Unit 065 Outcome 1 Study
Unit 065 Outcome 1 Slide 9
Describe the documented outcomes including assessment and recording methods for the Early Years Framework in NI. You are to refer to examples from practice to support your answer.
The aim of all early years programmes is to ensure that all children regardless of where they live or what their home circumstances might be, have access to quality early years education. The documented outcomes cover a wide range of areas -- personal, social, physical, communicational, reasoning and creative development.
The NI executive is working towards the provision of one-year full-time pre-school provision on a voluntary basis. At present children are in key stage one from age 5 – 6 but there are many 4 year olds in reception classes in primary schools for 5 full days.
The NI Curriculum
English
Mathematics
Science and Technology
Environment and society …show more content…
Creative and expressive studies
Inspectors will expect to find evidence of activities and play opportunities ‘to develop children’s emotional physical and social and intellectual abilities’.
The key stage 1 inspectorate will expect to find
Evaluation and reporting of standards reached by the children
Quality, teaching and learning
Quality of curriculum leadership
Core subjects and work seen in other subjects
Inspection across the whole curriculum
Sources for planning the curriculum
Source 1 Early years team must ensure that
New concepts are introduced to expand their knowledge
Children are given the opportunity to work on a one to one basis
Curriculum areas are covered, personnel understand their roles, planning is reviewed and adapted
Source 2 Parents can play the part in planning by providing
Valuable feedback about children
Items for an activity or display
Source 3 Children
Their views and ideas should be respected
They can provide information on their favourite activities
They can bring in relevant items and share with their peers
Other sources
SENCO – Individual Learning Plans
LEL Advisors can advise on implementing the curriculum
Trainers – to train staff
Visitors i.e. police, musicians, librarians
Unit 065 Assessment Slide 10
Pre-school
When assessing development it is important to
Record information as accurately as possible
Maintain confidentiality regarding all information
Get permission from parents or young people themselves
Children’s own feelings and needs must be taken into account – child may have specific needs or may have a disability
Assessment must be objective to avoid subjective judgements
Assessments should be recorded over a period of time and in different situations to build up a more complete picture
Assessment can be carried out over a range of areas
Physical skills – how children co-ordinate their bodies and their manipulative skills (fine motor skills)
Intellectual (cognitive skills) – how child learns to read write or solve problems
Communications skills – how they use language to communicate their needs, how they master the rules of grammar or how they use their communication skills to negotiate with parents, teachers etc
Social emotional and behavioural skills – how they become more independent, how they learn to play and share with their peers, learn to manage their feelings
Moral development – how a child learns the difference between right and wrong or what is acceptable or unacceptable behaviour
Unit 065 Outcome 2 Assessment Criteria 1 Slide 12
Use different sources to plan work with children and support children’s participating in planning
How do we gather information about a child’s skills and abilities?
Different sources may include
1. Children’s interests and preferences
It might be advisable to observe children in order to assess where their main interests lie. Observation may be as a non-participant observer in which case children are not aware and will behave more naturally and what you record may be more objective. However it can be difficult to observe with out being intrusive. Observation can be as a participant observer in which case you can direct children to carry out activities and observe how they react and assess their capabilities. A note book and pen are the most useful tools for observation.
2. Parents – Carers
Parents or carers can provide valuable information when you are trying to assess a child. Children may behave differently at home than in a school environment, they may be talkative at home but shier and more reticent when out of the home. Building up a good rapport with parents helps to get a more rounded view of the child.
3. Colleagues
It is also useful to consult with colleagues who may observe something that you have missed or may see things from a different aspect
4. Professionals
If outside agencies are involved ie social worker, speech therapist, police, fireman, nurse, psychologist or other then it is important to consult with these as well to get a more complete picture of the child
Outcome 1 Slide 13
Be able to plan work with children and support children’s participation in planning.
1. Build up good relations with children by finding out as much as possible about the child/children through parents carers, teacher or the child itself – talking and listening and noting information.
