Promoting Children’s Play, Learning and Development Essay

In this TMA I check met the ethical requirements of the E105. I complied with the ethical charge published by BERA, 2011 under the United Nations Convention on the Rights of the pip-squeak (UNCRC) by informing parents and giving them the option to withdraw their tyke from alive(p) as some clawren were of an age where they had a restrict understanding of the goal of the investigating (BERA, Guidelines 16 21, 2011). I explained to parents and colleagues why I was carrying out(p) the observations, and that I would comply with the Data Protection Act 1998 by fashioning my determinations anonymous and it pull up stakes only read by my jitney.I reassured parents that the well-being of the children was paramount and would not be affected by my probe. If for any causal agency their child ref occasiond to participate or became distressed, indeed I would at present arrest my observation. I gained consent from children in a sensitive dash and ensured that my investigation was not a hindrance in their care, information & education. Activity 3. 13 (Block 3, pg 57) helped me in proviso my method to approach children to gain their consent.IntroductionThis fitting is based on an investigation I carried at my compass on the bidding and learnedness bears provided for quaternion year olds. My account question on which I based my investigation was How I could elucidate childrens number and learning experiences fun and enjoy competent? The United Convention on the Rights of a Child (UNCRC) says that Every child and young person has the right to rest, bout and leisure. (UNCRC, Article 31, 1989) figure out rat be interpreted in various ways however in the context of a pieceting I understand comprise as an experience in which children shake up fun, enjoy and learn at the same quantify.Being the manager and way leader I puddle a major influence on the learning experiences provided for the children. I thence dogged to investigate the impact of my received planning and provision on childrens fulfil experiences. In my observations I checked at childrens disposition to the play experiences I had provided (Katz, 1993) cited in E100. I enjoymentd the testify Involvement Scale for Young Children (Leavers, 1994) which highlights signals that help value how winding a child is in the activity. A child would be involved and engaged with an activity if it was enjoy equal to(p) and stimulating.In my talk aboution I analyse my behave based on the investigation and then discuss my changing values and beliefs and the impact it has had on my example in analogy to promoting childrens play, learning and outgrowth. 241 address Analysing my practice In my set upting I was finding it awkward to balance between counse take and free play activities for four year olds in order to meet the early learning goals set out by the early on Years Foundation Stage (EYFS, 2008), at that placefore I decided to investigate this orbit of my practice.I carried out tracking observations (Block 3, pg 52) on common chord children aged four, two boys and a girl, as there are more(prenominal) boys than girls at my lay. I sight all(prenominal)(prenominal) child victimization the suggestions produce by Devereux J, Observing children (Reader 2, chapter 8) all everyplace a conclusion of three twenty-four hourss. I was a have intercourse come afterr during the first mean solar day of my observations so that maximum information could be attained. I was a actor observer on the snatch and third day (Block 3, pg 46).I wrote vault of heaven notes during the observations, then added detail later using recomm wind upations by Lofland and Lofland (1995) (Block 3, pg 52). The emerging standard in my observations on mean solar day 1 was that all three children enjoyed purposeless play, and were more involved in the experiences when it was self chosen. However on daylight 2 and 3 they were equally involved in adult -led play experiences, when they were mean based on their interests seen on sidereal day 1 and at the strand of their capabilities, zone of proximal growing (Vygotsky, 1962) (Block 3, pg 24).(Appendix 2). decade and Sara were often seen in the firm control. It seemed as though they had created their own play world, where they would not be disturbed. They were seen fetching various resources to explore in the dental plate corner. In observation1 (Appendix 1a, lines 8-13) the practitioner is seen demonstrating the socio ethnical theory in the way she conks Adam and Saras learning by scaffolding and guided participation (Rogoff, 2003), She is being sensitive to their zone of proximal trailment (Woodhead, 2008, pg 162) (Block 3, pg 24). stool was seen engaging in imaginative play in the mini world where he was imitating the sounds of the different wights as he was playing with them. (Appendix 1h, lines 61-66). His play fits into the constructivist view where he is busyl y engaged in exam and refining his understanding ( psychic mode). A similar view can be seen my observation (Appendix 1f, lines 42-51), where John demonstrates what Pia aspire (1951) would call discovery learning in the way he innovates a new mental house key fruiting technique.My organisation of the activity provided an experience for children where peer-peer interaction was encouraged (symmetrical relationship). There was scope for cognitive conflict. (Block 3. Pg 23), which was show by the way Sara and Adam learnt a new skill of createing from John (Appendix 1b& 1e). The sort of routine song sang by the practitioner (Appendix 1i, lines 68) demonstrated the behaviourist theory, stimuli and response (Block 3, pg 20). Hearing and watching the practitioner, John immediately knew that it was morsel m. 483 address changing values and beliefsI used the three-layer model and the RP steering wheel in Block 3, activity 3. 