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TMA 04 Supporting children’s learning through the curriculum Introduction All names have been changed to ensure anonymity. Consent has been given by the setting, child and parent. The child was told that s/he could stop at any time. Part 1 In the 1 part of assignment I will write an analytical account of key elements of one child’s learning and development in areas of personal, social and emotional development and knowledge and understanding of the world. I will base on my four observations for the last two weeks, evidence provided by child’s reception school teacher (with parent’s permission) and things that parent say to me. Child A is 5 years old. He attends my setting five times a week. One hour session before school and three hour session after school. He comes full - time during school holidays. Child A lives with parents and younger brother. His mother is from Poland and father from Estonia. Child A speaks free languages: English, polish and Russian. Personal, Social and emotional development “Children need to be confident, but also socially competent, in order to approach others and to make friends” (Study Topic 17, p., 118).A Child is very sociable and nice boy. He easy form contacts with children and with adults. He has good relationship with me and all the children I my setting. According his school's teacher a child has a good understanding of the class rules and is able to follow them well. I give child A opportunity to learn how to work together, co-operate with each other and listening to one another by provided group activity (see appendiies1-4). From my observation I can notice that child A shows his care and concern of others. He develops gradually friendship with the younger boy from my setting and cares for him. In observation3 about water (see appendix 3) he explains his little friends the issues concerning the school, offers assistance with use of water toys and declares looks after him in my absence. Child A cares for other notice as well his mother and teacher at school. Mother said that he is very close to family members and particularly to his little brother. His teacher informs that he show good care and concern about people around him and is helpful to his friends when they need support. According teacher, child A show excellent confidence when choosing activities independently. I provide not only adults – lead but also child – initiated activity (See appendices 1-4 )and I give child A opportunity to achieved early learning goal: “select and use activities and resources independently” (DCSF 2008,p.38). Child A is growing up in two cultures. Same children can take benefit from this. As Bruce (2001) suggests: “Children who got experienced different cultural conventions are already to understand how to manipulate different symbols to mean different things, sometimes with sophisticated layers of meaning. Because they know intimately about differing cultural conventions and symbols, they are not destined to be narrow “culture – bound specialists”(Study Topic 17, p., 119).From my observation I can notice that child A has good awareness of his own culture which can be seen during his activity about country. (see appendix 1).Child’s teacher said that he tell all his peers that he is from Poland. After Christmas holiday he was sharing his thought about his time spent in Poland. His mother inform me that he always enjoy joining in with family custom. Knowledge and understanding of the world Teacher inform me that Child A starts more interesting in malleable area and he is able to describes how things feel, smell and look by using appropriate tools to investigate. Early Years Goal (DCSF 2008, p.80) He enjoys playing in small word area and shows interest in animals, cars and trains as is excited to learn about how they work and enjoy learning about them through play. According to his mother he is very excited about his new toy: remote control car. He asked how is work and he starts use it undependably. According teacher he has the skills needed to access computer network confidently. He had recently successfully created a picture using a graphic program. Child A independently selects computer’s program at home and can prints documents or photos. He skilfully uses console, Television and remote control. He starts interested in the mobile phone recently and asks his father to explain how to do phone calls and dial numbers from the phonebook. Following his interest in ICT, I decided to expand his knowledge and skills and provide a camcorder as resources in one of my activity.( see appendix 2 )I encourage child to try use camcorder, support him to operate new technology and then let him use camcorder himself. I used scaffolding method of learning (Study topic 4, p.90). From observations and information provided by child’s mother and teacher, I can safely say that the child can independently handle various household technologies, and thus already achieved leaning early goal in ICT (DCSF 2008, p. 84).