Working with young children from 16 to 36 months - Essay Example

?BA (Honours) Education & Early Years- Year 2 Important s: First two pages information only All Appendix will need to move to end All observationneed to check (grammatically, punctuality, but children words don’t need to change) Essay Task Portfolio – Working with young children from 16 to 36 months The portfolio will include tasks and evidence of applying theoretical aspects of early childhood pedagogy to practice and reflective commentary. You may choose to include photographs, observations and evidence of activities carried out (to include one out of the setting context). Your portfolio should be well supported by theory and your own critical reflections. Present and communicate complex information and ideas verbally and in written form, using specialist vocabulary where appropriate.? Critically identify, assess, select and use information from a wide range of sources. Materials from the portfolio and the reflective report can be used in the validation process. 4,000- 5,000 words (100% weighting) Rationale This module will consider current research and pedagogical approaches when working with young children, and what those who work with children need to know about theory, research and practice. It will consider the development of policies in providing for the youngest children in the UK in recent times. In the context of the rapid changes in the field of early childhood education and care, this module will critically discuss the complex policy context in the UK. It will attempt to provide an overview of the recent history of policy development, considering the impact of Every Child Matters, The Early Years Foundation Stage and the developing role of the Early Years Professionals. Key aspects of practice will be explored in the light of this discussion. This module aims to enable students to: ???Apply critical, analytical skills to approaches of early childhood ?pedagogy. ???Synthesise the theory and practice of working with young children. ???Gain knowledge and understanding of current initiatives and their ?effect on early childhood education and care. Develop critically reflective and questioning perspectives on how ?young children develop and learn and the role of the adult. ??Recognise processes which improve quality of provision. ??Understand the role of an early years team. ?The distinctive features of the module are to provide an overview of theoretical underpinnings of early childhood practice with the youngest children and to examine research studies in to the learning and development of children from 16 to 36 months. The emphasis of the module is concerned with linking theoretical aspects with the experience acquired in placement and ways in which high quality provision can be offered to young children to support development and learning. Learning Outcomes Demonstratebreadthanddepthofawarenessandunderstandingofthe expected patterns of children’s physical, cognitive, linguistic, social, emotional and behavioural development from 16-36 months. Demonstrate the ability to identify how to use everyday care routines, play and planned learning activities to promote children’s well-being, development and learning, and knowing how to critically evaluate and adapt them to meet children’s varied needs. Demonstrateabreadthanddepthofknowledgeandunderstandingof current legal requirements, national policies and guidance on health and safety and their implications for early years settings. Intellectual skills: 4. Coherently collate, critically evaluate and analyse evidence about effective practice and use it to improve their own and others practice. 5. Engage with complex theory, new concepts and evidence from a range of sources associated with early childhood development and apply it to the learning process. Transferrable Skills: 8. Present and communicate complex information and ideas verbally and in written form, using specialist vocabulary where appropriate.? 9. Critically identify, assess, select and use information from a wide range of sources. Essay Task Portfolio – Working with young children from 16 to 36 months The portfolio will include tasks and evidence of applying theoretical aspects of early childhood pedagogy to practice and reflective commentary. You may choose to include photographs, observations and evidence of activities carried out (to include one out of the setting context). Your portfolio should be well supported by theory and your own critical reflections. Present and communicate complex information and ideas verbally and in written form, using specialist vocabulary where appropriate.? Critically identify, assess, select and use information from a wide range of sources. Materials from the portfolio and the reflective report can be used in the validation process. 4,000- 5,000 words (100% weighting) Portfolio should include Observations. Activities/sessions conducted (photographs and narrative). Planning. One example of an out of setting context. Strong evidence of critical analysis and reflections of practice. Theory interwoven and contrasted. Table of Contents Introduction Time Sampling Observation and Planning (appendix 1) Purpose of the activity Objectives of the activity Observation Method selected and why? Linking with EYFS Linking with theory and theorist Evaluation and Next Step Planned/ Participant Observation (Appendix 2) Purpose of the activity Objectives of the activity Observation Method selected and why? Linking with theory and theorist Evaluation and Next Step Narrative Observation (Appendix 3) Purpose of the activity Objectives of the activity Observation Method selected and why? Linking with theory and theorist Evaluation and Next Step Gibbs Model of Reflection (Appendix 4) Gibbs Model of Reflection Context Feelings and Thoughts Evaluation Analysis (theory) Conclusion Action Plan Reflective Report References Appendix 1 Appendix2 Appendix 2a- photo evidence………….