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Unit Outcomes

University/College: University of Arkansas System
Date: November 20, 2017
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Unit Outcomes

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 IN Curriculum English Mathematics Science and Technology Environment and society 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 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 favorite activities

They can bring in relevant items and share with their peers Other sources SENSE – Individual Learning Plans ELL Advisors can advise on implementing the curriculum Trainers – to train staff Visitors I. E. Alice, 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 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 objective Judgments 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 behavioral skills – owe 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 behavior 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. Parents or careers can provide valuable information when you are trying to assess a child.

Children may behave differently at home than in a school environment, they ay 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 ‘e 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. Build up good relations with children by finding out as much as possible about the child/children through parents careers, 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 mandarins. 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. Untruth Slide 16 and 17 Reflecting on your own workplace explain how children’s learning is promoted. You must refer to the following areas in your answer. Effective organization 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, organizing children in small groups to encourage ease of communication and social interaction. There is the teacher and a classroom assistant to organism and assist children in all activities. There are lots of visual aids- alphabet, numbers, months, days etc. In colorful 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. Modeling (social learning theory) 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 Level Visigoths (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 meeting 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. Intent 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, ‘drippy’ markers, leg, scissors, pencils etc.

The scope for children to use their imagination reiterative and problem solving skills. Allowing space for children to develop their 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 behavior – introduce new vocabulary and praise appropriate behavior Use questions and reflection to sustain and develop the children’s interest Observe how they use the resources and enhance the provision if necessary ‘e adding extra materials etc Unit 065 Outcome 4. 2&3 Assessment accent 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. Use of appropriate language Use accurate and appropriate language in order to support and extend children’s earning 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 (l got, went come, came etc. ) Correct vocabulary – correct words to name and describe things unit 065 outcomes Slides 21 and 22 Be able to review your own practice in supporting the learning and development of children in their early years. 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 ho is prepared to admit their limitations and do something about it.

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