Promote learning and development Essay

Understand the purpose and requirements of the beas of acquirement and schooling in the relevant early geezerhood frame incline1.1. Explain for each one of the aras of breeding and festering and how these atomic number 18 interdependent.Personal, social and Emotional DevelopmentChildren must be tind with experiences and pledge which depart benefactor them to develop a positive wizard of themselves and of others respect for others social skills and a positive disposition to learn. Providers must turn back support for baberens emotional sound- cosmos to attention them to know themselves and what they privy do.Communication, Language and LiteracyChildrens nurture and competence in communicating, speaking and listening, being consider to and beginning to read and write must be back up and extended. They must be provided with opportunity and encouragement to economic consumption their skills in a cranial orbit of situations and for a range of purposes, and be suppo rted in underdeveloped the confidence and disposition to do so.Problem solving, Reasoning and NumeracyChildren must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can research, enjoy, learn, practise and sing ab pop their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.Knowledge and understanding of the humanChildren must be supported in developing the acquaintance, skills and understanding that jockstrap them to make sense of the world. Their accomplishment must be supported with offering opportunities for them to use a range of tools safely encounter creatures, people, plants and objects in their natural environments and in real-life situations undertake practical experiments and work with a range of materials.Physical DevelopmentThe physical development of babies and young squirtren must be encouraged through the provision of opportunities for them to be active and interactive and to cleanse their skills of coordination, control, manipulation andmovement. They must be supported in using every last(predicate) of their senses to learn more or less the world around them and to make connections between refreshed information and what they already know. They must be supported in developing an understanding of the importance of physical occupation and make healthy choices in relation to food.Creative DevelopmentChildrens creativity must be extended by the provision of support for their curiosity, exploration and symbolize. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and contrive and technology.It is important to remember that these six areas of knowledge do not work in isolati on except are in fact interlinked. undecomposed quality activities go out cover more than one area of development. For example, allowing tiddlerren to entrance the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a mark in one area, it is believably to limit their acquirement and development in the other fivea child with cerebral palsy who experiences hand-eye coordination difficulties is same(p)(p)ly to find completing a puzzle difficult therefore impeding her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each childs separate call for and plan holistically in vagabond to help children achieve their full potential across the six areas of learning. 1.2. Describe the record outcomes for children that form part of the relevant early years framework.These are the goals and targets for children to tint throughout early years, for example communication language and literacy linking sounds. These are document through observations that are carried out by their key person through day to day, which they then and to develop childrens development with carrying out different activities and adapting or changing them for an individual needs. 1.3. Explain how the documented outcomes are assessed and recorded. Planning for childrens development starts with observations in hostelry to find out the childs previous knowledge, their interests and needs. There are many forms of observations that can be carried out to allow us to compare the evidence we need to plan appropriately for the individual child.Each system of observation has advantages and disadvantages of recording the childs development, so it is important to use a variety of methods of observation for each child to gain holistic knowledge and understanding of the childs development. In our work personate we do this when activities are taking place obser vations to see if the child is meeting their development with the six areas of learning and development and to see how they can help to moderate their learning and development. In our workplace we fill in forms regularly for each activity that meets the outcomes. We change activities regularly so children can progresss harmonize to age. These forms are stored and accessed by keyworkers when doing a childs progression plan. 2. Be able to plan work with children and support childrens participation in readying 2.1. Use different sources to plan work for an individual child or group of children. ceremonial2.2. Engage effectively with children to encourage the childs participation and involvement in planning their stimulate learning and development activities. observation2.3. Support the planning cycle for childrens learning and development. manifestation3. Be able to promote childrens learning and development according to the requirements of the relevant early years framework. 3.1. Explain how practitioners promote childrens learning within the relevant early years framework. Practitioners promote childrens learning within the guidance of the EYFS by offering a balanced of child initiated and bad led play based activities, practitioners will use their own guidance on the age and stage of the child using their knowledge that they have on the children that they care for and decide on the correct balance, barely we should realise the amount of time that is already taken up with vainglorious led activities such as registration, lining up, snack time, circle time. We should run into that the same balance should be applied outdoors as well as indoors. Child initiated means a child that engages on a self chosen activity and is allowed to play freely. The expectant led activity is usually a group of children that participate with adult support, the activity is chosen by the adult.Theadult would have picked the time and the aspect of a peculiar(a) topic. This co uld be sewing as a child originally needs help to achieve this and gradually the adults involvement will decrease in time. Organisation and management making sure that we provide opportunities to extend play for children, key worker system is in place for legal and responsibility of learning and development of each child, thinking about to the children use the space indoors/outdoors, observation and planning system which meets individual needs and interests. We have a very good balance of adult and child led play we demonstrate for a 50% we go with childrens interests by observations and asking the children what they would like in the planning and what activities they would like to do that day.Sensitive intervention is trying to intervene without disrupting or changing the focus on the play. Watching to see if the child wants you to participate or not, so enhancing play but not taking ownership of the play away from the child. Supporting and facilitating when you have a positive r elationship with the children they will seek your help doing something like building dens they capacity need materials and resources or helping them reach their aim. Modelling when children watch an adult they might try to model that action by repeating actions, words or skills. instruct children do and learn more when granted encouragement and support of an adult by making a child feel confident they might try to do or develop something a little raise this is linked to the Vygotsky theory (Core 3.1) of proximal development getting children to do something just outside their comfort range.3.2. Prepare, set out and support activities and experiences that encourage learning and development in each area of the relevant early years framework.OBSERVATION4. Be able to engage with children in activities and experiences that support their learning and development 4.1. Work alongside children, engaging with them in order to support their learning and development.OBSERVATION4.2. Explain t he importance of engaging with a child to support free burning shared thinking. Using a topic a child is really interested in can allow for sustained shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with ourchildren this has really captured their desire the children are talking about what they think seeds are going to induce into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think.4.3. Use language that is accurate and appropriate in order to support and extend childrens learning when undertaking activitiesOBSERVATION5. Be able to review own go for in supporting the learning and development of children in their early y ears. 5.1. Reflect on own practice in supporting learning and development of children in their early years.OBSERVATION5.2. Demonstrate how to use reflection to make changes in own practice.OBSERVATIONReflective account covering observations 2.1 2.3 5.1 and 5.2 While at work I organised an activity for all the children to do cooking. We were making fairy pattys. out front the activity the children chose what they wanted on their fairy cakes and went got this from the Tesco opposite our work. Some children got butter and icing and others got chocolate and smarties there was a variety if things that each children chose. To help the young people do the activity we printed a recipe planer out and also a sheet with pictures for those young people who cannot read some children needed help with the activity more than others.The children did mixing with voltaic mixers and some used a whisk. We put the cakes in the oven for 20minutes we then waited for the Cakes to cool. We beautify them with the things we bought from Tesco the children had lots of fun. We have done this activity beforeand after reflecting on this I think the children are getting better with mixing the cake mixture and decorating the cakes. If I was to do this again I would do everything the same but do it regularly so the children learn the step by step making of cakes.