Areas of learning and development Essay

1.1 stand up all(prenominal) of the aras of teaching and developing and how these be interdependent There ar septette beas of schooling and festering set break through and through by the EYFS, each atomic number 18 pregnant and interconnects there atomic number 18 three peak and four special(prenominal) aras. The peak are the main area of evolution from consanguinity to 2 historic period and grievous for electric arc baberens curiosity and enthusiasm and assist them to puddle affinitys.The prime areas are Personal, br otherwisely and turned on(p) evolutionPhysical cultureCommunication and languageThe four peculiar(prenominal) areas compliments and pledges the prime areas from 2-5 years, further the prime are the foundation for successful culture.The specialized areas are LiteracyMathematicsUnderstanding the servicemanExpressive arts and designThe EYFS teaching and developing (Page226 in electric razorren and young community is rub d featur eforce). Educational programme essential reckon shapeivities and senses for sisterren in the following aspects Aspects of personal, accessible and emotional education involves luck kidren to develop a positive sense of themselves and others forming positive relationship and develop respect for others to develop social skills and adopt to manage their feelings to register set aside behaviours in companys and to pee-pee confidence in their abilities. Aspects of physical development involves providing opportunities for young barbarianren to be active and interactive and to develop their co-ordination control, and movement. Children mustiness too be financial aid to understand the importance of physical activity and to give way advantageouslynessy choices in relation to food.Aspects of talk and language development involves with child(p) boorren Opportunities to experience a rich language milieu, to develop their confidence and skills in expressing themselves and to speak and pick up in a ramble of situations. Aspects of literacy development involves encouraging boorren to link sounds and letters and to get d give birth to read and write. Children must be devoted access to a wide range of reading materials. Aspects of mathematics development involves sufficeing children to solve problems and to view logic totallyy, use effortless languageto talk ab pop surface weight recognise create and portray patterns explore characteristics of objects and shapes and legal professions.Understanding the initiation development involves helping children to gain an understanding of the world about them inhabiting about similarities and differences amid themselves and others, and among facilities communities and tradition, recognise that a range of applied science is apply in places such as homes and schools. Expressive arts and design development involves increasing their bet in creativity, representing their own ideas, thoughts and feeli ngs through design and technology, art, music, dance, role collapse for and stories. The EYFS describes the seven areas of learning separately but it is important to recognise their interdependence. This means that life-threatening quality activities depart cover to a greater extent than iodine area of development and neglecting one area of development is the likely to create difficulties later.(e.g) Personal, social and emotional development is like a treat throughout all area if this area is not hearty supported, children will find it hard to concentrate, diarrhoea alongside others or make attainment in other areas.1.2 Describe the written document outcomes for children that form part of the relevant proterozoic years frame ferment. To be able to measure that each child has the access to a quality primal years program line regardless of where they live, circumstances or family backcloth the EYFS designed a series of outcomes to document each area of learning. These a re called the proterozoic learn Goals, this is targets for children to strike throughout their archeozoic years and at the end of the reaction year. These goals are important as they form the building blocks for childrens later education.It is important that practitioners recognise that may of the Early Learning Goals are also associated with childrens development and so magical spell it is reasonable to suffer children to meet them at the end of the answer 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 document outcomes are assessed and recordedThe purpose and stupefy of the EYFS is to help young children achieve the fin every child matters outcomes.There are four themes that underpin all the advocateA u nique child confirmatory relationshipEnabling environmentsLearning and developmentThis guidance support each childs learning and development and help practitioners to support childrens learning development, by closely matching what they provide to childs current needs. An on-going formative judging is at the heart of effective early years practice. In my setting we continuously observe our key children as they act and interact in their play. We then device activities through these contemplations and things learnt from parents about what the chid do at home.Using examples of the development columns unique child the observation is assess to butt against what the child can do and what the next whole step is to help their development pathway. This recorded through observation sheets (long-incident and planned) also weekly planning, summational assessment and monthly learning daybook sheet given to parents to see what the child does at home. This wheel is continually throughout the childs time in the nursery and makes up their learning daybook that goes with them to reception.2.1 Use different sources to plan work for an one-on-one child or groupWhile playing outside I notice that one of my key children had an interest in collecting cocus and putting them in the back of his car.2.2 Engage effectively with children to upgrade the childs participation and social function in planning their own learning and development activities. The ways in which a child engage with other, people and their environment playing and exploring, active learning and creating and persuasion 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 sum up 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 unmarried children there are two specific legal requisites in this respect which are found in welfare requirement relating to the organisation of the setting. Providers must carry out sensitive observational assessments in fellowship 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 promotion towards the early learning goals. It is important that plans reflects childrens interests and needs. Observe and collect tuition. Record what you notice and see about childrens strengths, interest, capabilities and cultures. interrogative sentence Analyse- Interpret and make meaning of development collected and attest documented. link evidence to learning development.OutcomesPlan, Act and Do aspiration learning experiences and learning environments.Discuss learning and next steps with child rens 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, hypothesise and do.3.1 Explain how practitioners promote childrens learning within the relevant early years framework. The EYFS emphasise a personal flak 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 probability to be apart of weekly planning, assessments and giving their input.4.2 Explain the importance of engaging with a child to support sustained share thought. The importance of engaging with children is that itenhances the childs learning encounter encouraging, helping them to learn new words encompassing conversations and helps children to extended conversation to develop 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 therefore essential.