E100_Tma2_Looking_at_Children's_Learning

Ethical Statement I have covered the ethical considerations as per guidelines of the British Educational Research Association (BERA), by ensuring that all names have been changed to protect the identities of all settings and individuals. Part 1 For the first part of my assignment I’ve decided to choose video sequence “Hospital Play” shown on the Open University DVD 1, Block 1. This is because I feel it relates to my childcare setting as the children I am currently providing care for are of similar age range. The video sequence shows a group of children, supported by nursery practitioner Daksha playing hospital. Daksha provided real life hospital resources of bandages, gloves, and specimen containers. As I thought this was a wonderful idea for this particular play, I brought this idea into my own setting for the children to use next time they played hospitals to enhance their play. PS3 The children shown in the video were very engaged with the resources Daksha had provided; they constantly handled them, showing interest in what each other had, discussed what they were and what they wanted to use the resources for. Having real life resources available provided the children the opportunity to familarise themselves with hospital items plus an insight into how these items may be used in a hospital environment. I felt that it was an excellent way of allowing the children to discuss health and feelings whilst learning how hospital procedures work. This could help children overcome and dismiss fears they may be harbouring regarding hospitals and Doctors in general, thus making any future hospital or Doctor appointment a better and less stressed event. KU2 The nursery practitioner Daksha joined in with the children to support their language development and writing skills when the children wanted the specimen containers labelled. This gave the nursery practitioner opportunity to extend their play by asking the children open ended questions which helped encourage them to develop their imaginative play. Childrens social skills were being enhanced as they were talking to each other, learning to share with one another and wait their turn. The children were asking each other questions, making their own decisions about their play and what to do next. The children were all actively involved with each others role play; some children were undressing a doll whilst others were role playing Doctors. The childrens language skills were continuously developing during this play as they were constantly communicating to each other and with Daksha in English and Gujarati. KU1 After watching this video sequence and reading about different approaches to teaching and early years learning from Study Topic 3 of the Open University Resource Book 1, plus reading Chapter 7 of the Open University Reader Book 1. It is my opinion that this sequence of “Hospital Play” showed signs of both the Montessori and the Steiner approach to childcare theories of childrens learning and development. The resources that nursery practitioner Daksha provided for the children for this play are real life, which supports the Montessori view to provide an environment as natural and as real as possible. This fits in with the “method based on the principle of freedom in a prepared environment” (Open University Reader Book 1, page 79). The children are shown leading the play and nursery practitioner Daksha did not intervene unnecessarily. Instead she watched and followed the childrens play, then offered her support when neccassary. With the nursery practitioner observing, guiding and supporting the children reinforced the following method of the Montessori approach that “the adult is seen as a guide rather than a teacher” (Open University Reader Book 1, page 79). I believe that the video sequence displayed signs of the Steiner approach to learning as the play had “emphasis on creative, imagination and rhythm” (Open University Reader Book 1, page 76). As nursery practitioner Daksha displayed examples of the Steiner approach by joining the play and supporting the children ensuring “the educator should nurture the child’s individuality and creativity and to also be a type of ‘mentor’ or supportive adult for the child” (Open University Reader Book 1, page 78). KU4 In September 2008 the Early Years Foundation Stage was introduced to all childcare settings as “a comprehensive statutory framework that sets the standards for the learning, development and care of children from birth to five” (http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/a0068102/early-years-foundation-stage-eyfs) Taking this into account and after watching the “Hospital Play” video sequence from resource DVD 1, block 1, it is my belief that the video sequence demonstrates the Early Years Foundation Stage statutory requirements through the following four main themes:- 1. A Unique Child - “to ensure that every child is a competent learner from birth who can be resilient, capable, confident and self-assured.” (DfCSF, EYFS Statutory guidance book, page 8-9). This first statutory requirement is met during the video sequence as it shows the children all actively learning about health and wellbeing. The children display confidence and self assurance whilst playing. The nursery practitioner Daksha is providing additional support and guidance when needed which reinforces the childrens resilience and self assurance. 2. Positive Relationships – “how children learn to be strong and independent from the base of loving and secure relationships with parents and/or a key worker’” (DfCSF, EYFS Statutory guidance book, page 8-9). In the video sequence the children show they are building positive relationships amongst themselves and with Daksha, who is the key worker. The children showed that they are learning to respect each other by talking to and listening to each other and waiting to take turns. 3. Enabling Environments – “the environment plays a key role in supporting and extending childrens development and learning.” (DfCSF, EYFS Statutory guidance book, page 8-9). The requirement of providing an enabling environment has been met. During the video sequence, we see support being provided by Daksha as she helps the children with labeling the specimen bottles and asks children open ended questions regarding their play. We see the additional resources that Daksha has brought to the play and learning environment. This enabled discussion about hospital procedures, thus giving a wider context of the hospital play theme. 