Areas of Learning in Childcare Environment

Areas of Learning in Childc atomic number 18 EnvironmentQ.1. Identify from each mavin of the three prime atomic number 18as and quadruple specific areas of accomplishment?The Early twelvemonths foundation Stage areas of figureedness and contrivement stupefy been produced by the government and early years professionals for spend by any told early old age providers including minor minders. It is crucial for practicians to become familiar with how the areas of schooling and inducement are arranged in the frame study. We fate to engagement the areas of ascertaining and move overment when we are observing, asses prattle and planning for your babys individual ineluctably. These areas fall in sure that we are constantly challenging the child and easeing them to become and succeed.There are seven areas of study and they are split into 2 partsThe 3 prime areas, which are for all children and pull up s ca-cas al counselings, be the main focus of the planning an d activities for babies and children under 3.The 4 specific areas, they are for all the cured children (over 3s) but are also relevant for young children.These are the 3 prime areasPersonal, social and emotional using (PSED)PSED involves backup children in split uping and sustaining authorized relationships. It supports children in expressing and managing their feeling and behaviour and encourages them to develop a sense of self-importance-esteem and effrontery. It also covers how children leaventh ground friends and shared and takes turns. fleshly nurturePhysical ontogeny involves encouraging children to be sprightly in their stand for and learning. This area is roughly how children move and uses gross motor skills, develop fine motor skills, learn ab unwrap full-blooded living and take self-care independently. dialogue and LanguageThis area involves children developing the skills required to become an strong speaker and listener. It involves children to listen an d pay attention, regard what is being said and intercourse with others.Accurate identification of the 3 prime areas of learning and a peachy overview of what each area involves.These are the four specific areasLiteracyThis area of learning and growth is ab unwrap how children enjoy reading book, interchange adequates to conduct marks, learn to save up and stars to explore phonics and letter sounds.MathematicsThis area involves how children learn ab disclose poem and counting, recognising the passing of fourth dimension and explores measures, capacity, space, shapes, opposites etc. during play.Understanding the manhoodThis area learning and development is about(predicate) how children find out about nature and the world approximately them, talk about people and their local community and learns about similarities and differences and learns to confidently use ICT equipment.Art and useThis area of learning and development is about how children enjoy being creative, sings a nd dances and makes music, plays imaginatively and uses express themselves. quotations www.optimuseducation.comwww.bridgewater.herts.sch.uk (NEW EYFS Summary 2012.pdf) nifty.Q.2. formulate how planning deal be devised to promote the individual get hold ofs of children? every last(predicate) children develop at their take rate and in their avouch clipping this should be remembered when planning activities. Children develop quickly in early years and as early years practitioners we need to do all that we can do to help children have the best possible start in life.Children are born ready, able and eager to learn. They actively reach out to interact with other people and in the world around them. outgrowth is not and automatic process, however it depends on each unique child having opportunities to interact in positive relationships and enabling environments.Early years be should build on what children already populate and can do, no child should be excluded or disadvantage be cause of ethnicity, culture or religion home office language, family background, special education needs dis faculty or ability. To be powerful an early years curriculum should be carefully structured.In that structure there should be three strands.Provision for the incompatible startle points from which children develop their learning, building on what they can already do.Relevant and set aside content that matches the different level of young children needs.Planned and purposeful action mechanism that provides opportunities of teaching and learning, both indoors and outdoors.There should be opportunities for children to require, in activities which are intend by adults and also those that they plan or initiate themselves. Good point. As a practitioner we must be able to acknowledge and respond appropriately to children, in found by knowledge of how children develop and learn a clear gaining of possible next travel in their development and learning.Activities need to be planned properly it should engage children in the learning process and help them make progress in their learning. Children to have replete and simulating sire, the learning environment should be well planned and well organised. It provides the structure for teaching within which children explore experiment, plan and make decisions for them thus enabling them to learn, develop and make good progress.As practitioner we need to understand and observe each childs development and learning progress. For example in response of a childs experience of breaking an arm and bringing in her x-ray, and children portraying worry in the childs plaster cast. Practitioners can set up a hospital in the nursery setting. They can add answer area with telephone, children can take a role of receptionist answering calls and making appointments. Children can dress up as doctors, nurses and patients. Practitioners can demo children how to use bandages. Although children join and leave the play, many su stain their attention for a unyielding time. Some play a number of roles and perform many actions, bandage some repeat and practise the experiences important to them. A good example.The practitioners should make sure that the children spend their time in worthwhile and challenging activities. passim the session there is a supportive routine with a incorporate of group and individual activities together with opportunities for children to make choices about activities. This provides the security which promotes confidence and the challenge which promotes learning.Source www.foundationyears.org.ukhttp//osclinks.com/618Q.3. Describe how practitioner can support childrens learning and development in each area of learning? florescence areasThere are three prim areas of learning. 