2. Value children’s individuality – all children are different and have different strengths and talents and look at things in different ways.
3. Sometimes the best way to encourage children to participate and make choices is to give them ample opportunities to play. When they play they have opportunities to make choices – what they want to do or who they want to play with. You can encourage them to make choices by asking them where they want to sit or what toys they want to use.
4. Giving children choices encourages their self-esteem and builds closer relationships. However, giving children opportunities to make their own decisions does not mean that you give them full control.
5. Negotiation can be difficult with younger children who find it hard to understand why they can’t have a particular toy or play in a particular area. You might try to explain that it is dangerous or too heavy or too fragile. With older children it is a bit easier to negotiate but with all children it is important for them to know their boundaries.
Planning process Slide 14
Support the planning cycle for children’s learning and development.
What are the steps used to ensure planning promotes learning and development.
Effective planning is based on observation and assessment. Observation must be used as a basis for planning children’s learning and development. It is a legal requirement to carry out observational assessment and plan experiences appropriate to the child’s stage of development.
Planning does not relate only to indoor activities but must take place in a variety of settings and be varied, so that some, may be initiated by adults, and others by children. Since children’s interests change all the time short-term planning is probably the best option recording children’s reactions, interests and learning and continually planning for these changes.
Adult-initiated activities are a legal requirement because interaction between adults and children can improve children’s cognitive and language development. It is important that adult-initiated activities take into account the interests of the
children.
Unit 065 Slide 16 and 17
Promoting children’s learning within the relevant early year’s framework
Reflecting on your own workplace explain how children’s learning is promoted. You must refer to the following areas in your answer.
Effective organisation and management
To implement a development plan it is important to create an environment that will support the children’s development.
The environment must conform to legal requirements and must be conducive to different types of activities. They must be able to be able to provide both indoor and outdoor activities. There must be enough trained staff to implement the plan.
In my workplace there is a normal-sized classroom with child-sized desks and chairs, organising children in small groups to encourage ease of communication and social interaction.
There is the teacher and a classroom assistant to organise and assist children in all activities.
There are lots of visual aids- alphabet, numbers, months, days etc. in colourful displays on the walls to assist with their visual learning.
There are play areas with toys, markers, crayons, pencils and a special area to display their art.
There are rhymes and songs on display.
Sensitive intervention
Sensitive intervention from adults can improve and extend the learning experience for children.
It is important to intervene when you see that assistance is needed to complete an activity but not taking away the child’s sense of achievement. Only intervene if you feel it will enhance the activity and if the children signal that they want you to become involved.
Supporting and facilitating
If we build good relationships with children they will feel that they can approach us when they need help. We can facilitate by providing them with the resources they need for a particular activity. We sometimes have to work out how we can best support or facilitate before we intervene.
Modelling (social learning theory)
Children are great imitators and sometimes we don’t realise how important this can be in helping children learn new skills. If we tidy up they will want to tidy up too. If we start playing football they will want to play too.
Coaching
Lev Vogotosky (Russian) claimed that children learned predominantly through their interaction with adults and their environment. He suggested that children are born sociable and that adults play an important role in extending children’s learning and helping them to achieve their full potential (zone of proximal development). Children can often do more than they think they can, they just need the right support and encouragement. Coaching is about helping children to feel confident enough to try new challenges but you must always be careful not to put pressure on children to do something that they are not comfortable with or is out of their ability range.
Providing balance of child-initiated and adult-initiated play and activity.
It is important to base any activity on your observations of children’s interests and then it is up to you to provide the resources and develop the activity around these interests and include the different areas of learning.
Unit 065 Slide 18
Prepare set out and support activities and experiences that encourage learning and development in each area of the relevant early years framework .
When preparing activities it is important to:
Focus on children’s individual needs and interests based on your observations
Consider health and safety issues i.e. numbers involved, size of space etc.
