Cyp 3.1 Explain The Importance Of The Study
This report will discuss the importance of an early year’s practitioner’s role in supporting children with their mathematical development. It will consider the environment children are set in, this will include the activities they participate in and the resources that they need in order to benefit them. In addition to how sustained shared thinking is considered a main factor within a child’s mathematical development. Furthermore, discussing the practitioner’s role in planning and assessing.
Allowing a child to explore outdoors is essential as it gives them the opportunity to use their imagination, it helps to promote original thinking, they can adapt to different situations, discover the ability to generate multiple solutions to problems that …show more content…
It is the responsibility of each setting to decide the exact procedures to adopt and paperwork to use. The crucial factor is that it should support everyone in offering the best quality provision to each child.” Fisher, (2003, p. 1). By assessing children it can help to support their interests, learning styles and the development of each child. Documenting should contain spontaneous events which all practitioners should be involved in and understand why certain activities have been planned. This also allows parents to have an idea on what stage their child is developing at and they can have a say in what activities they feel are best for their …show more content…
By practitioners using the EYFS framework and guidance from the EPPE project they are helping to develop children’s natural problem solving abilities through mathematics. The activities set by early year practitioners will be responsible for the wellbeing of children and should be designed to allow children to develop within their mathematical skills. This report aims to highlight a few of the many approaches and theories linked to mathematical development within an early years setting. Children need activities in both indoor and outdoor environments, they should be allowed to free flow between both settings and should be entitled to participate in a range of activities which should include the correct resources set up by the early year’s practitioner.
Using Vygotsky’s scaffolding theory, early year practitioners should allow the child to explore using sustained shared thinking. They need to question the child on what they are discovering, encourage them to find more ways to solve a problem and to support and listen to them throughout the day. By setting up activities for a small group to participate in, it allows children to cooperate and support those who may need more assistance
Allowing a child to explore outdoors is essential as it gives them the opportunity to use their imagination, it helps to promote original thinking, they can adapt to different situations, discover the ability to generate multiple solutions to problems that …show more content…
It is the responsibility of each setting to decide the exact procedures to adopt and paperwork to use. The crucial factor is that it should support everyone in offering the best quality provision to each child.” Fisher, (2003, p. 1). By assessing children it can help to support their interests, learning styles and the development of each child. Documenting should contain spontaneous events which all practitioners should be involved in and understand why certain activities have been planned. This also allows parents to have an idea on what stage their child is developing at and they can have a say in what activities they feel are best for their …show more content…
By practitioners using the EYFS framework and guidance from the EPPE project they are helping to develop children’s natural problem solving abilities through mathematics. The activities set by early year practitioners will be responsible for the wellbeing of children and should be designed to allow children to develop within their mathematical skills. This report aims to highlight a few of the many approaches and theories linked to mathematical development within an early years setting. Children need activities in both indoor and outdoor environments, they should be allowed to free flow between both settings and should be entitled to participate in a range of activities which should include the correct resources set up by the early year’s practitioner.
Using Vygotsky’s scaffolding theory, early year practitioners should allow the child to explore using sustained shared thinking. They need to question the child on what they are discovering, encourage them to find more ways to solve a problem and to support and listen to them throughout the day. By setting up activities for a small group to participate in, it allows children to cooperate and support those who may need more assistance