E124_Enhancing_and_Extending_Children’S_Learning_Tma03

TMA 3 Enhancing and extending children’s learning Part 1 –Introduction (100 words) The framework that guides my practice is The National Curriculum Key Stage 1(QCA, 1999), The Early Years Foundation Stage (DFES, 2007) and my establishments Policies. My role is to support children with additional needs, in small groups. I choose experiences that accessed learning and development under The National Curriculum (QCA, 1999) and The Early Years Foundation Stage (DFES, 2007). My ICT and knowledge and Understanding of the World (KUW) activity follows AR and LJ in the travel agents role play area. For my Personal, Social and Health Education (PSHE) I focused on BH and LP as they decorated a postcard whilst sharing holiday experiences. (104 words) Part 2 Example (250 words) Our termly topic and year plan show the different curriculum areas with activities to support and facilitate the learning (Appendix A). Each term topics are planned to provide subject material and detailed activities. We linked the role play area with holidays which built on children’s experiences already and our topic “Where in the world is Barnaby Bear'” (Appendix B). This activity provided an environment where the children could explore freely on a daily basis. As a group we discussed holidays and investigated brochures, maps and the globe allowing the children to discover new and already experienced places. The quiet room was equipped with tables, chairs, brochures, posters, pens, pencils, paper, telephone, maps and a computer. LJ is fairly sociable, appearing to enjoy role play, whilst AR is inclined to be aggressive during free play activities. Often within a small group LJ has visited the area several times. Following a family holiday, AR had been eager to participate. I was able to observe LJs computer skills and her encouragement of ARs attempts and note how AR mixed with his peers without showing any previously witnessed aggression. LJ was interested in the computer and tapped away at the keyboard whilst she chatted to AR about where he had been on holiday. LJ shared her holiday experiences with AR whilst AR appeared happy to replicate what she said. The travel agents role-play facilitated development in PSHE (Personal, Social and Health Education) and KUW (knowledge and Understanding of the World). (246 words) Part 3 Analysing learning, part 1 (400 words) Study Topic 9(The Open University, 2004, p.8) discusses Papert’s view that computers can be a valuable educational tool if used appropriately. He recognised that computers offer ways for children to use their exploratory tendencies. The group was able to explore and practice ICT skills within a safe secure environment. LJ had opportunities to practice her ICT skills with support from me when required. This activity provided the children an opportunity to demonstrate their developing skills as described in the “ICT learning” section of “ICT in Geography” (QCA, 1999, p.1) for Key Stage 1. There was opportunity to learn about sharing resources and collaborating with others as they “talked to customers” on the telephone and “booked holidays” on the computer. This illustrates how one activity can cover several areas of the ccurriculum (ICT, PSHE and Geography) in this example. As practitioners we need to provide first hand experiences that allow children to see the relevance of what they are doing as discussed in Chapter 17 of the Reader (Devereux and Bridges, 2004). LJ and AR were able to make new discoveries whilst they drew upon previous knowledge (family holidays) therefore further developing their knowledge of their place in the world. I supported learning by helping the children relate the activity to the postcards written and the mapping skills we had used when exploring holidays undertaken by Barnaby Bear and individual children. Study Topic 9(The Open University, 2004) discusses the difference between learning about ICT and learning with ICT as a tool. The computer and telephone were there as tools in the role-play, as some of the children had previous experience of seeing these in travel agents. The computer was connected so that the children could use their keyboard skills to role-play booking holidays (a word document and clip art were available). We felt that including a computer would open up the activity to those less experienced using ICT and allow them to gain confidence whilst in a role play situation. Prior to this we had investigated travel agents web sites (with support), and drawn and written postcards. With parental support a diary of events was kept as Barnaby bear participated in individual children’s holidays and trips. To further extend learning a travel agent visit could be arranged and supported access to the Barnaby bear BBC web site to explore the stories, games and quizzes. 393 words Part 4 Example 2 (250 words) This creative experience was as a result of a request by the children and was available once a week during the term. The activity allowed previous knowledge to be built on, whilst encouraging sharing of holiday experiences and providing an opportunity to practice drawing, cutting and gluing skills. In order to be inclusive to all of our children this activity was offered at both floor and table level. Scissors, glue sticks, holiday brochures, colouring pencils, crayons and postcard shaped card were provided. The availability of postcards from various destinations allowed the children to get ideas for their decorating. BH is sometimes unsure of joining group activities. LP has previously been seen guiding and encouraging BH. At the table, LP led the way, making sure she had a card and then getting a card for BH. BH watched as LP chose a picture and cut it out and then stuck it down. She repeated this and then gave the brochure to BH. With the encouragement of LP, BH used the long loop scissors cutting successfully around her pictures before gluing them to the card. We encourage and reflect upon individualised learning but I observed BH as she was encouraged by LP and she succeeded. Whilst we reflect on and celebrate individualised learning there is also a need for “peer teaching” or “learning partners” (Start Here: reviewing the changes, 2007, P.48) as this may encourage children to “learn about their own and other peoples needs” (National Curriculum Key Stage 1, 1999. PSHE. p.1). (250 words) Part 5 Analysing learning, part 2 (400 words) This creative activity had LP and BH participating together, LP demonstrating her cutting skills as BH watched. LP encourages BH as she successfully controls the long loop scissors and is able to mirror LPs creative actions. Chapter 9 of the Reader (Bilton, 2004), describes physical development as not just about growing: it’s about developing control, coordination, balance and refining both gross and fine motor skills. A child’s understanding of a task sometimes precedes their physical ability to perform it, this is particularly so in children with additional needs and can cause frustration. In Study Topic 12 (The Open University, 2004) Helen Bee suggests that physical development can also influence a child’s view of themselves as a person and as a learner. It is important that as a practitioner I provide the time, resources, contingent support and environment to facilitate physical development. By