Be aware of specific needs of particular children
Keep resources as simple as possible
Provide activities and experiences for all areas of learning
When setting out activities consider:
The location of activities indoors, outdoors, size and access of the area
Consider the variety and number of resources i.e. paint, paper, crayons, whiteboards, ‘drywipe’ markers, lego, scissors, pencils etc.
The scope for children to use their imagination creativity and problem solving skills. Allowing space for children to develop their own play and activities
When supporting activities it is important to:
Observe children’s interest and participation in the activity
Intervene sensitively, observing children’s play cues
Use praise and encouragement to build confidence. Praise effort and support achievement
Model language and behaviour – introduce new vocabulary and praise appropriate behaviour
Use questions and reflection to sustain and develop the children’s interest
Observe how they use the resources and enhance the provision if necessary ie adding extra materials etc
Unit 065 Outcome 4.1,2&3 Assessment Criteria 3 Slide 19
Be able to engage with children in activities and experiences that support their learning and development
Work alongside children and engage with them in order to support their learning and development
Engaging with children involves having a genuine interest in them and in what they like to do. Adults can engage with them and support their learning and development by
Allowing the child to lead the activity especially play
Using positive reinforcement, verbal and non-verbal and showing enthusiasm
Intervening if necessary but being sensitive to the child's needs
Explain the importance of working with children to support sustained shared thinking
Sustained shared thinking involves adults encouraging children to use language and explore ideas. It could be like an extended conversation with children to help them to develop their ideas. Sustained shared thinking helps children to reach conclusions and explore ideas at a deeper level. In order for sustained shared thinking to take place children need to be interested and actively engaged in what is happening.
Unit 065 Outcome 4.3 Slide 20
Use of appropriate language
Use accurate and appropriate language in order to support and extend children’s learning when undertaking activities
Children need to be able to communicate in order to express their feelings and ideas, to interact with others and build friendships. The way adults use language therefore, will impact on how children use language and extend their learning. It is important for adults to speak grammatically, using language that is appropriate for the age of the child but that will extend their vocabulary and communication skills. Always be aware of children who have any speech difficulties for example pronouncing certain words, speech or hearing impairment – early intervention is paramount. Children need to understand speech and language in order to learn and to express their feelings.
Language can help children’s learning if used appropriately
Open ended questions to promote learning and extend understanding e.g. ‘what do you think happened’ ‘what should we do next’
Descriptive language to extend children’s vocabulary and understanding of sentence construction ‘That is a lovely yellow, large crayon’
Mathematical language to support children’s understanding of mathematical concepts i.e. bigger, smaller, longer than, shorter, increase, take away, add-on, before, after, later, now etc.
Accurate grammatical correct language using plurals (2 feet, 3 mice, 4 calves, 2 leaves), using tenses (I got, went come, came etc.)
Correct vocabulary – correct words to name and describe things
Unit 065 Outcome 5 Slides 21 and 22
Be able to review your own practice in supporting the learning and development of children in their early years.
Explain the benefits of reflective practice to children’s learning and development.
It is accepted that the best person to help you work reflectively with children is yourself and to this end we must strive to become a ‘reflective practitioner’ that is someone who is aware of their own limitations as well as their strengths, someone who is prepared to admit their limitations and do something about it.
Reflective practice involves:
Changing children’s behaviour – reflect on how you respond and develop new strategies
Working with parents
Reflect on how you can develop stronger partnerships
Meeting individual children’s needs – reflect on how they learn to develop new strategies
Planning to meet children’s needs – reflect on your plans and develop new and more effective systems
Your role with children – reflect on how you work with them and adjust to suit their needs
Working with colleagues, reflect on your interaction with colleagues and try to create better relationships
Demonstrate how to use reflection to make changes in your own practice
Reflective analysis
Question how you do things – is there a better way
Seek alternatives
Keep an open mind – be open to new ideas
View things from different points of view – children, parents and colleagues
Think about consequences – think about how your work might affect others
Test ideas – new practices
Ask ‘what if?’ – be confident enough to try new ideas
Synthesize ideas – be prepared to look at other settings and adopt to your own
Identify and resolve problems – try to solve difficulties as soon as they arise
Describe the documented outcomes including assessment and recording methods for the Early Years Framework in NI. You are to refer to examples from practice to support your answer.