(KU1) (PS3) From my observational notes I find out that child is begins to know about his own culture and those about other people. He knows that is hot in Africa and people can got different colour of skin. I support his curiosity in cultures by providing traditional cloths, flag and map from around the word. I show him haw look polish’s flag and teach him use world’s map (see appendix 1 ).Child A show his interest in the world in which he live. I support his knowledge about water circle and answered his questions (see appendix 3). Child A is curious about the world around him and is able to use his senses in order to find out more. He is making good progress not only is personal social and emotional development and knowledge and understanding of the world but also the rest areas of the learning and is working towards achieving all of his Early learning Goals. Part 2 In part 2 of assignment I will write analytical account to show how my planning and organisation of the learning environment promote opportunities for learning in relation to children’s social and emotional development and knowledge and understanding of the world. “All planning starts with observing children in order to understand and consider their current interest, development and learning” (DCSF 2008, card 3.1). I use different kind of planning in my setting. Long term – planning is an annual plan, which includes basic information about the themes and topic that will be used for more detailed plans. Long-term also includes information concerning special occasion such as birthdays of children. Medium-term plan is divided mainly for months at a time of year. Contains more detailed information and link to different areas of learning and development. Short –term plans (weekly – plan and activity – plan) are based on long and medium-plans as well as on the Observations and the assessments and have made ​​for the children in my care. An example of my plans can be seen in appendices 5-7. My activity plan see appendix 7 is based on previous observation “water” (see appendix) of Child A from the Part 1 of this assignment. In that activity I followed the child's interest about water cycle and pipes. I think that the proposed activity will broaden my child's knowledge of the local environment. Using computer with access to the internet and visiting websites such as Times Water deeps child’s knowledge about what and how he can find on the Internet. “ Knowledge and understanding of the world involves providing experience that would sow in children the desire in later years to enjoy the study of such subjects as science, design and technology, history, geography and information and communication technology (ICT)” (Rader 2,p.,170).(PS1) When I plan activities, I always take into account that they are diverse and referred to the All areas of learning and development. "Regular access to a variety of Provisions, dry as sand, water play, role play, small-world play and information technology, along with Recourses for making things, That ensures they have a wide range of experiences, Enabling Them to Build Their ideas about materials, place, time and change "(Study Topic 16, p, 94). “A reach and varied environment support children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces” (DCSF 2008, Card 3.3) .Children in my care has opportunities to explore indoor and outdoor environment all year round. They can explore different kind of weather like rain, snow sun. I do regular trip to local parks, farm where children have opportunity to develop knowledge and understanding of the world by looking closely at animals and plants. I organise trip to local shop, GP, fire station where children can learning about different occupation and got opportunity to talk and make relationship with people from local community (PSED). Children got access to garden where I provide a lot of different resources like sand, water, wind windmills for investigation of the natural world. I provide resources which learning children playing together, sharing. (KU5) I encourage children to choose activities and decorate room themselves. I teach children house’s rules: clean up , help others, and share (PSED). I provide resources like blankets, tends and areas where children can seat, hide and make they own space and chat with friend developing their socially by making relationship. All playing areas are full of children photographs and arts to make them feel part of the setting. Children can use computers, printer, TV, play station as well microwave, food processor all those resources give them opportunity of developing ICT. Constructors toys, and material allow children developing skills in making and designing (KUW). All children are welcome in my setting.no discriminated against because of ethnic origin or skin type. C. . I give children opportunity to learn about different culture, religion and customs for example by celebrate festivals or cooking food for different country. I work closely with parent and other professional and wider community to support children learning. Parents receive information about child learning and development as well as about planning. I encourage parents to information about child’s learning at home. I collaborate with parents to support child new skills: potty training, and eating solid food. Same of the children in my care attend local school and pre-school. The school display information about planning and I use it for continue child learning in my setting. I got as well (with parents’ permission) access to documents about child learning and development at school and use it for supporting child for example in writing new words.(KU6) I work with wide community as staff in library and professionals at child-minder drop –in session at local children centre. They always offer me useful advice and provide information about issues related to early Years foundation stage and provide child care courses. I always try to organize a learning environment with the greatest benefit for children and I am open to suggestions and advice from other people.