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After doing my observations I planned two activities to promote further learning for X. As X already has great language skills wanted to further his communication sills further by planning an activity around cars and mark making as this is one of his positive learning dispositions. (Appendix 2) My activity was planned with support from X’s key worker and other colleagues. It is important to plan and organise from before using different learning recourses because then you can receive help from other colleagues. I used the Statutory Early Years Framework May 2008 as a guideline for planning taking in account the 6 areas of learning and also the four themes from every child matters. The environment the child is learning in needs to be a comfortable home-like place, and giving them the chance to create their own world in the setting where the child feels safe, secure and love. It is important for the child to feel like this as it will boost their self confidence and self esteem. Children should have the freedom to choose to what they want to play with and allowing them to resolve their own issues without too much intervening so they can learn to make discussions and solve their problems. ”All this entails plentiful and varies use of language” (Study Topic 13, Learning for Thinking, pg 22) But it is important for members of staff to scaffold and stretching the child’s learning to give the child the best chance to learn and develop. (Study Topic 13, Stretching and Scaffolding. Pg 32)This is why chose the activity I have for the next step for this child. (Appendix 6)This active includes him to speak to other children about where to go and how to go through the obstacles. This allows him to extend his communication skills and language through discussions. This activity covers PSED, PD and CLL. This activity allows to ‘growing an understanding of how to behave in different situations’ Browne 2010. CLL is covered as he needs to talk and discuss things with his peers and hold on full conversations and PD because he is expanding his gross motor skills. The second activity(appendix 5) I have chosen is to involve parents not just for X but or all the children as this will create a relationship between parents and staff and they can get to know each other, making the parents involved in their children’s learning and raising the confidence and self esteem of the children. Parents need to be aware that their child is happy in the setting, so key workers and parents needs to have a ‘partnership’ relationship. (Study Topic 10, talking about learning, pg 103) This also means that all the policy that the school have provided including safeguarding and welfare requirements should be met,(Study topic 10, A safe and secure environment, pg 101) also supporting the child’s PSED.