( I will add later!!!) Appendix 3 Appendix 3a- photo evidence…………….. Appendix 4 Appendix 4a- photo evidence……………. Introduction All kinds of play related activities reflect children’s wide range of interest and preoccupations. It is known that children are able to reach their highest level of learning through play (DCSF, 2008). Vygotsky (1978) explained that leaning is a social activity and ideas are shaped through interaction with peers or adult. Social interaction contributes to learning too because the way children learn is by internalizing the activities, vocabulary, habits and ideas of their community. The importance of play and related activities is great for a child because it provides the child the first opportunity to learn something in his or her life. Children start playing even before they can speak or can join schools. This is why child play requires a lot of attention from parents and teachers. Through specific and well coherent activities a child might be made to learn while enjoying at the same time. In this assignment we will create a portfolio of four different types of observation, planning and evidence by applying theoretical aspects of early childhood pedagogy to practice and also we will provide a reflective commentary. Also photographs, observations and evidence of activities, and planning carried out will be included. Portfolio will be supported by both theory and observer’s own critical reflections. ‘Every Child Matters’ agenda’s five outcomes are mapped in line with the rights set in the United Nations Convention on the Rights of the Child (UNCRC) (CRAE, 2010). Children’s play related activities are recognised by the UNCRC and are considered important for child well being and development (DfES, 2004). Every babysitting service in the UK challenges to deliver services to meet the need of every child (e.g. home language, diet) and to help children achieve the best possible outcomes by supporting and extending their learning and development. Also child play is a key commitment within the EYFS (DfES, 2008). Reggio Emilia emphasises the importance of childhood; “Early childhood is the foundation on which children build the rest of their lives. But it is not just a preparation for adolescence and adulthood: it has importance in itself” ( EES, 2006:32). Time Sampling Observation and planning (appendix 1) Purpose of activity (Appendix 1) The purpose of this activity is to observe ‘D’s (Appendix 1) interaction with others and to observe ‘D’s language skill. The aim is to gain insight on the impact of the environment on communication. The purpose is also to prepare an individual plan. Objectives of the activity: The first objective is to observe 28 months old ‘D’ to find out if there is there any special area or can people effect her learning and how does she react in different environment effectively. The second objective is to prepare individual play plan for ‘D’ by creating high- quality learning environment after observing her. Another objective is developing ‘can do’ orientation, working collaborative with peers/ adult (DCSF, 2009). Observation Method selected and why? By looking at EYFS all planning started with observing children and understanding their current interests (A Unique Child). Play-based curriculum helps children’s need to work towards the Early Learning Goals at the end of the year but all the areas must be delivered through purposeful play, with a balance of adult-led and child-initiative activities. (DfES, 2008) Time sapling observation is used to check child ‘D’ interaction and language skill in different time and area. Time sampling observation discovers certain types of behaviour and records how often and how long or when exactly particular behaviour occurs, as it is identified by Beaty (1998). It also gives a more focused area; focus on one child and target child must use areas. Also Beaty (1998) says that the observer should step back and observe a child that might alter another child’s behaviour. It is therefore important to observe a child on a regular basis and on different times of the day (DFCS, 2008). Time sampling technique gives a chance to observe child’ D’ at different time and area in order to record child’s overall behaviour. The observer noticed that child ‘D’ is able to take ownership of her learning through share activity with other child, engaging with environment, using imagination. According to EYFS (2008) children must be fully involved in their own assessment. Child “D’ environment and resources encourages this ideology and supports child learning and development. Disadvantages of time sampling observation system include limited time interval as the observer may not be able to see the child's overall behaviour. Secondly it gives the observer a limited time and lack of richness of the narrative observation. Because of this the observer may lose concentration and miss a recording. Planning for child ‘D’ will help in setting up the environment, and in making observation of the progress her development. A secure environment is needed to foster ‘D’s’ confidence. According to EYFS (2008) guidance, practitioners are prompted to ‘look’, ‘listen’ and ‘note’ what a child do and how the changes affect child’s learning. Also it gives chance to re-evaluate the child and the environment. Linking observation to planning can show evidence that child is progressing because of the environment (DCSF, 2009). It is vital to remember that activities should be planned to meet individual needs. Linking with EYFS: PSED: She does not (Appendix 1) show enough confident to talk freely so the key person needs to offer extra help and positive relationship with her to support her language. Through observation it was noted that role play area do not reflect diversity, it was not rich environment, and it might affect children learning and development. The key person might contact with parents and then parents can bring some material and support setting. Also this could link to working with parents as parents are partners. Over 30 months of children developed their relationship with others but child ‘D’ played alone all the time in the indoor environment. She showed delay in communicating with others but her interaction was really good in outdoor environment. CLL: Child ‘D’ expressed good social interaction in outdoor area such as showing a picture and made good eye contact, read a book for her friend and moved from one area to another with confident and felt safe too. It can be linked to EYFS ‘Enabling Environment’. Also this can be linked to Every Child Matters (ECM, 2004) Safe, secure environment and achieve personal and social development. For future the key person should display objects and words to respond her ideas and should support two way understanding. Linking with theory and theorist: Language is important because it shapes the foundation for interaction with other people. Children observe other children, adult, environment and respond what they see and hear. Every Child is a Talker as (ECAT) (2008) mentions “Early practitioners should be encouraging the same practice by parents at home”(pg3) ECAT is a national programme, which focuses on children’s early year language development. It also links to the early years Foundation Stage (EYFS), a unique positive child relationship. Child ‘D’ mother tongue is Russian and she speaks very well at home but she learns English at the nursery. Jacques Rousseau and John Locke’s believed that the social-cultural aspect influences a child’s life like if a child hears Chinese, then that child will learn to speak Chinese. This is because every child has a mechanism for learning language and it only needs to be switched on. In this particular area child ‘D’ makes their theory correct (Bruce, 2005 pg9). John Locke also believed that child’s mind is like a blank piece of paper, a tabula rasa, and that can be filled through experiences. This is also validated by the fact that children learn better from experiences (Overall, L 2007). Child activities give freedom to the child, allows him or her to take responsibility for own learning, and helps in choosing and selecting resources. The practitioners do not always need to get involve but they have big responsibility to create a suitable environment (Keating, 2002). Liz Hodgman (2011) stresses importance of environment such as space, high quality resources, displays, accessibility, stability designed to promote children’s physical, emotional, mental health and development. Quality planning through observation and enabling environment will: Provide child with a challenge and encourage independence Support children learning in six areas Helping them to understand about rules Allow them to explore and experiment their own interest Encourage children’s creativity, to take risk, and develop positive attitude toward learning Enabling environment also links with Every Child Matters, which provide safe and secure place to learn and play, support their learning through stimulating environment, enable children and parents contribution to develop setting. Te Wharika (1996) and Steiner-Waldorf emphasised on holistic education such as demonstrating alternatives as it can be effective for children learning and development. Also Te Wharika developed a policy which provides equal opportunity in context of diversity to help children internationally and providing care to children who have learning difficulties. Te Wharika stressed that every child has curriculum/planning fitting child’s needs, culture and personality. This is because everyone is different and therefore there can be different ways to learn (Nutborown and Clough, 2006). It gives clear explanation to child ‘D’ developmental level. Appropriate planning is vital as it empowers the child to learn effectively, excitingly and progressively (appendix 1). Montessori, an Italian physician believes that free flow between indoor and outdoor activities enable children to direct their own learning and encourage them to explore. Children level materials and resources make children more independent. Child ‘D’ was using environment freely and she was choosing her own resources and interacted more with others. Steiner’s, an Australian psychologist, approach was similar to Montessori as he also provided suitable environment, enabled children to use imagination and be creative (Hodgman, 2011) Child ‘D’ language and communication with others changed rapidly when she changed her environment in ‘Appendix 1’. EYFS (2008) ‘Enabling Environment’ stressed outdoor environment which enhanced child learning and development. Evaluation and Next step: She was very quiet and played alone. She was a reluctant communicator as we know a child needs a lot of encouragements to communicate (ECAT, 2008.pg 11). She likes to play outdoors. Activities can be based on outdoor environment to allow socialisation with others (Appendix 1). Key person of ‘D’ has to build communication- friendly environment because it enables children to use and learn language and to gain self-confidence. Also good relationship showed that the child is valued. According to EYFS (2008) children language development can be developed through chid-initiated play activities. It is important to ensure that physical environment reflects children’s culture and ethnicity. It is vital to introduce home language and engage with chid ‘D’ by becoming a partner during her conversation and that might help the children feel at home and gain confidence to communicate and interact socially (Appendix 1). Planned/ Participant Observation (Appendix 2) Purpose of activity The purpose of the activity is to observe a two years and nine months old child on area of creativity. The observer will try to find out how an adult- child interaction supports child’s play, and how it enables children to express their feeling and also how active learning environment provide opportunities to chid ‘J’ to make, choose, and decide. Objectives of the activity The objective is to understand how to demonstrate awareness and understanding of the contribution of the creative area, of on-going provision, can make to children’s learning. Observation method selected and why? Planned/Participant observation style is used to record information. The observer focuses on her first term assignment child’s natural behaviour and used non-participant observation technique. It gave a clear idea about the child’s developmental stage. This time the observer wanted to see differences so the observer used planned and participant observation. Also specific task is set to observe how this affects child learning and development. Participation involvement helps two-way communication and knowledge is shared between child and the key person. Asking question or answering the child question enhances child’s play and child’s thinking duration. It also gives a chance to key person to listen carefully and to look at child play and to observe how the child learns through play. Of course this enables the practitioner to know that the child’s development is at the expected stage and also the resources/ equipment are suitable for the child’s age. It also provides opportunity to plan child’s next step in child learning (Smidt, 2005) The EYFS focuses on the same aspect, it allows practitioners to see child as an individual and “Observe children to find out about their needs, what they are interested in and what they can do” (EYFS, Observation, Assessment and Planning 3.1) This is also child-initiated activity which the child ‘J’ follows on his own interest and is free to choose variety of resources. It helps children to learn independently. Children are active learners and they enjoy to participate in ‘hand on’ activities so effective practitioners will organize time, quality learning environment to support children’s well-being and development (DCSF, 2009) On the other hand it is important that children enjoy the activity otherwise it can create problems so it also has some disadvantages. The practitioners can make wrong judgement call about child’s learning and development. The child may not feel safe and therefore practitioner might get false information and child might not respond properly. The presence of the observer and knowledge of being observed can affect child behaviour (Robson, 1993). It requires objectivity on the part of observer because what happens, rather than what is perceived to be happening, is vital (Palailogou, 2008). Another point is that observation is a time-consuming process and the observer might not see a child’s overall behaviour. Next time it could be organized like a non-participant observation and group of children could help others to develop vocabulary to make sure all children have to come and work together to improve confidence and communicate with their age group. (Hobart, Frankel, 2004). Linking with theory and theorist High Scope approach encourages children to develop initiative, develop