4. Learning and Development – “recognises that children develop and learn in different ways and at different rates.” (DfCSF, EYFS Statutory guidance book, page 8-9). Childrens learning and development is being met as the children are seen able to explore all the resources provided along with using their imaginations and leading play. The children were constantly communicating to each other and with nursery practitioner Daksha, who gave support to all the children as well as additional support to children whose first language is not English, as we see her speaking and translating in Gujarati. Ensuring that the mentioned statutory themes are met enables the following six areas of learning and development to be reached “Personal, Social and emotional development, Communication, language and literacy, Problem solving, reasoning and numeracy, Knowledge and understanding of the world, Physical development, Creative development.”(Open University Resource Book 1, Study Topic 4, page 100). KU5 I agree with “What is important about the EYFS areas of learning and development is that they can help practitioners to avoid overlooking an important part of the child’s development” (Open University Resource Book 1, Study Topic 4, page 101). After reading Study Topic 4 and Study Topic 5 in the Open University Resource Book 1, my belief has grown stronger regarding the importance of child practitioner’s ability to recognise learning or development difficulties that a child may have, and ensure that all the relevant parties involved with the child are made aware of any concerns. CS3 After completing Activities 3 and 4 of Study Topic 5 from Open University Resource Book 1, it supported my view that all nursery and childcare practitioners should follow the Early Years Foundation Stage six areas of learning and development. This would ensure that any worries or concerns that may and could arise regarding a child’s learning and development can be addressed and discussed with all parties involved in the child’s network, and the appropriate outside agencies can be contacted and any additional support the child requires can be sorted out and arranged as a result. By ensuring this holistic approach to childcare, enables all parties involved with the child are able to cater for that child’s wellbeing. KU6 In Study Topic 6 of the Open University Resource Book 1, page 141, I read about the United Nations Conventions on the Rights of the Child. I believe the three areas of childrens rights mentioned regarding provision, protection and participation were being upheld during this sequence of play. The children are being given the right to education, support is provided by the nursery practitioner and the children are clearly expressing opinions and making decisions. (Word count 1450) Part 2 I now realise that by providing open ended questions to children whilst playing is an important part of their learning and development. This helps them think, analyse and conclude. I have begun to introduce more open ended questions during the play of two 3 year olds, H and M that I provide childcare for, to help build on their communication skills. More recently whilst at playgroup H and M were playing together at the water tray putting metal, wooden and plastic objects in and out of water. I joined them and asked H and M open questions such as “What happens to the keys if we put them in the water'” What will happen to this beaker'”, “Why did that happen'” By asking them these open ended questions, it allowed me to provide H and M additional support with their language skills, whilst giving the opportunity for me to introduce them to new vocabulary such as “sinks”, “floating”, “heavy” and “light”. After reading Study Topic 4 of the Open University Resource Book 1, and completing Activity 5 regarding “scaffolding”, I now fully understand I have to ensure the correct amount of support is given to a child during an activity. Then as that child gains confidence and independence with the chosen activity, the support I provide is reduced. I realised that I have been supporting both H and M with their “scaffolding” during their meal times, as I have helped both H and M to firstly use a spoon when eating, then they have progressed to using a knife and fork. This was accomplished by firstly showing H and M how to hold and use the cutlery, then, by me placing my hand over their hands to encourage, and help them guide the cutlery to the food and then guide the cutlery to their mouth. After repeating this a number of times, both H and M soon learnt to handle the cutlery and feed themselves. After reading Study Topic 5 and Study Topic 6 from Open University Resource Book 1, I feel I have gained further knowledge of Early Years Foundation Stage Statutory requirements and how these requirements are linked to the Every Child Matters agenda of “The childrens workforce is required to collaborate, supporting children in: Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic wellbeing.” (Study Topic 5, page 28). This further knowledge and understanding of childrens well being enables me to improve my childcare practice and continue to provide a high quality childcare setting. After completing Study Topic 6 of the Open University Resource Book 1, I was surprised with my outcomes of the activities, realising that upon reflection I need to ensure I include more from other cultures such as festivals and celebrations, to ensure that as the Open University says “think about how you can accommodate differences rather than change children to fit in to a setting” (Study Topic 6, page 146), helping to improve my childcare provision. CS2 (Word count 500) Part 3 Reading about the different theories regarding childrens development and learning was interesting as I have discovered that I use a combination of theories in my childcare setting, such as Steiner and Montessori. Linking the learning outcomes is still challenging but the reference list was less difficult this time. (Word count 50) (Total word count 2000) Reference List Department for Education and skills (2008), Statutory Framework for the Early Years Foundation Stage, page 8-9 Open University (2010) E100 Growth, development and learning, Study Topic 4, page 100 Open University (2010) E100 Growth, development and learning, Study Topic 4, page 101 Open University (2010) E100 Health and wellbeing, Study Topic 5, page 28 Open University (2010) E100 Diversity, inclusion and children’s rights, Study Topic 6, page 146 Open University (2010) Reader 1, Cable, Miller, Goodliff, Working with children in the Early Years, 2nd Edition, Chapter 7 Approaches to curricula in the early years, page 76 Open University (2010) Reader 1, Cable, Miller, Goodliff, Working with children in the Early Years, 2nd Edition, Chapter 7 Approaches to curricula in the early years, page 78 Open University (2010) Reader 1, Cable, Miller, Goodliff, Working with children in the Early Years, 2nd Edition, Chapter 7 Approaches to curricula in the early years, page 79 http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/a0068102/early-years-foundation-stage-eyfs)