23 to help me unfold my vestigial beliefs and practices with regards to how children learn. In salute 1 I believed that play is important for children in the early eld and that children learnt best through play, however when exploring my practice, in stage 2 I found out that at my setting I lay great emphasis on adult let activities for 4 and 5 year olds. I saw their play as time passing in between the centre activities and disregarded this as an active luck for learning.When taking the role of a complete observer during my investigation I greetd how much children were learning during self chosen play experiences. During stage 3 of the RP cycle I found that the regular meeting sessions that I was arranging for the 4 and 5 year olds were far from play. In fact it mainly consisted of direct teaching with EYFS goals in mind. Children happen upond some of the goals set however they did not enjoy the activity (Appendix 2). It seemed as if the children were eager to complete the task so that they could go grit to playing (Appendix 1c & 1g).At the end of the each session, I asked Adam, John and Sara what they liked reason about their babys room day (Appendix 5). On the first day all three participants chose an activity that was self chosen however on the second day, two of the participants chose focus activities and on the third day all the participants chose focus activities. This get down me realise that intend think activities were equally enjoyable if they were based on the interests of the children involved. This investigation gave me a better understanding of the EYFS principle a unique child (DCSF, 2008a).It made me realise how important it was to plan play experiences based on childrens interests rather than on the goals set by the EYFS. When I plan adult led play experiences on the second and third day based on my observations of each childs interests they were more involved in the activity and in any case achieved more of the EYSF goals. (See plan in vermiform process 3) My practice is similar to that described by Sexton L, 2012 on the tutor sort out forum, where I use a combination of all three theories in my practice but in different contexts. Gilchrist J.2012, posting made me think about my practice in how she uses children who are more able in our setting to support other(a)(a)s who are more reluctant to view as part and encourage them to learn from each other. I shortly use a constructivist view when planning focus activities for children based on their ages and abilities, stages of development (Block 3. Pg 23) however if I was to use the Socio constructivist approach and mix chemical group them, then there would be scope for peer-to-peer learning, where children would learn from the more able other in a more social way. 507 manner of speaking Changing practiceUsing the continuum of pedagogical approaches (DCSFa, 2009) (Block 3, pg 27) I found that the play experiences I currently provided for 4 and 5 year olds were a mixture of child-initiated, cogitate learn ing and highly structured approaches however my main approach was focused learning for 4 and 5 year olds. Observing children during my investigation made me see a wealth of k in a flashledge and learning emerging from each other which I previously overlooked. An example of this can be seen in appendix 1, where Adam and Sarah made the home corner into a fund and defined their roles as shit keepers.I underestimated childrens capabilities and their ability for single-handed learning. From my investigation, I saw the positive impact of focus activities when they were forward-looking and planned on childrens interests. This is also a requirement of the EYFS, forcible and mental challengesactive learning (Principle 4. 2, DCFS, 2008) I particularly liked the painting out-of-door that I saw on the DVD and set up a similar activity in the outdoor area. This encouraged participation of many children including some who generally did not take an interest in painting or mark-making.(Refer to Appendix 4, feedback from a colleague). I discussed some of the play experiences provided by other practitioners that I came across during my Block 3 reading with my provide during our weekly planning meeting some of my stave acknowledged the amusement of children during the innovative play experiences that I had provided as I was exploring my practice. They divided positive feedback from parents of some of their key children who also noticed a change in their childs learning experience. I used this as an opportunity to motivate my staff to research innovative play experiences for children.I recommended them to use the internet particularly the tes (teachers site for education resources) to plan of attack a range of creative play experiences for the foundation stage. During the meeting staff raised concerns that, having 35 children in the setting, it is not practical to plan play experiences based on each childs interests therefore we concur on setting up a rota system, wher e two of each key persons children are observed each week and their observed interests are used to plan play experiences for the following week, during which a second set of children would be observedI realised how important it was to observe children yet it can be quite difficult for practitioners to do so regularly with other responsibilities I therefore set up a rota system where they have observation days on