The aim of all early years programmes is to ensure that all children regardless of where they live or what their home circumstances might be, have access to quality early years education. The documented outcomes cover a wide range of areas -- personal, social, physical, communicational, reasoning and creative development.
The NI executive is working towards the provision of one-year full-time pre-school provision on a voluntary basis. At present children are in key stage one from age 5 – 6 but there are many 4 year olds in reception classes in primary schools for 5 full days.
The NI Curriculum
English
Mathematics
Science and Technology
Environment and society …show more content…
Creative and expressive studies
Inspectors will expect to find evidence of activities and play opportunities ‘to develop children’s emotional physical and social and intellectual abilities’.
The key stage 1 inspectorate will expect to find
Evaluation and reporting of standards reached by the children
Quality, teaching and learning
Quality of curriculum leadership
Core subjects and work seen in other subjects
Inspection across the whole curriculum
Sources for planning the curriculum
Source 1 Early years team must ensure that
New concepts are introduced to expand their knowledge
Children are given the opportunity to work on a one to one basis
Curriculum areas are covered, personnel understand their roles, planning is reviewed and adapted
Source 2 Parents can play the part in planning by providing
Valuable feedback about children
Items for an activity or display
Source 3 Children
Their views and ideas should be respected
They can provide information on their favourite activities
They can bring in relevant items and share with their peers
Other sources
SENCO – Individual Learning Plans
LEL Advisors can advise on implementing the curriculum
Trainers – to train staff
Visitors i.e. police, musicians, librarians
Unit 065 Assessment Slide 10
Pre-school
When assessing development it is important to
Record information as accurately as possible
Maintain confidentiality regarding all information
Get permission from parents or young people themselves
Children’s own feelings and needs must be taken into account – child may have specific needs or may have a disability
Assessment must be objective to avoid subjective judgements
Assessments should be recorded over a period of time and in different situations to build up a more complete picture
Assessment can be carried out over a range of areas
Physical skills – how children co-ordinate their bodies and their manipulative skills (fine motor skills)
Intellectual (cognitive skills) – how child learns to read write or solve problems
Communications skills – how they use language to communicate their needs, how they master the rules of grammar or how they use their communication skills to negotiate with parents, teachers etc
Social emotional and behavioural skills – how they become more independent, how they learn to play and share with their peers, learn to manage their feelings
Moral development – how a child learns the difference between right and wrong or what is acceptable or unacceptable behaviour
Unit 065 Outcome 2 Assessment Criteria 1 Slide 12
Use different sources to plan work with children and support children’s participating in planning
How do we gather information about a child’s skills and abilities?
Different sources may include
1. Children’s interests and preferences
It might be advisable to observe children in order to assess where their main interests lie. Observation may be as a non-participant observer in which case children are not aware and will behave more naturally and what you record may be more objective. However it can be difficult to observe with out being intrusive. Observation can be as a participant observer in which case you can direct children to carry out activities and observe how they react and assess their capabilities. A note book and pen are the most useful tools for observation.
2. Parents – Carers
Parents or carers can provide valuable information when you are trying to assess a child. Children may behave differently at home than in a school environment, they may be talkative at home but shier and more reticent when out of the home. Building up a good rapport with parents helps to get a more rounded view of the child.
3. Colleagues
It is also useful to consult with colleagues who may observe something that you have missed or may see things from a different aspect
4. Professionals
If outside agencies are involved ie social worker, speech therapist, police, fireman, nurse, psychologist or other then it is important to consult with these as well to get a more complete picture of the child
Outcome 1 Slide 13
Be able to plan work with children and support children’s participation in planning.
1. Build up good relations with children by finding out as much as possible about the child/children through parents carers, teacher or the child itself – talking and listening and noting information.
2. Value children’s individuality – all children are different and have different strengths and talents and look at things in different ways.
