Supporting Children’s Participation
Supporting Children’s Participation
The central focal point for this discussion is based on an observation (see appendix 1), that led to the planning and implementation of a group learning experience (see appendix 2), designed to aid children’s development and encourage playful participation in-line with EYFS learning objectives. Beckley (2012), proposes three reasons to for carrying out observations, for the purposes I will review the first two with the intention of discussing the context of the learning experience that caused the observation to be recorded. In considering the children who took part in the activity, attention will be focused on their different developmental age and stages, focusing on their physical and personal social and emotional development. The current EYFS (2008) and the revised EYFS framework (2012) will act as a guide for assessing their current development as well as discussing next steps. Theories of how children learn will be explored when evaluating the observation, with comparisons made between Piaget and Vygotsky’s theories of play. In giving a rational for the group learning experience (the bubble activity), I will explore the individual needs of the children and the role of the practitioner when carrying out adult-led activities. Clear objectives for strategies and techniques adopted to encourage children to participate will show knowledge of the importance of inclusiveness practice. In evaluating whether the activity met the learning objectives for each child, the use of space, time and resources will be considered.
Planning in early childhood education should begin with observations of the child, this has been emphasised in both the EYFS (2008) and the revised EYFS (2012). The importance of early years’ practitioners’ starting with observations, is well acclaimed, Friedrich Frobel believed that observations of children, made by adults (parents and teachers), could indicate a child’s ‘readiness’ to learn. Montessori also
The central focal point for this discussion is based on an observation (see appendix 1), that led to the planning and implementation of a group learning experience (see appendix 2), designed to aid children’s development and encourage playful participation in-line with EYFS learning objectives. Beckley (2012), proposes three reasons to for carrying out observations, for the purposes I will review the first two with the intention of discussing the context of the learning experience that caused the observation to be recorded. In considering the children who took part in the activity, attention will be focused on their different developmental age and stages, focusing on their physical and personal social and emotional development. The current EYFS (2008) and the revised EYFS framework (2012) will act as a guide for assessing their current development as well as discussing next steps. Theories of how children learn will be explored when evaluating the observation, with comparisons made between Piaget and Vygotsky’s theories of play. In giving a rational for the group learning experience (the bubble activity), I will explore the individual needs of the children and the role of the practitioner when carrying out adult-led activities. Clear objectives for strategies and techniques adopted to encourage children to participate will show knowledge of the importance of inclusiveness practice. In evaluating whether the activity met the learning objectives for each child, the use of space, time and resources will be considered.
Planning in early childhood education should begin with observations of the child, this has been emphasised in both the EYFS (2008) and the revised EYFS (2012). The importance of early years’ practitioners’ starting with observations, is well acclaimed, Friedrich Frobel believed that observations of children, made by adults (parents and teachers), could indicate a child’s ‘readiness’ to learn. Montessori also