which the staff segment in only observing and does not get involved instantaneously with the children unless required. Influenced by Anning A. and Edwards A. (2010) Creating contexts for professional development in reader 2, chapter 24, I divided up my findings with an Early Years Consultant from the local authority and arranged a staff training session to help us incorporate a more play based curriculum for children.490 Words Conclusion From my investigation and entropy analysis, I concluded that careful planning of play experiences, using innovative styles and taking ch ildrens interests into consideration proved to be effective in providing an enjoyable learning experience for the children. I strongly believe that the planning cycle should start from observations of children rather than based on adult decided themes as was my practice previously. A balance of free play and focused activities is important to ensure that children enjoy their learning experience.Practitioners should take the lead from children and extend their learning by joining in their play, rather than direct teaching. guidance activities that were pass-on proved to be effective in providing an enjoyable learning experience for children and achieving the EYFS early learning goals (DCSF, 2008) (refer to appendix 3) The physical organisation of the setting can give strong messages to children. It is important to give children the free use of space. To be structured so they (the children) can be shapeless and the freedom to control themselves (Hartley 199363) cited in Reader 2, p g 220.This can be seen in observation 1a where Sara and Adam were able to move the furniture to make their grass over. 198 word Self-reflection I found this assignment very interesting as it gave me an opportunity to step away from my role as a manager and look deep into the actual learning of individual children. I found it difficult deciding on which evidence to submit as I was limited to three pieces. 49 words References Anning A and Edwards A, (2010) Creating contexts for professional development in Miller, L. , Cable, C., and Goodliff, G (eds) encouraging Childrens teaching in the Early Years, Abington, David Fulton in association with The ease up University. British educational Research Association (BERA, 2011) Ethical guidance for Educational Research, London, 2011 Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Draper L and Duffy B, (2010) Working with parents in Cable, C. , Miller, L. a nd Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The give University.Gilchrist J. (2012) Blue group-week1 activity, E105 11J Tutor group forums, thirtieth of January 2012 (online), http//learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 1st February 2012) Laevers F (1994) Effective Early Learning Programme Child Involvement Scale, in Bertram T and Pascal C, nucleus for Research in Early Childhood, Birmingham (online) http//www. decd. sa. gov. au/farnorthandaboriginallands/files/links/link_104984. pdf cited on twentieth January 2012. Moss P, (2010) The democratic and reflective professional in Miller, L. , Cable, C., and Goodliff, G (eds) Supporting Childrens Learning in the Early Years, Abington, David Fulton in association with The Open University. Paige-smith A and Craft A, (2010) Reflection and underdeveloped a community of practice in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Childrens Lea rning in the Early Years, Abington, David Fulton in association with The Open University. Read M and Rees M, (2010) Working in teams in early years settings in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University.Robson S (2010) The physical milieu in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Childrens Learning in the Early Years, Abington, David Fulton in association with The Open University. Sexton L. (2012) Blue group-week1 activity, E105 11J Tutor group forums, 16th February 2012 (online), http//learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 18th February 2012) The TES-Education jobs, Teaching resources and magazine & forums. Website www. tes. co. uk/ The Open University (2010), E105 appraisal Guide 2010, Milton Keynes, The Open UniversityThe Open University, E100 Early years practice Practitioners and children 2010, Study Topic 3, Milton Keynes, Th e Open University. The Open University, E105 Developing reflective practice key themes, 2010, Block 3, Milton Keynes, The Open University. The Open University (2010) E105 The early years developing practice, DVD 2 Painting outside, Milton Keynes, The Open University. Appendix1 Observation on Day 1 Adam 1a) 1250 pm Home cornerEngagement fit to Leuven scale (LS) 5 Adam gets some magnets from the resource cupboard and takes it to the home corner He then gets behind the draughtsman and says, lets make a range at Sara.Come here. He indicated to Sara to come succeeding(a) to him. A practitioner comes up to him and says, why did you move the furniture? Put it back the way it was please. He looks at Sara as he wants her to answer. When the practitioner physically starts to move the drawer back Adam speaks up saying were making a shop. Wow really What kind of shop? she asks. Toy shop he replies. Where is your till? she asks. Adam quickly climbs over the drawer and gets the till from the outdoor area. He places the till on the drawer and gets behind it again. Were the shop keepers he says pointing to Sara.Practitioner gets some notes and plays the role of a customer. What are you selling in your shop? she asks. this says Adam pointing to a rectangular magnet block. How much is it? she asks counting some coins in her hands. ? 