3. Sometimes the best way to encourage children to participate and make choices is to give them ample opportunities to play. When they play they have opportunities to make choices – what they want to do or who they want to play with. You can encourage them to make choices by asking them where they want to sit or what toys they want to use.
4. Giving children choices encourages their self-esteem and builds closer relationships. However, giving children opportunities to make their own decisions does not mean that you give them full control.
5. Negotiation can be difficult with younger children who find it hard to understand why they can’t have a particular toy or play in a particular area. You might try to explain that it is dangerous or too heavy or too fragile. With older children it is a bit easier to negotiate but with all children it is important for them to know their boundaries.
Planning process Slide 14
Support the planning cycle for children’s learning and development.
What are the steps used to ensure planning promotes learning and development.
Effective planning is based on observation and assessment. Observation must be used as a basis for planning children’s learning and development. It is a legal requirement to carry out observational assessment and plan experiences appropriate to the child’s stage of development.
Planning does not relate only to indoor activities but must take place in a variety of settings and be varied, so that some, may be initiated by adults, and others by children. Since children’s interests change all the time short-term planning is probably the best option recording children’s reactions, interests and learning and continually planning for these changes.
Adult-initiated activities are a legal requirement because interaction between adults and children can improve children’s cognitive and language development. It is important that adult-initiated activities take into account the interests of the
children.
Unit 065 Slide 16 and 17
Promoting children’s learning within the relevant early year’s framework
Reflecting on your own workplace explain how children’s learning is promoted. You must refer to the following areas in your answer.
Effective organisation and management
To implement a development plan it is important to create an environment that will support the children’s development.
The environment must conform to legal requirements and must be conducive to different types of activities. They must be able to be able to provide both indoor and outdoor activities. There must be enough trained staff to implement the plan.
In my workplace there is a normal-sized classroom with child-sized desks and chairs, organising children in small groups to encourage ease of communication and social interaction.
There is the teacher and a classroom assistant to organise and assist children in all activities.
There are lots of visual aids- alphabet, numbers, months, days etc. in colourful displays on the walls to assist with their visual learning.
There are play areas with toys, markers, crayons, pencils and a special area to display their art.
There are rhymes and songs on display.
Sensitive intervention
Sensitive intervention from adults can improve and extend the learning experience for children.
It is important to intervene when you see that assistance is needed to complete an activity but not taking away the child’s sense of achievement. Only intervene if you feel it will enhance the activity and if the children signal that they want you to become involved.
Supporting and facilitating
If we build good relationships with children they will feel that they can approach us when they need help. We can facilitate by providing them with the resources they need for a particular activity. We sometimes have to work out how we can best support or facilitate before we intervene.
Modelling (social learning theory)
Children are great imitators and sometimes we don’t realise how important this can be in helping children learn new skills. If we tidy up they will want to tidy up too. If we start playing football they will want to play too.
Coaching
Lev Vogotosky (Russian) claimed that children learned predominantly through their interaction with adults and their environment. He suggested that children are born sociable and that adults play an important role in extending children’s learning and helping them to achieve their full potential (zone of proximal development). Children can often do more than they think they can, they just need the right support and encouragement. Coaching is about helping children to feel confident enough to try new challenges but you must always be careful not to put pressure on children to do something that they are not comfortable with or is out of their ability range.
Providing balance of child-initiated and adult-initiated play and activity.
It is important to base any activity on your observations of children’s interests and then it is up to you to provide the resources and develop the activity around these interests and include the different areas of learning.
Unit 065 Slide 18
Prepare set out and support activities and experiences that encourage learning and development in each area of the relevant early years framework .
When preparing activities it is important to:
Focus on children’s individual needs and interests based on your observations
Consider health and safety issues i.e. numbers involved, size of space etc.
Be aware of specific needs of particular children
Keep resources as simple as possible
Provide activities and experiences for all areas of learning
When setting out activities consider:
The location of activities indoors, outdoors, size and access of the area
Consider the variety and number of resources i.e. paint, paper, crayons, whiteboards, ‘drywipe’ markers, lego, scissors, pencils etc.