providing the long loop scissors I made sure that BH felt included and had followed our aims “to be inclusive” with the provision of suitable learning challenges and had helped her to “overcome potential barriers to learning”(Inclusion Policy,p.1,2007, figure 2.2.) Appendix C. Study Topic 11 (The Open University, 2004) quotes Leach: “Personal, social and emotional development is essentially cross-curricular since children learn to share equipment, space and adult time and attention throughout the day, both in the setting and elsewhere”. LP and BH share resources whilst sharing holiday experiences and my attention. Like the early years practitioners in Chapter 19 of the Reader (Dowling 2004) our shyer children (BH for instance) are more likely to share personal thoughts and succeed in small groups. An opportunity was provided for LP and BH to share experiences, in a “secure environment”. To further develop BH’s confidence we will encourage her to gradually share her experiences within larger groups. LP demonstrated her awareness of BH’s need for sensitive support. As illustrated in chapter 19 of the Reader (Dowling 2004) even young children are not just focused on themselves but are aware of how others are feeling. These observations have led to the introduction of “peer teaching” or “learning partners” (Start Here: reviewing the changes, 2007, P.48) in my group work and I have seen a child’s confidence grow as they support their peers in their learning. It would be a good idea for my setting to plan for more opportunities for “learning partner” times. (392 words) Part 6 Supporting learning, (500 words) As a practitioner I play a vital role in supporting and extending learning whilst developing relationships. Alongside appropriate resources and guidance I am responsible for providing safe and secure learning environments which will support children’s interactions with the activities offered. Individual children need to be provided with sufficient challenges in the activities I offer with information from these activities being used for future planning and assessments. I am currently focusing on the following areas of my practice; - Contingent support, Relationships and Creating stimulating environments. Contingent support As sited in Study Topic 1 (The Open University, 2004) scaffolding has been defined as the contingent control of learning (Wood, 1986). I need to be sensitive to differing needs for support, providing appropriate assistance and equipment. I’ve noticed that contingent support is often most effective when working one-to-one and can focus closely upon individual needs. I have found it is harder to be sensitive to an individual child’s needs if they are within a group particularly if their learning requirements differ greatly. The Zone of Proximal Development (ZPD) was Lev Vygotskys theory which suggested that children work at two levels: their actual level of development (working independently) and the next level up (needing support). I need to offer contingent support when I am aware that a child is operating at the edge of their capabilities, scaffolding that understanding until they can manage independently. Practitioners need to get the level of support right, enabling the child to move forward. I have seen support at the wrong level erode a child’s confidence and setting them up to fail a task, which can make them reluctant learners in the future. In my practice I am actively aiming to provide and encourage others to provide the right level of contingent support. Relationships Sociocultural theory as discussed in Study Topic 1(The Open University, 2004) highlights the importance of warm and close relationships between adults and children with whom they work. As a practitioner I’m aware that this relationship is imperative, background knowledge helps to build relationships with the child and their family; it can also aid the planning of activities. This sharing of information is vital if I’m to be made aware of early learning difficulties and put strategies in place, which involve other professionals where specialist help is required. I aim to continue to work closely with outside professionals (speech & language and EMAS-Ethnic Minority Achievement Service) to enhance my practice and that of my colleges. Creating stimulating environments I need to encourage young children to learn through exploration and play, a significant impact on this is my provision of stimulating and effective resources. Study Topic 1(The Open University, 2004) explains how exploration by children is through their senses and movements. The conclusion reported by the Education and Employment committee (EEC, 2000) was that “a rich and stimulating early year’s environment is important for early development”. I believe introducing formal teaching too early can reduce a child’s development; many skills (talking and emotional understanding) develop naturally through play and exploration. (505 Words) Part 7 Conclusion (100 words) As a reflective practitioner I now see the need to provide a “rich environment, with appropriate safe space and equipment” (The Early Years Foundation Stage 2007, p.1), so that imaginative and expressive free flow play can occur. These observations have made me realise how important “the education of young children through play” (The Early Years Foundation Stage 2007) is. I’ve seen how “learning partners” (Start Here: reviewing the changes, 2007, P.48) can be a valuable learning resource. I’ve observed evidence of cross curricular learning whilst children engage in fun practical activities. As a practitioner I’m responsible to provide context which promotes the individuality of children without just focusing on targets. (110 words) (2000 total word count) References Bilton, H (2004)Movement as a vehicle for learning Miller,L and Devereux, J (eds) Supporting Children’s Learning in the Early Years, London, David Fulton in association with The Open University (E124 Reader). Devereux, J and Bridges, A (2004) “Knowledge and understanding of the world developed through a garden project” Miller, L. and Devereux, J (eds) Supporting Children’s Learning in the Early Years, London, David Fulton in association with The Open University (E124 Reader). Department for Education and Skills (DFES) (2007) Practice Guidance for the Early Years Foundation Stage, London Dowling, M (2004) “Emotional Wellbeing” Miller, L and Devereux, J (eds) Supporting Children’s Learning in the Early Years, London, David Fulton in association with The Open University (E124 Reader). a) The Open University (2004) Study Topic 1 “Supporting Children’s Learning”, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University. b) The Open University (2004) Study Topic 9 “ICT and Learning”, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University. c) The Open University (2004) Study Topic 11 “Personal, Social and Emotional Development”, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University. d) The Open University (2007) Start Here: reviewing the changes, Milton Keynes, The Open University e) The Open University (2004) Study Topic 12 “Physical Development”, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University. Department for Children, Schools and Families (DFES) (2007), Effective practice: Play and Exploration The Early Years Foundation Stage, London