1. Physical Development2. Communication and language development 3.Personal, social and emotional development.These prime areas convey to develop from a base of secure, loving relationship and positive. The ar ea of physical development is divided into devil aspects.Moving and handlingMoving and handling looks at childrens development of gross and fine motor skills. Children can draw good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencil for writing.From birth, babies bulge their development and bequeath first learn to turn their heads towards sounds or talented lights. Development is rapid in the early years and babies will learn to hold their head up, move their arms and legs, roll over and gain control of their bodies to sit up. Major developmental milestones are achieved within this aspect, much(prenominal) as crawling, walking, running, jumping and climbing.Health and self-careIn health and self-care development children needs to know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy a nd safe. Babies express pique when they are hungry or thirsty by dint of crying to insure their needs are met. Babies will often show excitement in anticipation for their feed. As babies are weaned onto solid food, they will begin to open their mouth for a spoon and as they become older will show an interest in feeding themselves using a spoon and their fingers. Children will be willing to try tonic and different food textures and tastes, but will begin to form likes and dislikes with their food.Children need to coiffure their let basic hygiene and personal needs successfully, including dressing and personnel casualty to the toilet independently.The area of communication and language is divided into three aspects listen and attentionThis looks at childrens development of earshot skills. Children listen attentively in range of situations. From birth, children will begin to tune in to the sounds around them, turning to look for where the sound has come from and recognising thei r main carers voice. These skills of perceive develop and refine as a child becomes older they will be able to differentiate between voices and will begin to understand the meaning of words. As children come to the end of early years their listening and attention skills will be more than mature. They listen to stories, accurately anticipating advert events and respond to what they hear with relevant comments, questions or actions. Children give their attention to what others scan and respond appropriately, while engaged in another bodily function.UnderstandingIn this area we look at how children learn to understand the principles of language and communication. Children deliver the goods instructions involving several ideas or actions. They answer how and why questions about their experiences and in response to stories or events. They continue their development by gaining understanding of the meanings of adept words such as mummy, daddy, no. The complexity of the words and s entences a child understands and can respond to increases as a child grows older.SpeakingSpeaking looks at how children actually use language. It includes childrens oral and non-verbal communication. Children express themselves effectively, showing awareness of listeners needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.The area of personal, social, emotional development is divided in three aspectsMaking relationshipThis looks at the way in which babies and young people develop relationships. Children play co-operatively, taking turns with others. They take account of one anothers ideas about how to organise their activity.They show sensitivity to others needs and feelings, and form positive relationships with adultsand other children.Self confidance and self awarancessChildren are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or dont need help. Children will develop confidence to express their feelings and opinions and will be able to set apart their own activities that interest them.Managing feelings and behaviourChildren talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable.They work as part of a group or class, and understand and make out the rules.They adjust their behaviour to different situations, and take changes of routine in their stride.The four specific areas1. Literacy 2. Maths 3. Understanding the world 4. Expressive arts and figThe area of literacy is divided into two aspectsReadingChildren read and understand dewy-eyedton sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They display understanding when talking with others about what they have read.WritingChildren use their phonic knowledge to write words in ways which match their mouth sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.MathmathicsThe area of maths is divided into two aspectsNumeracyChildren count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and aspirations, they add and subtract two single-digit numbers and count on or back to find the