2 says Adam, safekeeping up two fingers. 1b) 115 pm Creative/Paint area LS 4 Adam watches Sara painting with the suck. He asks practitioner for another sheet of musical theme. He takes the string and takes the string that was in the burgundy paint tray. He dips it in the xanthous paint and sustenances it with both hands at the ends and makes straight line prints on his paper.1c) 130 pm Focus activity-adult led. LS 3 Practitioner calls Adam and two other children for a literacy session. They go to the quiet room next door. She holds up a picture card and tells them to say what they see and sound out the letters that make the word and save up it on their paper. Adam is able to mightily write the names of some of the objects. later the writing activity, the children had to group the cards accord to the first letters. Each child was given a stack of cards and they had to place them right in each alphabet group.Adam was able to sort some of the cards in the correct group. When he hear John say Finish, he threw his cards down and ran for the door. 1d) 200 pm Home corner/role-play LS 5 Adam returns to the home corner with Sara. He takes play dough and two rolling pins. Let make biscuits he tells Sara as he gives her a rolling pin. He rolls out the play dough and goes to the resource cupboard and gets animal cutters. He cuts the turn over play dough and places them in the oven tray that I placed next to his table. He holds the oven tray, and tells Sara to go and put the biscuits in the oven.Observation on Day 1 Sara 1e) 115 pm Creative/Paint area LS 4 Sara leads Adam to the creative area. lets go and paint she tells him. She gets an apron and sits opposite John. She watches him paint using string and follows his hand with her eyes as he continues making patterns. She then picks up another string and dips it in the red paint and making similar patterns on her paper. Observation on Day 1 John 1f) 110 pm Creative/Paint area LS 5 John dips the paint brush in the blue paint. Mixes the paint, and then pours some red paint into the blue and continues mixing.He then gets up and goes towards the resource drawers. He pulls open the paint drawer. Looks inside, and then closes it again. He moves up and opens the animal drawer. Picks out an elephant, and then puts it back again. He then opens the beading drawer. He picks out two strings one yellow and the other red. He goes back to the paint table and sits down on the chairman. Pulls the chair closer to the table and puts the strings down next to the paint trays. He looks at Sarah, then at Adam. He then picks up the yellow string and dips it into th e burgundy (paint he mixed earlier).He slowly pulls out the string, holding it at one end, and takes it over to the blank white sheet of paper next to him and moves the string in bank bill motion, forming a pattern. He dips the string again, holding onto one end and brings it back to his picture and continues making circular patterns. 1g) 130 pm Focus activity-adult led. LS2 John attempts to make marks and is able to correctly write the first letter of the objects. After 3 pictures he starts looking towards the door. Practitioner notices that he was not stress on the activity so she directs a question at him. John what is this? she asks holding the picture card. Car he says. Thats absolutely right, now will you write car on your paper? she asks. He correctly forms the c and a. After the writing activity, the children had to group the cards consort to the first letters John started placing his cards randomly in each group. He placed the duck in the a group, pig in the b group etc. I am finished he said when he distributed the cards. It seemed as if he was rushing to get over the activity so that he could go back to the hall. 1h) 200 pmLS 4 John plays with the animals that I had set up in the mini world.He holds up a appal and makes moomoo sounds as he moves it back and forth. He rearranges the blocks separating the animals. He places the sheep on the grassy area and the horses next to them divided by wooden blocks. He moves the pigs next to cow and makes the cow eat it, licking his lips and smiling as he does that. When a practitioner comes up and sits down next to him, he walks away. 1i) 230 pm- pungency time Practitioner starts to sing aloud Everyone do this, everyone do this, bonnie like me. John stops and copies the practitioner placing his hands where she instructs.She then leads the children to the tail to wash their hands. John follows. He returns back to the hall and sits around the snack table, waiting for his plate. Appendix 2 Graph showing the engagement of children in adult directed/focused activities Involvement Measured using Leaven Scale (Leavers, 1994) Appendix 3 Plan for focused/adult led activities that I conducted on Day 2 & 3 based on my observations on the first day. Adam, Sara and two other children sharing their interests Day 2 Visit to the local gyp shop, with clip boards, pen and paper.They were instructed to write a list of 10 items they would like to sell in their own toy shop. EYFS (DCSF, 2008) learning goals intended to achieve Attempt writing for different purposes, using features of different forms such(prenominal) as lists, stories and instructions Use a draw and hold it effectively to form recognisable letters, most of which are correctly formed (CLL) Count reliably up to ten everyday objects (PRSN) find out out about, and identify, some features of living things, objects and events they observe Handle tools, objects, construction and tractile materials safely and with increasing control (KUW)Day 3 A biscuit baking activity. EYFS