A regular day in the Pre-K classroom begins with the children having free play‚ in any area of the class. This morning‚ some children played in the kitchen area‚ where four boys dressed up as construction workers or fighter fighters‚ while pretending to have breakfast. Others played in the block area with dinosaur figures‚ while others were either doing art on the tables‚ or were playing with magnetic blocks in the circle time area. Today‚ the children seem rowdy‚ as they ran and screamed across
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Investigate and critically evaluate and reflect upon the subject responsibility for providing for and achieving the five outcomes of ‘Every Child Matters’ Recent Government strategies including the green paper ‘Every Child Matters’ (ECM) published in 2003 and the subsequent Children Act passed in 2004‚ have undoubtedly sought to enhance the support for children perceived to be vulnerable and in need (Medcalf et al 2006). The ECM agenda is one of the many legislative documents concerned in the
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Summary In “Children Need to Play‚ Not Compete‚” Jessica Statsky‚ strongly opposes the fact that children should not be treated or expected to behave like adults. Some sports with adults’ rules and regulation‚ when played by children‚ turn out to be a lot more than just playing the game or enjoying. Winning and losing is a part of life‚ this factor should not be too much empowering that it overcomes all other aspects like enjoying the essence of sports and spending time with friends. Winning and
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Principles of Child Development and Learning Assignment Developmentally appropriate principles reflect the many intentional decisions teachers make based on their knowledge of how children learn and grow. The principles of Child Development I believe from the most important to less important are listed as: 1. Programs and curriculum respond to the children’s interest and asks them about the bridges and tunnels they are starting to build. 2. Teachers apply what they know about each child and use a
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and Every Child Matters: Developments‚ changes and challenges The impact of ‘Every Child Matters’ on classroom practice This report will demonstrate how the outcomes of Every Child Matters (ECM) agenda can be implemented into classroom practise when planning and teaching the broad curriculum. There will be a focus on ‘Stay Safe’ and ‘Be Healthy’ in the subject areas of Design Technology (D.T)‚ Physical Education (P.E) and Citizenship. What is Every Child Matters? ‘Every Child Matters’ was
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around the importance of a holistic teaching approach centred on play‚ experiences and creativity (4). Bruce identified 10 core principles of early education. Central to the theory is the belief that play is vital within a child’s learning‚ and places much emphasis on free-flow play. In 1997 she stated ‘When play is at its most fruitful‚ it is in ‘free-flow’. (1) Free-flow play allows the child to have control over their own play by exploring their different ideas and feelings‚ using their imagination
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for children. The play revolves around the interactions between a boy and a tree and‚ showed the tree as a great support system for the boy since he was young. However‚ due to modernization‚ not only was the environment at stake‚ but also the deeds of the tree were forgotten by the boy. The play aimed to engage children on the importance of the environment through the relationship between the two characters and the effects of modernization. In order to determine whether the play was engaging for children
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Play is fun. It is a method by which children gain all knowledge‚ skills and understanding they need to fulfil their potential in the early years. Play is something of great importance to children and sometimes difficult for adults to fully grasp its functions and value. Play is an essential learning tool and can make an important contribution to children’s life and their physical‚ social‚ and emotional wellbeing. It is crucial to their wellbeing as a form of learning‚ development‚ expression‚ communication
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produce a child development assignment Sequence = is the order that development happens in. a baby ’s physical development may begin with rolling over then sit up‚crawl‚walk‚run another may sit up‚walk‚run missing out rolling over and crawling even though elements are missed the development skill proceeds in what is viewed as an expected patten. Rate = is the speed that it happens. There for a baby may achieve walking unaided at 10 months another may accomplish it at 12 months and at 16 months
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My goal was to observe children interacting in a natural environment at the Strong Museum. I observed children’s play and learning in four different areas of child development: social‚ emotional‚ cognitive‚ and physical. In Strong Museum‚ I observed three different natural environments: Super Kids Market‚ Field of Play‚ and Reading Adventureland. First‚ I observed the children interacting at Super Kids Market aka Wegmans. The children had the opportunity to be a shopper or be an employee of the
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