a child first starts we observe, speak to parents/carers and find out the child’s interests, likes and dislikes and important information over the time of a few months. Parents are a crucial resource in nurturing children’s social and emotional wellbeing and practitioners should ensure they understand that their role is valued – parents have an essential role to play in their children’s wellbeing, and their effectiveness can be amplified when they work in partnership with early year’s practitioners (E100, ST17, p120). We work in partnership with parents all the time asking them to make observations at home and letting us know of any big development stages their child has achieved. This allows us to take into account a full range of development the child is undergoing and also helps us plan for the child’s learning and development. This is how we obtained observation A (Appendix 1. A) From this information given I can now plan forward onto the next steps in self-care (PSED) from EYFS and encourage developing her learning instead of repeating the same learning goal that she has already achieved. All this information helps us make up a child’s individual plan using the EYFS to plan for the child’s learning and development. Creating early learning goals termly for the child to achieve in the six areas of learning; Personal, social and emotional development, Communication language and literacy, Problem solving, reasoning and numeracy, Knowledge and understanding of the world, Physical Development and Creative development (EYFS). From this interpretation of the EYFS this helps us to achieve and make weekly plans and focus activities for each individual child. (See Appendix 2). Helping us to set up and enabling environment that supports our plans to develop the child learning within the EYFS e.g. role play corners for PSED. As a team we gather information for both our own key children and each other child within the setting by reporting back to children’s key workers any key observations we have made throughout the day e.g. If a practitioner see’s ‘X’ achieving, exploring or overcoming something they would make an observation and leave it in the child’s observation box ready for their key worker to find when doing their future planning. We also have regular meetings to discuss our key children as a whole setting group, if there are any problems or worries and discussing the achievements and stages the children are at. We also talk as individual teams run by each of the different room leaders for their age group about each child individually to discuss and gather everyone’s views to help develop the child’s individual learning and development further and help us plan this together as a team. ‘Reflecting on your work and planning together is an essential part of offering a service that puts the child at the centre, and making time for this is often undervalued.’(E100, ST8, p51) By doing these individual and weekly plans this helps us to create an overall view of the child’s learning and developing in particular areas to help plan the next stages of learning. As you can see in (appendix 2 observation 6), the next possible line of development is a stimulating experience which will excite and cause curiosity for the child. This will help the child achieve the next steps towards the early learning goals in PSED and CLL. ‘Planning for PSED is about working out how to create motivating and stimulating experiences that will support children’s learning effectively in this area’(E100, ST 17, p126). Within our setting we have a set up Rota for the whole team, to access daily, that helps us ensure sure all of the children’s needs will be met that day E.g. getting toys out and pacific areas set up (role play, sand ECT). By having contact books between us and the parents/carers we can pass on any important information and to show that their child’s needs have been met that day. This includes food, sleep, nappy changes, activities the child has done that day and also any learning goals the child has achieved. We also have a diary which informs all staff of that is happening throughout the day and also what is coming in the future this helps us to plan for the children’s needs around any future events. Each individual room will have a handover book that is used to communicate between staff which includes any information that the practitioner taking over will need to know about what has happened that day and any important information about the children that they need to know. Within my setting the policies that we use are readily available for all members of staff and parents to use at anytime to make sure we are working as not only a staff team but as a community team as well to ensure the children’s well being. At my setting we try to include the parents and any outside agents as much as possible because we believe they are valued members of our team as a whole, tying together all aspects of a child’s development. ‘Together we can have a far deeper understanding of the children we work with and therefore provide a higher quality learning experiences for children.’