learning goals achieved PRSN, KUW, CLL, PSE, PD and CD John and two other children sharing his interest Day 2 Large animal jigsaw Once complete, they were asked to write the names of the animals that were in the puzzle. They were then asked to write how many of each animal they could see. EYFS learning goals intended to achieve PSE, PD, CLL, KUW and PRSN Day 3 Animal sound recognition Game that involved playing an animal sounds CD and guessing which animal it was for each sound. EYFS learning goals intended to achieve KUW, CLL and PSEKey for symbols used CLL Communication, language and literacy, KUW Knowledge and understanding of the world, PRSN Problem solving, abstract thought and numeracy, PD Physical development, PSE Personal, social and emotional development, CD Creative development Appendix 4 Feedback from colleague The painting activity was so wonderful. I couldnt believe Cameron actually got involved. I have been trying to get him to pai nt and make marks but hes evermore refusing. Appendix 5 Carpet time I asked children which activity they enjoyed the most at the end of each session. Their responses were Day 1-Adam playing with Sarah and making my shop.Sara painting. John painting Day 2-Adam Going to the toy shop. Sara writing my shopping list. John goldilocks story Day 3-Adam making biscuits. Sara cooking biscuits. John the animal game pic View as multi-pages TOPICS IN THIS papers Active learning, Childhood, Plays RELATED DOCUMENTS Theories of Play, instruction and Learning Theories of Play, increment and Learning Child development was previously largely ignored, and there was infinitesimal attention to the progress which occurs during childhood and adolescence in terms of cognitive abilities, physical growth and language usage.However, researchers have found interest to study representative development in children as well as what influences development. Many theories have emerged which 4114 Words 6 Page s render abundant DOCUMENT nurture of Play in Promoting Learning and outgrowth in the Early Years Value of play in promoting learning and development in the early years Play is an essential part of every childs tone and is vital for the enjoyment of childhood as well as social, emotional, intellectual and physical development. Though play children learn about themselves and the world that surrounds them.They also learn to announce themselves and form relationships with others. 4114 Words 3 Pages transform FULL DOCUMENT Promoting childrens development and interest if you hold your face close to theirs -loves skin-to-skin contact and tickles -Cry to make needs known -Laughing -Will smile at a face. -Begin to understand they exist separate to their carer. 3 Months -Watches hands and plays with fingers -Clasps and unclasps hands -Can hold a rattle for a moment -Lifts head and chest up -Waves arms and brings hands together over body -Recognises familiar routines such as bath t ime -Enjoys playing in water -4114 Words 7 Pages READ FULL DOCUMENT Meeting additional requirements for childrens care and learning development. Meeting additional requirements for childrens care and learning development. P1 Additional needs is a person with a physical, communication, sensory, behavioural or learning disability, or long-term/ life-limiting condition. This can also include those with emotional health and wellbeing needs which puts an impact on their daily life including the even more significant mental health problems. Downs syndrome Downs syndrome is a4114 Words 4 Pages READ FULL DOCUMENT Childrens Care, Learning and Development Outcome 1 Understand the importance of creative development Assessment Criteria The learner can 1. 1 Describe why creative development is important to childrens learning Creative development is important to a childs learning because it helps them to use their mind and imagination and express their own ideas, and through playing with thei r friends it also helps them to understand that all 4114 Words 3 Pages READ FULL DOCUMENT Promoting Development and Learning Promoting development and learning in early childhood is extremely important. Learning starts in infancy, long before formal education, and continues throughout life. All parts of the environment and everything or everyone a child comes in contact with will have an impact on their cognitive, emotional, and social development. In our early childhood programs, they use Developmentally Appropriate Practice to determine 4114 Words 1 Pages READ FULL DOCUMENT Why Is Play with Siblings and Peers Important for Childrens Development? Why is play with siblings and peers important for childrens development? For some time play has been considered a vital activity for children in enabling them to develop and practice real social skills in a safe setting. Whilst interactions with adults can be very important it is often, due to the nature of the relationship, when childr en interact with peers and siblings that the potentiality for development through 4114 Words 6 Pages READ FULL DOCUMENT Why Is Play with Siblings and Peers Important for Childrens Development? Why is play with siblings and peers important for childrens development?To provide my answer I will consider the nature and features of sibling and peer interactions and discuss the developmental meaning of these relationships. I will draw upon research to support my rationale and explore the limitations of these accounts. I intend to conclude that childrens play is more than A physical or mental leisure 4114 Words 7 Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2012, 05). Promoting Childrens Play, Learning and Development.