their own interest, and to gain self control. Adult-child interaction, but, at the same time let the child use own initiatives and this has a great impact on child’s behaviour (Keating, 2002). During the activity child ‘J’ was active, hands-on approach, has confidence to make own choice (choosing own fruit, positive adult-child interaction) and deciding when he does not want to carry on activity, and all this could link to High Scope method. Friedrich Froebel was the founder of Kindergarten and he stressed that where children can grow and develop in freedom based on play activities, they become more independent learner. Young children learn through senses and play was based on the child’s real world. Relationship with others, motivation, allowing children to make errors, to experiment, to make their own choices, allow free access resources promote open-ended opportunities for play are all important principles associated with early year pioneer Froebel. Another point made by educator Froebel was that each child has an opportunity to learn from first-hand experience, from access to a stimulating environment, and through encouragement from knowledgeable professional a child can become autonomous, and can build self-esteem and confidence. Contrast to Froebel, Steiner believes that children do not need motivation, adult intervention may abolish child’s self-motivation (Bruce, 2005) According to two theories child ’J’ makes Froebel’s theory true. He was showing confident moving to snack area, choosing own fruit, using knife, following practitioners comment and make decision and enhanced his language and concentration skill. Considering behaviourist Bandura’s social learning theory, human behaviour is a result of reciprocal interaction between, cognitive, environmental and behavioural influences. Environment reinforces and pushes modelling. At the same time, Piaget a cognitive theorist and Vygotsky a social development theorist stress how a knowledgeable person effects child’s environment (Moyles, 2006). Child ‘J’s environment and representation underpin these theories. Evaluation and Next Step The creative play helps ‘J’ to talk freely with key person. He plays happily and extends his vocabulary and imaginary play. Promoting good relationship with key person is vital in children development. J showed a good understanding skill of appropriate acceptable language. It enabled him to improve his self-esteem, confidence and independence. It also encouraged him to work in a team and communication with others. According to EYFS (2008) he is in right age and stage. Next time it could be a group activity and observation can be made as to how the same child co-operates with his friend and practice new skills. Vygotsky suggested that children need their peers to grow socially and to face others and to learn to use language (Bruce, 2005). Narrative Observation (Appendix 3) Purpose of activity The purpose of this activity is to observe a child ‘B’ in Construction Area using unstructured child-initiate play activity. Objectives of the activity To observe how the wooden bullock enables the children to extend their concentration skills, building self-confidence and making their own decisions. How stimulating resource rich environment affect child’s behaviour and his ability to express and make a discovery. Observation method selected and why? Providing rich information and observing child’s whole behaviour is vital as they help to develop child learning. Narrative observation techniques and child initiated activity is preferred by the observer, and practitioners involve only when it is necessary. This enables practitioners to observe and provide detail information about the child. Beaty (1998) identifies that with this method rich details are gathered rather than one aspect. This type of observation does not need to focus on a specific area or time such as time sampling observation. Occasionally the observer has to spend the whole session or day to observe a child. This puts extra pressure on the practitioners. Also Beaty stressed that the observer should step back and observe a child because close observation might alter child’s behaviour. Narrative observation technique gives children a freedom to choose where to go, who to play with and what to play, and also children re-visit the activity. This shows children learning at their highest level however it makes Vygotsky (1978) theory true. Little help from adult makes significant changes in child development. This observer wanted to perceive child capacity to solve problems on his own, and his capacity to solve problem with assistance. It helps the observer to build up an accurate picture of child interest, knowledge, and feel without intervention. It assists in making true judgement about child developments. It also helps to enhance child’s strengths and also highlights any concerns you may have about child’s development’ (Papatheodorou, Moyles, 2009). Linking with theory and theorist Goldschmeid and Jackson (2004) describe a holistic play activity as one that provides different type of object to children and give chance do what they can from those objects. Every child is unique therefore there is no need to categorize or label children. Learning to negotiate is a positive skill and it plays a key role in developing children’s learning. Heuristic play activity encourages children to engage in the activity for a longer time period, and to develop cognitive skills, hand-eye coordination, and also enables them to repeat a same action couple of time. It can be linked to Appendix 3 as child ‘B’ was using large wooden bullock and created a bridge and slide, and also all children kept engaged in the activity for a long time. He was very active and used all his senses with only little intervention from the practitioners. According to EYFS (2008) every child is a competent learner from birth and needs a lot of opportunities to express their understanding. Using wooden bullock was child ‘B’ ideas and it proves Goldschmeid and Jackson theory accurate because he stayed focused for a long time without adult support. Abbortt and Nutbrown (2001) described Reggio Emilia environment as one which is rich in resource and supports children learning. Environment acts a third teacher, and gives opportunity to children to build self confidence and enable them to explore in secure and safe environment. Another Reggio Emilia principle is that children have the ability to learn effectively by touching, moving, listening and interacting with others. Child ‘B’ does like to play with other but he did not like anyone else playing with his favourite toys. This could be explained by Freud’s Structural Models of personality. The id does not care about reality or other’s needs, and that person satisfaction is vital. The child interacts more with the world, as the ego is based on reality, and is able to understand other’s needs but sometimes acts selfish and hurt