(DfES, 2007, p.2) We have a regular gym tots session run by someone from our local community and also a team of speech and language therapists to develop some children’s speech, also we have visits from police, fire service and zoo lab. As a setting this helps us to work effectively in partnership with others outside our setting and where possible engage in the wider community to support learning and provide an enabling environment for the child. Part 3 Reflect on your own learning I found learning more about PSED and CLL interesting and have given me new ideas to implement into my setting. I found finding the appropriate referencing difficult throughout this assignment. I have learnt that incorporating all members of the child’s life is key to the child’s well being and development. References Department for Children, Schools and Families (DCSF)(2008f) Principles into Practice (cards), Nottingham, Department for Children, Schools and Families Department for Children, Schools and Families (DCSF) (2009) Early Years Foundation Stage homepage [online], http://nationalstrategies.standards.dcsf.gov.uk/earlyyears (accessed 1 April 2010) Department for Education and Skills (DfES)(2007) Effective Practice: Multi-agency Working [online] http://eyfs.keymedia.info/resources/downloads/3.4b_ep.pdf (accessed 26 April 2010) Statutory Framework for the Early Years Foundation Stage (2007) Section 3 ‘The welfare requirements’ The Early Years Foundation stage (Source: DCSF, 2008a). The Open University (2010) E100 study topic 3 ‘Socio- cultural perspective’ Milton Keynes, The Open University. The Open University (2010) E100 study topic 4 ‘Observing other people: role models’, Milton Keynes, The Open University. The Open University (2010) E100 study topic 5 ‘Building blocks for health’ Milton Keynes, The Open University. The Open University (2010) E100 study topic 8 ‘Communicating with each other’, Milton Keynes, The Open University. The Open University (2010) E100 study topic 17 ‘Exploring PSED’ Milton Keynes, The Open University. The Open University (2010) E100 study topic 17 ‘Planning and evaluating PSED’ Milton Keynes, The Open University. The Open University (2010) E100 study topic 17 ‘Positive relationships’ Milton Keynes, The Open University. The Open University (2010) E100 study topic 17 ‘Working with parents’ Milton Keynes, The Open University. Appendix 1 A. 29/3/2011 time 8.30am Lucy’s Mum writes in her contact book: Lucy has had a lovely weekend we have been to the park to feed the ducks and had friends round to play. Lucy has learnt to put her shoes on and off herself also attempting to pull on trousers herself copying my friends little girl. B. 4/4/2011 Time and Duration:10.00am-10.25am 1. When sitting at the snack table Lucy is given a piece of apple and a piece of orange. Lucy picks up the orange and licks it. Lucy say’s “yuck.” Lucy eats the piece of apple she has been given and leaves the orange on her plate. When the fruit tray comes around to her she is offered the choice of fruit again this time she only picks up a piece of apple. She points at the orange on the tray and say’s “yuck” again. C. 4/4/2011 Time and Duration: 2.10pm-2.20pm 2. After waking up from nap time Lucy picks up Mia’s shoes and say’s “Mia shoes Mia shoes.” “That’s right” I say “Give them to Mia please.” Lucy picks them up and takes them to Mia. I say “where’s Lucy’s shoes gone'” Lucy goes and collects them. “Lucy shoes” she says holding them up to show me. D. 5/4/2011 Time and Duration: 10.45am-11.00am Whilst Lisa is comforting baby Jamie, Lucy sees him crying and goes over to him. She then rubs his head and says “oh dear baby cry.” Lucy then goes into the home corner and picks up a doll. She takes it over and sits down next to Lisa and Jamie and strokes her dolls head. E. 11/4/2011 Time and duration 2.30pm-2.40pm I say to Lucy “would you like some milk'” Lucy says “ta.” I then give Lucy her cup and also Mia’s cup. I say can you give this to Mia please. Lucy takes the cups and gives one to Mia. F. 11/4/2011 Time and Duration: 3.45pm-4.05pm When sitting looking at a book Lucy points to the pictures in the book. Lucy points to the cup and say’s “cup” then she sees a duck and say’s “quack quack” followed by duck. Lucy shows me the book. I say “where’s the spoon'” Lucy looks at me then at the book then points to the spoon. “Spoon” she says. G. 12/4/2011 9.45am -10.15am When outside, Lucy attempts to climb up the steps to the slide. Lucy puts her foot on the first step. I say “hold on to the sides with your hands” showing her at the same time. Lucy holds on. “Put your next foot up” I say tapping the next step with my hand. Lucy puts her foot on the next step. She looks at me smiles and say’s “steps”. We repeat these actions until she is at the top. Sit on your bottom I say holding her hand I help her sit down. “Ready steady go” I say as she slides down the slide. Lucy gets up and runs around to the steps again this time holding on straight away and taking the first few steps by herself. She looks to me for encouragement. Standing beside her I say “put your next foot up.” Lucy says “ up slide” when she reaches the top. Lucy sits in her bottom and slides down the slide. Appendix 2 Planning Sheet: 0 – 2 Years Enhanced Provision to Support Children’s Interests |Date: |04/04/2011 |Week: |4 | | |Name |Observations/ |Link to EYFS |Possible lines for development | | | |Interest | | | | | |Role play, repeating what she had seen | |Provide different role play props to extend | | |x |adults do in different situations. |CLL, CD |from home corner e.g shop. | |1 | | | | | | | |Powder paints, various brushes. Mark | |Opportunities to further explore mixing new | | | |making, Explore new colours. |PSED,CLL,CD |colours. Extend with other mark making | |2 |x | | |tools. | | | |Playing with boxes constructing trains |PSED,CLL,CD |Opportunities for building with boxes on | | | | | |small and large scales. | |3 |x | | | | | | |Ensure time to complete chosen task, such | |Provide pictures or objects representing | | | |as trying to put own shoes on |PSED |options to support child in making choices. | |4 |x | | | | | | |Outside play on equipment e.g. slides | |Allow time to follow child’s lead have fun | | | |learning to go up and down and climbing. |CLL,PD |together while talking about actions going | |5 | | | |up and down or jumping | | |X | | | | | | |Role play dolls in the home corner, cots | |Include things which excite curiosity such | | | |and pushchairs. Engage symbolic play e.g |CLL,PSED,KUW |as bags, hats, tea set. | |6 | |putting baby to bed | | | | |X | | | | | | |Responses to picture books and stories | |Provide CDs and tapes of rhymes, stories, | | | |that are read. |CLL |sounds and spoken words. | |7 |x | | | |