E100-Tma02

TMA 02 - Looking at children’s learning Part 1 The sequence I have chosen to analyse for this assignment covers events that took place at the ‘Lark Centre’, where a staff member, Kerry, was working in the Willow Room with a small number of children (DVD, Block 1, video sequence ‘Lark Centre’, from 1:31- 2:37) (CS2). This sequence relates to my personal practice though the planning and implementation of activities whereby I support the children’s learning and development. In the course materials (Study Topic 3, p.69) Wood suggests, ‘There is substantial evidence that through play, children demonstrate improved verbal communications, high levels of social and interaction skills, creative use of play materials, imaginative and divergent thinking skills and problem-solving capabilities’(KU1). The amount of development that can be demonstrated by Woods’ suggestion is very rewarding for the child and as a staff member who plans and observes activities and resources used by the children during play. Welfare and provision is also a very important to the everyday practices in the setting to care for the health and wellbeing of all the children. This activity in this sequence relates to me because it’s the type I’d like to introduce in our setting, yet there are staff that believe that it’s too unsafe for the children to partake in. Children’s learning In this sequence, ‘Lark Centre’, a teacher, Kerry, is working with a small group of children at a woodworking bench, using wood, tools and nails. At the initial stages of the sequence, Kerry is supporting the young boy ‘Jon’ to assist him with the use of the saw verbally and physically. I also often provide this assistance to children in the class when they are carrying out practical life exercises for their first time or as and when requested. This assistance is important in extending the child’s physical and emotional development; otherwise, the child may lose confidence in continuing and completing the activity (KU2). The teacher watches and provides assistance when physical difficulties arise, so there is minimal risk of failure and the child will not be affected emotionally. Montessori’s approach (Study Topic 3, p.56) mentions that an adult’s role, ‘was to observe, support and guide if necessary’ thus supporting the actions of Kerry working with Jon (KU4). This praise and encouragement is supported and noted in the course materials (Study Topic 4, p.92-94). The ‘socio-cultural perspective’ is a framework that highlights social development and how adults/peers support children within this (Study Topic 3, p.65). Vygotsky was a great influence in developing the ‘socio-cultural perspective’ framework, with a concept called zone of proximal development (ZPD). Vygotsky suggests that there are two levels of development that children function at, their actual level and their next level. Specifically, ZPD takes place when a child does not demonstrate a skill, then moves from being able to with the assistance of an adult/peer, to demonstrating the skill independently. The Reggio Emilia network of early childhood services, established by Malagazzi is an approach of learning and development used the ZPD as a way of learning with others. The teacher takes the role of the “child’s learning partner” and offers support and knowledge (Study Topic 3, p 55 & 68), allowing the child to complete the activity with the adult encouraging independence, which challenges the child’s abilities with a positive outcome. Study topic 4 of the course material focuses on many theories regarding how children learn and develop. One of these is ‘social constructivism’, which links to ZPD in that it looks at how other peers and adults support less able children in challenging activities. Wood (Study Topic 4, p.90) continued on Vygotsky’s and Brunner's theories with the term ‘scaffolding’, which incorporates three strategies; modelling, cueing and raising the ante. In the video sequence, Kerry is allowing this scaffolding by supporting Jon with his sawing and hammering. In addition, Kerry supports him with verbal encouragement to carry out actions that the child is already able to do. This is then followed by cueing and importantly going on to let him increase his skills, eventually letting him do it by himself. While working with these tools Jon is extending existing schemas. Athery’s concept of schema is that behaviour, which is repeated using everyday objects and events in play becoming more co-ordinated, leads to more knowledge and understanding, which then follows on to more advanced schemas (Study Topic 3, p.57-58). A schema that Jon is doing is ‘Trajectory’, sawing and hammering the nails in an up and down, and forward and backward motion, which he could have experienced in playing a xylophone or pulling or pushing small cars. Another is ‘Connecting’ were he is joining items together using the nail wheel and block of wood which could lead onto him being able to create a more challenging model. In the United Kingdom we have the Early Years Foundation Stage (EYFS) (2010). This Framework provides guidelines and practise for all Early Years settings. The EYFS Practise Guidance provides four themes and sixteen principles relating to how framework is integrated. The selected sequence is relevant to the framework by the support, learning and development that Kerry and Jon are experiencing throughout the activity. Example of the areas of the framework displayed are Health and wellbeing, supporting and learning and play and exploration. One other area is the areas of development and examples that are covered are Physical Development where Jon is working on his motor skills and creative development where he is making a 3D structure (KU5). Official requirements to welfare and provision In the early year’s provision there are many documents developed by the government that refer to the health and wellbeing of all children. One of these is Every Child Matters (EMC) which has five key outcomes; being healthy, staying safe, enjoying and achieving, making a positive contribution and economic wellbeing (DCSF, 2010). These outcomes relate to several other documents such as the 1989 United Nations Convention on the Right of the Child and the Children Act 2004. Full staff meetings that are held on a regular basis, and to which I attend, speak about these outcomes as