others. The ego has no right or wrong concept and only ego develops naturally in child’s life with age (Ewen, 2003). The adult interaction was necessary for negotiations. Papatheodorou and Moyles (2009) stressed in their book; Effective Provision of Preschool Education (EPPE) that warm adult interaction is important to bolster child’s intellect and persistent sharing of thoughts between children will help the child to understand other’s perception in order to achieve co-construction of meaning. Evaluation and Next step Activity should be run by children. Children communicated through play and used all senses. Through observation children understand each other’s verbal and non-verbal communication. Child ’B’ used more facial expression, limited word. He does not like to share his toys too. Practitioner could focus how they can extend child initiate play to highlight specific word ‘share such as ‘‘we have share our toys with our friends’. Provide activity to make children learn how to distinguish. The Key Elements of Effective Practice (KEEP, 2005) emphasises that effective learning could occur in a secure relationship, in high quality of teaching, through the individual and through appropriate planning. Effective practitioners have knowledge to understand how to promote child initiate learning. Brookfield (1995) suggests that it is important to be a critical observer for better teaching. Examining own practice every time is also important when the practitioner observes a child, such as Gibbs Model of Reflection. Quality provision is related with quality of effective practitioners. According to EYFS (2008) children should be helped to learn to avoid negative attitude by talking or explaining or pointing out what other friends do. Gibbs Model of Reflection (Appendix 4) Gibbs Model Of Reflection Schon (1983) described reflection in two ways: Reflection in action: Action is happening during the activity. Reflection on action. Action is looked back after the activity. Every experimental setting involves reflection on a daily basis because practitioners observe children to provide new resource. Reflection can be a more structured way to deal with problems or situations therefore Gibbs Model of Reflection (1988) is used in this activity. The model is quite clear and practitioner can easily analyse, evaluate their experiences, and examine their practices. Reflection is not enough itself as Gibbs also encourages practitioners to formulate action plan as to how would they change their practiced in positive way. Reflection is a process for the trail-error stage and it helps practitioners to set goals for next stage of the trail. Dewey (1933) is an American philosopher and he defined reflection as an active and careful consideration. This consideration is usually of an event or action. It is important to understand the two characteristics of reflection. Being active is essential in order to observe any event or action and without it one cannot reflect in an appropriate manner. And without careful consideration it is also not possible to reflect on any event or observation. During this activity both of these characteristics of reflection were kept in mind. Context The planned activity ‘Trip to Tesco’ (Appendix 4) is an activity with toddler group which involves a visit to the local shop to see how toddlers respond to their environment, and how it impacts their social interaction. It is vital to understand the effects of environment on children because this may have important implications for both teachers are parents. Using the right kind of environment parents and teachers can inculcate learning attitudes in children in order to facilitate their growth. The effect of environment is great on children because they readily pick up things from their surroundings and try to make a sense of their outer world. Feeling and Thoughts The observer was not sure how the children would respond to going out. Previously in the planned activity, the visit to the local neighbourhood was not appreciated by the babies and they were upset. It was also difficult, stressful and challenging. Current observation age groups were of over 24 month old children. It was a new experience for observer but children and practitioners really enjoyed the trip. Children showed interest and curiosity and enhanced their own learning and development through shopping on their own. This is a great way to support child development when they are fully involved in the activity. Evaluation Children enjoyed and showed excitement during their trip to Tesco. Practitioners also followed children interest. They were confident and showed curiosity. They were able to reflect experiences as well. Part of ‘supporting every child’ in ‘Enabling Environments’ is to provide ‘activities which are challenging but achievable.’ (DFCSF, 2008). This picture can be linked to constructivist Bruner’s spiral curriculum (1996). It can be argued that one could introduce children to any subject as long as it is developmentally appropriate. Children’s enjoyment showed that activity was relevant to their ages and their stages. Analysis (theory) Children gain experiences from the real world. Children are also able to explore new ideas or express ideas in a relaxed way. Children’s activity (appendix 4) could link with EYFS (2008): Move freely with movements (PD) Develop self confidence, building good relationship with others, seek delight in new experiences (PSED) Using home language in some circumstances when they are excited about responding to adults and others, (CLL) Investigate new resources, give freedom to express own ideas (PSRN) Show an interest, focus their enquires, explore material by touching, enjoy playing, respond the sign to their environment (CLL) See to make sense what they see, touch, explore and experiences using a range of sense and movement (CD). Conclusion Practitioner could attend courses about how to support children problem solving, reasoning and numeracy skill. Bruce (2005) stressed that Children learn best when they are active and also through play-base curriculum. Cognitive developmental theorist Piaget (1950) would have argued that through social interaction child can increase mental and cognitive development. Also listening to others’ and negotiations plays a role in the assimilation and accommodation in the group. In Assimilation stage child takes material into their mind from environment to process, while new experiences involved with existing schemas are processed during accommodation stage (Moyles, 2006) The material rich environment plays a very important role in Reggio’s thought, as it enables children to be independent, to making their own choice, to interact socially at a high level. Another Reggio Emilia principle is that children have the ability to learn effectively by touching, moving, listening and interacting with others (Gordon, 2003). In EYFS principles, Enabling Environments -The Learning Environment emphasises