Areas of learning and development Essay

1.1 Explain distributively of the beas of attainment and adoptment and how these are interdep give the axeent There are seven areas of acquire and study set out by the EYFS, each are weighty and interconnects there are three original and four particular(prenominal) areas. The prime are the main area of reading from birth to 2 years and primary(prenominal) for firing small fryrens curiosity and enthusiasm and component them to form relationships.The prime areas are Personal, Social and emotional development somatogenic developmentCommunication and languageThe four specific areas compliments and punts the prime areas from 2-5 years, but the prime are the foundation for successful teaching.The specific areas are LiteracyMathematics mind the worldExpressive arts and intentThe EYFS learning and development (Page226 in tikeren and younker people is manoeuvreforce). Educational programme must involve activities and stupefys for barbarianren in the following aspects A spects of personal, social and emotional development involves constituent s provokerren to develop a positive sense of themselves and others forming positive relationship and develop respect for others to develop social skills and learn to manage their feelings to understand appropriate behaviours in groups and to have confidence in their abilities. Aspects of physical development involves providing opportunities for young pincerren to be active and interactive and to develop their co-ordination control, and movement. Children must excessively be help to understand the importance of physical act and to make hefty choices in relation to food.Aspects of communication and language development involves giving children Opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves and to let loose and listen in a range of situations. Aspects of literacy development involves encouraging children to subsume sounds and letter s and to begin to read and write. Children must be given portal to a wide range of reading materials. Aspects of mathematics development involves service children to solve problems and to thinking logically, use anyday languageto talk more or less size weight value create and describe patterns explore characteristics of objects and shapes and measures.Understanding the world development involves helping children to gain an understanding of the world virtually them do iting about similarities and differences between themselves and others, and among facilities communities and tradition, recognise that a range of engineering science is used in places such as homes and schools. Expressive arts and human body development involves increasing their interest in creativity, representing their deliver ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. The EYFS describes the seven areas of learning sepa arrayly but it is important to recognise their interdep sup intenttence. This means that good quality activities impart cover more than one area of development and neglecting one area of development is presumable to create difficulties later.(e.g) Personal, social and emotional development is like a look at passim all area if this area is not well supported, children will chance upon it hard to concentrate, play alongside others or make promotion in other areas.1.2 Describe the record outcomes for children that form part of the germane(predicate) early years framework. To be able to measure that each child has the access to a quality early years education disregardless of where they live, circumstances or family background the EYFS designed a series of outcomes to document each area of learning. These are called the Early breeding Goals, this is targets for children to meet throughout their early years and at the end of the reception year. These goals are important as they form the building blocks fo r childrens later education.It is important that practitioners recognise that may of the Early Learning Goals are withal associated with childrens development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-school. It is also worth nothing that some children will for a variety of reasons not meet all of the Early Learning Goals as they may have specific health or learning difficulties or because they are simply young than their peers.1.3 Explain how the documented outcomes are assessed and preserveThe purpose and aim of the EYFS is to help young children achieve the five every child matters outcomes.There are four themes that underpin all the counsellingA unique childPositive relationshipEnabling environmentsLearning and developmentThis guidance support each childs learning and development and help practitioners to support childrens learning development, by about matchin g what they generate to childs current needs. An on-going formative judgement is at the heart of effective early years practice. In my orbit we constantly observe our key children as they act and interact in their play. We then visualise activities through these observations and things learnt from parents about what the chid do at home. victimisation examples of the development columns unique child the observation is assess to see what the child can do and what the next step is to help their development pathway. This recorded through observation sheets (long-incident and planned) also hebdomadally cookery, summative assessment and periodic learning journal sheet given to parents to see what the child does at home. This bout is continually throughout the childs time in the nursery and makes up their learning journal that goes with them to reception.2.1 Use different sources to plan work for an individual child or groupWhile play outside I notice that one of my key children h ad an interest in collecting cocus and putting them in the back of his car.2.2 Engage effectively with children to march on the childs participation and involvement in readying their own learning and development activities. The ways in which a child have with other, people and their environment playing and exploring, active learning and creating and thinking critically underpin learning and development across all areas and support the child to remain an effective and motivated learner. From observation 2.1 I planned an activity to help child A to learn how to count by doing a nature walle around the nursery to collect cocus. Counting them at the end to see how many each child collected.2.3 Support the planning cycle for children learning and development. The EYFS is very clear, that observation must form the basis of planning for individual children there are two specific legal requirements in this respect which are found in welfare requirement relating to the establishment of the setting. Providers must carry out sensitive observational assessments in methodicalness to plan to meet the childrens individual needs. Providers must plan and provide experierices which are appropriate to each childs stage of development as they progress towards the early learning goals. It is important that plans reflects childrens interests and needs. prize and collect information. Record what you know and see about childrens strengths, interest, capabilities and cultures. mind Analyse- Interpret and make meaning of information collected and evidence documented. connexion evidence to learning development.OutcomesPlan, Act and DoDesign learning experiences and learning environments.Discuss learning and next steps with childrens families and other professionals.The planning cycle is used to support assessments for learning which is designed to discover what children know and understood, based on what they make, write draw, say and do.3.1 Explain how practitioners promote ch ildrens learning within the relevant early years framework. The EYFS emphasise a personal approach to learning, this is because all children develop at their own rate and in different ways. In my setting we observe each child and make observations so that we can see patterns of the childs interests as well as to see how they are developing. This allows us to analyse whether the child is within their age and stage of development. As such this enables us to plan appropriately for the child, seeing whether they are within the developmental pathway. This allows us to work in partnership with parents giving them the opportunity to be apart of weekly planning, assessments and giving their input.4.2 Explain the importance of engaging with a child to support sustained pieced thinking. The importance of engaging with children is that itenhances the childs learning encounter encouraging, helping them to learn new words extend conversations and helps children to extended conversation to deve lop their own ideas, while chatting to them to promote their development. Sustained share thinking helps children to reach conclusions and explore concepts at a deeper level.During this period, children are also processing information more effectively and often make connections with things that they have already learnt. This joining up of ideas and concepts is super valuable. Children have to be extremely interested in an activity or something that has occurred to sustained shared thinking. We also have to be ready to follow up on things that children find fascinating or intergrading. Recognising the potential for sustained shared thinking is and then essential.