The scope for children to use their imagination creativity and problem solving skills. Allowing space for children to develop their own play and activities
When supporting activities it is important to:
Observe children’s interest and participation in the activity
Intervene sensitively, observing children’s play cues
Use praise and encouragement to build confidence. Praise effort and support achievement
Model language and behaviour – introduce new vocabulary and praise appropriate behaviour
Use questions and reflection to sustain and develop the children’s interest
Observe how they use the resources and enhance the provision if necessary ie adding extra materials etc
Unit 065 Outcome 4.1,2&3 Assessment Criteria 3 Slide 19
Be able to engage with children in activities and experiences that support their learning and development
Work alongside children and engage with them in order to support their learning and development
Engaging with children involves having a genuine interest in them and in what they like to do. Adults can engage with them and support their learning and development by
Allowing the child to lead the activity especially play
Using positive reinforcement, verbal and non-verbal and showing enthusiasm
Intervening if necessary but being sensitive to the child's needs
Explain the importance of working with children to support sustained shared thinking
Sustained shared thinking involves adults encouraging children to use language and explore ideas. It could be like an extended conversation with children to help them to develop their ideas. Sustained shared thinking helps children to reach conclusions and explore ideas at a deeper level. In order for sustained shared thinking to take place children need to be interested and actively engaged in what is happening.
Unit 065 Outcome 4.3 Slide 20
Use of appropriate language
Use accurate and appropriate language in order to support and extend children’s learning when undertaking activities
Children need to be able to communicate in order to express their feelings and ideas, to interact with others and build friendships. The way adults use language therefore, will impact on how children use language and extend their learning. It is important for adults to speak grammatically, using language that is appropriate for the age of the child but that will extend their vocabulary and communication skills. Always be aware of children who have any speech difficulties for example pronouncing certain words, speech or hearing impairment – early intervention is paramount. Children need to understand speech and language in order to learn and to express their feelings.
Language can help children’s learning if used appropriately
Open ended questions to promote learning and extend understanding e.g. ‘what do you think happened’ ‘what should we do next’
Descriptive language to extend children’s vocabulary and understanding of sentence construction ‘That is a lovely yellow, large crayon’
Mathematical language to support children’s understanding of mathematical concepts i.e. bigger, smaller, longer than, shorter, increase, take away, add-on, before, after, later, now etc.
Accurate grammatical correct language using plurals (2 feet, 3 mice, 4 calves, 2 leaves), using tenses (I got, went come, came etc.)
Correct vocabulary – correct words to name and describe things
Unit 065 Outcome 5 Slides 21 and 22
Be able to review your own practice in supporting the learning and development of children in their early years.
Explain the benefits of reflective practice to children’s learning and development.
It is accepted that the best person to help you work reflectively with children is yourself and to this end we must strive to become a ‘reflective practitioner’ that is someone who is aware of their own limitations as well as their strengths, someone who is prepared to admit their limitations and do something about it.
Reflective practice involves:
Changing children’s behaviour – reflect on how you respond and develop new strategies
Working with parents
Reflect on how you can develop stronger partnerships
Meeting individual children’s needs – reflect on how they learn to develop new strategies
Planning to meet children’s needs – reflect on your plans and develop new and more effective systems
Your role with children – reflect on how you work with them and adjust to suit their needs
Working with colleagues, reflect on your interaction with colleagues and try to create better relationships
Demonstrate how to use reflection to make changes in your own practice
Reflective analysis
Question how you do things – is there a better way
Seek alternatives
Keep an open mind – be open to new ideas
View things from different points of view – children, parents and colleagues
Think about consequences – think about how your work might affect others
Test ideas – new practices
Ask ‘what if?’ – be confident enough to try new ideas
Synthesize ideas – be prepared to look at other settings and adopt to your own
Identify and resolve problems – try to solve difficulties as soon as they arise