that children can express their feeling, and this can in turn support their learning (DCFS, 2008) Action Plan Next step practitioners could plan focused activity on Problem solving, Reasoning and Numeracy area. It is a good opportunity as children can explore, enjoy, learn, practice and talk about real-world materials/resources in order to develop their understanding. Also this can support children language skills, especially when English is their second language. It can also play a role in making children understand specific mathematical language. Before visiting any local shop practitioners should plan activity in home corner area and create a little shop and provide real fruit and food to enable children to do shopping. Use number language and quantity and introduce new word. Provide resources materials and recognise big things and small things in meaningful contexts (DCSF, 2008) Reflective Report Four different types of observation/plan activity were conducted, and were compared and contrast with different theory and theorist showed that every child is a component learner. They have different strengths and weaknesses that they need to develop. But four observation/planned activity concluded that children need safe, secure relationship and secure emotional and challenging physical environment to grow (DfCSF, 2009). The EYFS also encourages parents-carers, practitioners and multi-agencies to work together to help children achieve the best possible outcomes by supporting and extending children’s learning and development (DCSF, 2008) This, along with observation, helps further identify their developmental needs so practitioners can scaffold (Vygotsky, 1978) learning according to their ability (e.g. SEN’s or disabilities). Providing stimulating rich-resources and plan play-base approaches for individual needs and interests can help. Every setting has to promote equal opportunities and ensuring every child is included and not disadvantaged regardless of ethnicity or family background. Learning should be combined with play because it has been observed in four observations that children are very keen to learn new things. They just need the right environment and the right kind of guidance to develop their personalities and learning skills. Children are not averse to learn new things rather they are curious. The curiosity of children should be used to make them learn new things and to develop their learning skills. References Abbott, L. and Nutbrown, C. (2001) Experiencing Reggio Emilia: implications for preschool provision. Open University Press: Buckingham. Beaty, J. (1998) Observing Development of the Young Child. Prentice Hall Brookfield, S.D. (1995) Becoming a Critically Reflective Teacher. Jossey-Bass Publishers: San Francisco. Bruce, T. (2005) Early Childhood Education ( 3rd ed.) Hodder Arnold: Dubai. Bruner, J. S. (1996) The culture of education. Cambridge, Mass.: Harvard University Press. CRAE (2010) State of Children’s Rights in England 2010. London. DfES (2005) Key Elements of Effective Practice. Norwich: DfES Publication. DCSF (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. DCSF (2009) Learning, Playing and Interacting-Good practice in the Early Years Foundation Stage. Nottingham: DCSF Publications. Dewey, J. (1933) How We Think, New York: D. C. Heath. Classic and highly influential discussion of thinking. EES (2006) Early Education Support. The Reggio Emilia Approach to Early Years Education. Glasgow: Learning and teaching Scotland. Available:http://www.educationscotland.gov.uk/earlyyears/images/reggioaug06_tcm4-393250.pdf. [Accessed 17 March 2012]. DfES (2004) Every Child Matters. Change for Children in School. DfES Publication: Nottingham. Ewen, B.R. (2003) An Introduction to Theories of Personality (4th ed.) Lawrence Erlbaum Associates: New Jersey. Gibbs, G. (1988) Learning by Doing: a guide to teaching and learning methods. London: Further Education Unit. Goldschmeid, E. and Jackson, S. ( 2004 ) People under three. Routlegde: USA. Gordon, M.A. and Browne,W.K. (2003) Beginnings and Beyond Foundations in Early Childhood Education. USA: Wadsworth Cengage Learning. Hobart, C. and Frankel, J. (2004) A Practical Guide to Child Observation and Assesment .(3rd ed.) Nelson Thornes Ltd: Cheltenham. Hodgman, L.(2011) Enabling Environments in the Early Years. MA Education Ltd: London. Keating, I. (2002) Achieving QTS Teaching Foundation Stage. Exeter: Learning Matters Ltd. Moyles, J. (Ed.) (2006) The Excellent of Play. Berkshire: McGraw-Hill Education. Nutbrown, C.and Clough, P. (2006) Inclusion in the Early Years. Sage Publication: London. Overall, L. (2007) Supporting Children’s Learning a guide for teaching assistants. London: Sage Publication. Palailogou, I. (2008) Childhood observation. Exeter : Learning Matters Ltd. Papatheodorou, T. and Moyles, J (2009) Learning Together in the Early Years Exploring Rational Pedagogy. Routledge: Oxon. Piaget, J. (1950) The Psychology of Intelligence. London: Routledge & Kegan Paul. Robson, C. (1993) Real World Research: A Resource for Social Scientists and Practitioner-Researchers. Oxford, UK and Cambridge, USA: Blackwell. Schon, D. (1983) The reflective practitioner. Basic Books: New York. Smidt,S. (2005) Observing, Assessing and Planning for Children in the Early Years. London: Routledge. Te Wharika. (1996) Early Childhood Curriculum. Ministry of Education. [Online] Available: http://www.dji.de/bibs/320_whariki.pdf [visited 02.12.2011]. New Zeland: Learning Media Ltd. Vygotsky, L. S. (1980) Mind in society: the development of higher psychological processes. Cambridge, Mass.: Harvard University Press. Appendices Appendix 1 Time Sampling Observation / Planning Time Sampling Observation / Planning Observer Name: A A Child Name: D Age: 28 months old Gender: Female Date: 5. 03.2012 Place: Toddler Room indoor and outdoor Area. Purpose of observation: To observe her interaction with others and language skill. To gain awareness of the impact of the environment on communication. Purpose of Planning: Observation was the first step to see child ‘D’s whole behaviour and prepare planning for child ‘D’s next step. Background Information: D is attending nursery since she was 10 month old. Now she is 2 years and 10 month old. She is A Russian and has one older sister in same setting. She is shy and quite personality but very talkative with her mother using her own language. 