they are part of all our daily practices (KU6). In the course material there is a wall of blocks showing the needs of a child to develop and learn (Study Topic 6, p.112). In the video sequence Lark Centre (DVD, Block 1, video sequence ‘Lark Centre’, from 1:31- 2:37) where Kerry, is working in the Willow Room with a small number of children, some of the topics in the blocks relate closely. These are ‘fresh air, sunlight, warmth and exercise’, ‘Security, love and affection’, ‘Social contacts’, ‘Stimulation and a safe place to play’ and the overall ‘Independence, self-esteem and wellbeing’. Signs of involvement in this sequence that are displayed relating to these blocks are the concentration and energy Jon is demonstrating in his precision and persistence to complete the task. This is also illustrated by the gestures and verbal expressions during and at the completion of the activity whereby he is demonstrating great satisfaction. I believe this specific behaviour relates to the outcomes in the ECM ‘enjoying and achieving’. The area which is regarding being within a safe and secure environment and free from harm is an area covered here, in this sequence as I see Kerry assisting him by encouraging him and letting him build on his self esteem and independence through a strong relationship. This is important in the early years and is stated in the EYFS (2008, p.19) ‘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 caring for them’. Landsdown (2001) suggests that the participation that children have in the setting advances their self-esteem and confidence allowing them the means to speak out about any abuse of their rights. When the child is building relationships with key workers the child should feel that they are able to trust in them. It is also important that the environment is safe from harm. In the Statutory Framework for the EYFS (DCSF, 2008, p.33-36) there legal requirements to the safety of anything a child comes in contact with. This is where risk management has to be taken into account for the child’s safety. Kerry for example is with the children while they are working with the real wood working tools and has a careful eye on the children in this short clip. It is of great importance that the planning is age appropriate and that the children can play safely with equipment in an environment with adequate space to move freely. Word Count: 1426 Part 2 In this sequence, I have noticed areas that I can relate to within my own personal practice and that I can work to develop and improve upon. Supporting children in their development and learning is one of the important areas I have wanted to develop while studying on this course. Two areas I would like to incorporate into my practice to further children’s learning are the use of scaffolding and schemas. After exploring Athery’s approach to schemas that the children are involved in, I have begun to realise how this development affects the activities the children follow on with. This will now change the way I take notes on observations of the children; I intend to make my notes more detailed to help plan activities to develop their interests further. An example of this is the Montessori equipment which we have within my setting, having an increased knowledge of schemas within the class I am now aware of schemas that I can set and develop into more advanced schemas. The second concept I enjoyed reading about was scaffolding as it has a couple of steps that I notice working with everyday whilst within a Montessori setting. The approach in Montessori is to demonstrate activities to the children then observe the processes. We also make sure that there are materials available to use to further the steps of equipment in their learning. The stage of cueing is something that I would like to develop now that I have a better understanding of schemas. I also realised that I have previously unintentionally used scaffolding when introducing a computer into the class for the children to use to cover ICT in the curriculum. Some of the children have picked up new skills quickly and often return to repeat them (PS3 & CS3). I have two official requirements to provision and welfare I would like to develop in my own practice. Firstly, there is the wall of blocks that suggests different areas that are requirements for a child’s physical, emotional and social development to continue (Study Topic 6, p.112. I think it would be a good activity to build on my personal practice if I related it to my setting and assessed to see if there are any improvements that would subsequently be suggested. An example I can think of is a balanced diet and pure water supply. We do supply water to the children when ever they ask and at snack time, which can be fine. The fact is though that at 2 ½ years of age were it’s the children’s first class to attend at nursery it may be difficult to ask for this due to anxieties and nervousness with unfamiliar people and a new environment. Another area of welfare and provision I would like to continue is the relationships built with the child. When the emotional and social side of their development is extended and they have confidence, it is possible for them to speak out when they feel their rights have been abused. The adult they have a good relationship with may also be the key person they speak to in this event. Word Count 523 Part 3 I have had a lot of difficulty understanding the assignment guidelines. I feel as if I understand all the course material, although not able to put my thoughts into words when writing it down. I was hoping to do better this time but I feel completely overwhelmed by everything that needs to be achieved. Word Count 54 Total Word Count 2003 References Department for Children, Schools and Families (DCSF) (2010) [online] Every Child Matters, Aims and Outcomes, http://www.dcsf.gov.uk/everychildmatters/about/aims/aims (accessed 29 July 2010) Department for Children, Schools and Families (DCSF), (2008) Practice Guidance for the Early Years Foundation Stage DCFS: Nottingham Department for Children, Schools and Families (DCSF), (2008) Statutory Framework the Early Years Foundation Stage DCFS: Nottingham Landsdown, G. (2001) `Promoting children’s welfare by respecting their rights´ in Cable, C., Miller L. and Goodliff G. (2010) Supporting Children’s Learning in the Early Years, Abingdon, Routledge.