answer. They sack up problems, including doubling, halving and sharing.Shape, space and measuresChildren use public language to talk about size, weight, capacity, position, distance, time and money to compare quantities and o bjects and to solve problems. They recognise, create and describe patterns. They explore features of everyday objects and shapes and use mathematical language to describe them.Expressive art and designThe area of art and design is divided into two aspectsExploring and using media and materialsChildren sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.Being ImagantiveChildren use what they have learnt about media and materials in original ways, hark backing about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.Understanding the worldThis area has three areas of aspects mint and communitiesChildren talk about past and present events in their own lives and in the lives of family members. They know that other children dont always enjoy the comparable things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.The worldChildren know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and develop why some things occur, and talk about changes.TechnologyChildren recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.Source www.silkysteps.com/2012-eyfs-early-learning-goals.htmlQ. 4. Evaluate how the effective characteristics of learning can promote childrens learning and development.The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning.- playing and exploring( conclusion out and exploring) (Playing with what they know) (Being willing to have a go)-active learning(Being involved and concentrating) (Keeping on trying) (Enjoying achieving what they set out to do)-creating and thinking critically(Having their own ideas) (Making links) (Choosing ways to do things and finding new ways)Playing and exploringPlay and exploration are secernate ways that children to learn. As Vygotsky, the famous Russian psychologist whose work has been so important to our understanding of child development, stated in play the child operates at their highest level beyond his average age, above his daily behaviour in play it is as though he were a head taller than himself (Vygotsky, 1978 102).Finding out and exploringExploratory play is important to all of us. It is how babies begin to understand their surroundings and the relationships between themselves and others, using all their senses and every part of the body. Gopnik e al. (1999) descri be babies and toddlers as young scientists, testing out and often repeating the same actions time and again to establish an idea about the object in question and what their own actions can do. Their explorations continue as they grow and develop.Playing with what they knowFrom the beginning as they play and explore, babies and young children build a repertoire of knowledge, skills and understanding, using memory, and they are also able to retrieve possibilities.Being willing to have a goThrough play, children will develop their self-confidence and will enjoy challenge and risk. They will have a positive attitude and will be more possible to try out new experiences and activities without fear of failure. There is no activity children are better prepared for than fantasy play. Nothing is more undeviating and risk-free, and the dangers are only pretend (Paley, 2004 8).Active learningThe second characteristic of learning is not about being physically active, which of course is impor tant in childrens learning and development, but refers to being mentally active and alert.Being involved and concentratingWhen a child is deeply involved she/he cannot easily be distracted. The importance of play andexploration cannot be underestimated as it is when children make their own choices, follow their natural curiosity and own condition of thought that deep involvement is most likely to happen.Keeping on tryingThrough trying out new experiences and activities, children will experience and disappointment. This aspect looks at how children persist in challenging activities and tries out substitute(a) methods when difficulties occur. This process promotes problem-solving skills in children and will support the development of self-confidence. As before long as children become able to evaluate themselves, some of them are acrophobic of challenges. They become afraid of not being smart (Dweck, 2008 16)Enjoying achieving what they set out to doSucceeding at their activities a nd achieving new skills will give children a feeling of satisfaction and pride in their own abilities. Children will be proud of the process they have followed in order to achieve the delegate and will be more likely to try out pass on activities to achieve that same sense of satisfaction.Creating and thinking criticallyWhen children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better under-standings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions. (EYFS card 4.3, 2008)Having their own ideasEnabling children to think critically and creatively means encouraging them to play and investigate, providing a rich environment with interesting things to discover, explore and wonder about and, crucially, time to do so.Making linksOnce a child has discovered their own ideas and methods, they will be excited to try them out. Pract itioners can support this through engaging in sustained shared thinking with the child to help them to further explore their ideas.Choosing ways to do thingsThis aspect of the Characteristics of Learning involves the child in making choices as to how to go about something and is not about following instructions. When children are involved in their own self-chosen activities they are more likely to want to find the right strategy to achieve their goal.Source mcgraw-hill.co.uk/openup/chapters/9780335247530.pdfhttp//osclinks.com/618