9:00 D is playing in home corner area by herself and is pretending to cook. She has dummy and non- verbal communication with others. She is watching around all the time (1) 9:10 She sits on a table for fruit. She is quite and observes around while eating fruit using her left hand. She is watching key person while she is talking with other children. After a few minutes she says “I don’t like any more” and walks to the sink and washes her bowl. 9:20 D picks a toy of another child which he brought from home. He starts crying and wants his toy back but she refuses by nodding her head. When key person asks her to give it back then she leaves the toy and moves to construction area and starts staring him with an unpleased face. 9:30 She walks out with her friend and starts running around. She goes to the climbing frame and slides down. She is also asking ‘A’ to come with her. Then she joins her friends who are carrying plastic bread tray to middle of the garden and tries to build a bridge. She pulls the tray but one of her friends says ‘ nooo, look’. One of her friend is moving different type of tray. She start to walk with good balance on it and says ‘one’ two’’ three’ and jumps. Then she holds her friend’s hand and walk together. (2) 9:40 She is playing with water and pouring water while holding on to the doll with other hand saying to her friend ‘my baby’. She also washes her doll with her friend and says’ dirty’ while washing and pouring water on the doll with her friends. (3) 9: 50 She is sitting on a bench and asking ‘B’ ‘what are you doing?’ and showing book to him and says’ look mine’. 10:00 She is asking to ‘J’ ‘what are you doing’ and showing her book and saying ‘mine, my book’ and turning page over and looking at pages with her. She is pointing with her left finger and says ‘dog’ then turns pages and says ‘cat’. She is also looking at her friend’s ‘F’ and repeating ‘cat’. Indiviual Needs for child ‘D’: We Observed: Child ‘D’ was playing mostly alone and had very little interaction with others. We Thought: She was shy and did not feel confident. Adult need to help her to express her feeling. We Changed: She was enjoyed at outdoor setting and she was also interacting with others. We used outdoor environment with different materials and equipment to encourage her verbal communication skill. Next we will: Continue to use more outdoor environment. Build upon child ‘D’s growing confidence. Explore from the security of a close relationship with a caring and responsive adult. Concentrate on her PSED with special friend or skilful adult. Individual Planning for child ‘D’: Continuous Provision Resources available for a week may be accessed independently by the child ‘D’. Pretend cooking with real ingredients; pasta/ rice/ cereal/ oat/ cracker. Bun tray, utensil, bowl, etc. (1) Different size of wooden bullock and materials to enable her to use her imagination.(2) Water tray or plastic containers with shampoo/ dolls / washing liner, pegs (3) Enhanced Provision Opportunities supported by an adult which are available on an occasional basis Introduce real ingredients to child ‘D’, try to take part in her activity and play with her(1) Support child ‘D’ using materials to make a tent for dolls and develop her language skills (2) Introduce bath materials; towel/ flannel/soft brush/ sponge (include photo with home language) (3) Development Matters (16-36 months) PSED: Take pleasure in learning new skill. Begin to develop self confident through role play activities with adult support. CLL: By showing photos with familiar activities and talk about them and make her learn new words. PRSN: Asking question related with activities and talk about foods and start learning about quantities ‘enough’, ‘more’, ‘how many’etc. KUW: Show an interest in why things happen. E.g. make bubbles with shampoo and encourage her to repeat or after washing hang the doll clothes to washing line. PD: Make her express herself through action and sound. The experiences of spinning, washing, whisking, squeezing etc should be taught. CD: Seek to make sense of what she see, smell, and touch and encourage her to describe her action. Appendix 2 Planned/ Participant Observation Observer: A A Name of the Child: J S Age: 2 years and 9 months old. Sex: Male Nationality: British Date and time of Observation: 5th March 2012 Time Started: 9:20 Time Finished: 9:45 Place: Toddler Room Observation technique: Narrative / Participant observation. Area of Observation: Creative Development Background Information: J is attending nursery since he was 9 months old. He is white British and nursery and family has no concern about him. What’s Happening: Today’s activity is fruit printing. J is going to choose different types of fruit and colour paint. The child is monitored on his colour recognition with fruit. J and the key person T go to the snack area and the key person asks J to choose three types of fruit. He observes the fruit and decides to choose an apple, a carrot and a banana. J and the key person put the fruit on the table and the key person asks, “what do we need to do before we cut the fruit. He replies ‘wash hands’. Key person say’s ‘well done’. He washes his hands and dries without asking. Key person says ‘do we need to wear an apron’. He says ‘Yes I want blue one’. The key person helps him to put an apron on and then they sit together. He picks an apple first with his right hand and places it on the chopping board. He then picks a knife and tries to cut the apple but he struggles so the key person helps him a bit and then allows him to continue. He is very quiet and concentrates on cutting. After he is finished cutting he then says ‘making butterfly’ and looks at the paint and says ‘green one’. The key person asks ‘which fruit would you like to use?’ He looks and picks the apple and turns his head to the paint pots and says ‘green’. He dips the apple into the green paint with his right hand and starts stamping. J and the key person follow on a conversation; J: ‘take it home’. Key person: What is it for? J: ‘for mummy and daddy’ ‘ I wanna use carrot’. Key person: Which colour do you want to use? J: ‘orange’. He then looks at all the coloured paint pots on the table but there was no orange so he picks the red paint. He dips the carrot into the red and stamps it with his right hand and shakes his head and says ‘I don’t wanna it. Its yukk’. The key person asks ‘Do you want to use another colour? He replies ‘yellow one’. He then turns the carrot upside down and stamps. He looks happy and says ‘I do, look, look!.’ He looks at both hands and says‘I want to wash my hands’. Key person says ‘Have you finished? J replies ‘yes’ and walks to the sink and turns on the tap and rubs both hands without asking. He asks for a tissue and takes off his apron and joins his friends to play in the home corner area. Objective: How to demonstrate awareness and understanding of the contribution the ongoing provision on Creative area could make to children’s learning. Appendix 3 Narrative Observation Observer: A A Name of the Child: B Age: 2 years and 9 months old. Sex: Male Nationality: British Date and time of Observation: 14thth March 2012 Time Started: 10:00 Time Finished: 10:20 Place: Toddler Room Observation technique: Narrative Observation Area of Observation: Child initiates play in construction Area Background Information: B attending nursery since he was 6 months old baby. He’s mother language is English. He has no concern about his development. What’s Happening: Child ‘B’ brought toys from home. He starts to bring wooden bullock to middle of the room. Then the other children join him in his effort. Looking at his friends and says ’brick, brick’ and enjoys carrying bullocks. One of the children says ‘I want to play toys’ and points towards child ‘B’s toys. He say’s ‘noooo’’noo back’ to him. He does not like sharing his toys with anyone. Then he brings other wood bullock and makes a straight line. Practitioner asks ‘what are you doing B?” He looks and say’s ‘playing, yepp’ showing his toy ‘woody’. Another child helping him to carry out the bullocks. But then asks him to play with his toys but B refuses and says ‘my, my, my woody’ and giggle himself. He places a wood side of bullock and makes a slide and says ‘slide’. He does not let anyone to slide down teddy and car. He looks tearful and say’s ‘ noo, me do it, my slide down’. One child slide down his car and hurt his finger and B starts crying. Practitioner asks ‘what happened B?’ He points towards the child and says ‘hurt my finger, and then starts crying. Practitioners ask that child to say sorry and cuddle him. He says ‘sorry B’ and cuddles him. He carry on to slide down his toys says ‘Buzz turn now, slide down, wuuu, wuuuu’. He plays a while and at the same time watching around. Then he copies his friends and start walking on the bullock one side to another side. Objective: To observe how the wooden bullock enables the children to extend their concentration skills, building self-confidence and making their own decisions. How stimulating resource rich environment affect child’s behaviour and his ability to express and make a discovery. Significant learning link with EYFS (ages and stages) Show his interest, decision maker, show his enthusiasm (PRSN- 22-36 months) Understand simple words (CLL- 16-29 months) Show interest (22-36 months) Putting wooden bullocks in order (PRSN 22-36 months) Explore, play and meaning in their experiences (KUW 22-36 months) Gain control how to use their body and object (PD 22-36 months) Explore and experiences using his senses and movement (CD 30-50 months) . What’s Next: Practitioner could focus how could extent child initiate play such as to highlight specific word ‘share ‘‘we have share our toys with our friends’. Provide activity to learn how to distinguish. Asking parent to bring child best toy from home and encourage children to share and play each other’s toys. Significant learning: -Extend and supports children language and communication in his play. -Think creatively and imaginatively. - Get the know a child better and develop positive relationship. -Development of independence skill. There is enough time and space for him to concentrate on new experiences. What’s Next: Support children language and extend communication by asking ‘what they see, smell, touch and feel’. Encourage children to describe their experiences.????? Appendix 4 Gibbs Model of Reflection Observer: A Name of the Children: J, B, D, J Age: Between 24 months old and 30 months old. Sex: Male/ Female Nationality: 2 British, Russian, Polish Date and time of Observation: 14thth March 2012 Time Started: 12:30 Time Finished: 13:00 Place: Toddler Room Observation technique: Gibbs model of Reflection Planned Activity: Trip to Tesco Aim: To provide fun, creative activity, and to teach children with examples through a trip to local shop Enable children to express their own feelings, ideas and to respond to adult. To give opportunities by providing real resources Involve with community Create opportunities to move independently Encourage children to try something new Background Information: Four children are attending nursery for a long time. There are no concerns from parents or practitioners about their learning and development. What’s Happening: 4 toddler children and 2-practitioner plan a visit together. Children are very happy, running around showing their excitement. All of them try to put their coat and hat. Practitioners ask them to zip up. 2 children waiting near the door and telling to other ‘no running, we walking’. Polish child shouts to the practitioner and says hoj (polish word) P, Hoj’and laughing and looking around. Children were shouting to each others ‘come on, come on’. Practitioners ask them to hold hands and be careful and not to run’. One child says ‘no running’ others shaking heads and nodding heads. They all start to run near swimming pool entrance while holding hands. Near the traffic light two children shout and pointed ‘red man’ they all try to press the buttons. They are telling each other to press ‘buttons’. We cross the road and enter Tesco. Practitioner asks ‘who would like to carry the basket’? Two of child offered to carry and pick the basket and run to stools. They picked up apple, banana, and carrots. Then one child pointed the jar and says’ ‘no that one’ and shakes her head. Another child run to drink section and says ‘I want drink’. Then all run to other section. They see the donuts and all stop and say ‘I want donut’. The practitioner say’s ‘we need to buy so that we make jam sandwiches’. They turn head and to look for jam. One girl finds it and tries to reach top shelves ‘I no reach jam’. Other child says ‘my holding it’. They put the jam in a basket and they all see the buns. Pointed and taking bun from shelves and putting in shopping basket. They put four but practitioners says’ we can get only two’ and help them to put it back. One child says ‘come on guys, come on guys’ makes two practitioners laugh. Practitioners ask ‘can we go and pay?’ they all listen and run while Telling each other ‘we got jam’ and ‘that’s done’ and then they try to put the things into a bag. Practitioners explain to them ‘we need to scan first’ while helping them. Practitioners help one child to slot money into the machine and all watching to machine. They all try to carry bags. Everyone walk back to the nursery and all help of them want to open bags and cannot wait to eat. Practitioner asks them to get plates. They all run to get plates and sit. They enjoy eating and looking each other with happy faces. Objective: How to demonstrate awareness and understanding of the contribution that an Outdoor environment could make to children’s learning. Significant learning: Move freely with movements (PD) Develop self confident, building good relationship with others, seek and delight in new experiences (PSED) Using home language in some circumstances when they are excited about, respond to adults and others, (CLL) Investigate new resources, give freedom to express own ideas (PSRN) Show an interest, focus their enquires, explore material by touching, enjoy playing, respond the sign to their environment (CLL) See to make sense what they see, touch, explore and experiences using a range of sense and movement (CD). . What’s Next: Develop their awareness of number, making list such as, 2 apples, 1 banana, and 1 tin of beans. Providing shopping list activity with children to make them use mathematical language Read More