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CACHE level 3 unit 16. Encouraging Learning

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E1 Children from birth to five years of age are in the Early Years Foundation Stage. EYFS puts a big emphasis on learning through active play which encourages children to build on their individual needs and interests. The EYFS became a statutory requirement for all childcare settings registered with ofsted in September 2008 and includes day nurseries, nursery schools, playgroups, crèches, nurseries and reception classes in primary schools. The Early Years Foundation Stage consists of six areas of learning and development. Within each area there are a number of early learning goals which most children will achieve by the end of the Early Years Foundation Stage. “the six areas of learning and development of the EYFS curriculum are: 1. Personal, social and emotional development. 2. Communication, language and literacy. 3. Problem solving, reasoning and numeracy. 4. Knowledge and understanding of the world. 5. Physical development. 6. Creative development.” Tassoni et all 2007 page 302 The aim of the EYFS is to make sure that all children five and below in childcare benefit from a safe, secure and enriching environment where they can play and develop, laying the foundation for The National Curriculum. Children in England between the ages of 5-16 must follow the National Curriculum while at school. If a child is seriously ill they may be following the national curriculum in hospital where they are supported by specialist teachers. Key stage one applies to 5-7 year old children, there are core and non-core topics: English Mathematics and Science are known as the core topics. The National Literacy Project was set up in 1996 in 15 different educational authorities across England for research on how to improve standards in primary schools for literacy. After the research results from the project came in the National Literacy Project (NLP) was launched in July 2007 and was introduced to all English primary schools in autumn 1998. ...read more.


Resources and equipment, you need to have prior knowledge when planning an activity so that you know how many children are doing it and what you need to make sure everyone is included. E6 Practitioners communicate with parents and involve them through many different ways, the first way I will discuss is reading. Children are giving books to read specifically to their level and parents are asked to read with them and write it down in their child?s reading record. For parents with English as a second language they may be invited in and taught phonics to assist their child. Families are also invited in for Family Literacy sessions to do activities as a family. Another way to for practitioners to communicate is with resources such as flash cards, books and literacy games, story sack. Parents evening is a great way to communicate with parents as the practitioner invites the parents in to a nice warm, inviting environment to talk about their child?s progress on what they excel at and what they need to work on with information what they can do to help at home. E7 Visual or hearing impairments are common reasons why some children do not break into reading; even the slightest impairment can cause some difficulties despite children's progress in different area's. Parents can check for impairments by visiting their local GP to be referred to specialists. Motivation is the key to learning anything and is extremely important, for example, learning to read and write is a long process so patients are needed. ??for some children the main barrier to communication is confidence.? Tassoni et al 2007 page 550 low self-esteem and confidence are two main problems for children, for learning to communicate children need to believe that others will be interested by what they say and be given chances to talk and be listened to by adults. Another reason for a good amount of communication with adults is that gain communication skills as well as confidence. ...read more.


It is important to figure out why a child doesn't enjoy writing, for example a child may not like writing you could take turns with them to write in their book, not only to help them to enjoy writing but at the same time improve their handwriting. A cause for both of the above could be something like dyslexia. Dyslexia is a is a term for multiple learning difficulties that may prevent a child from learning to spell and read effectively. ?Dyslexia is a common type of learning difficulty that primarily affects the skills involved in the reading and spelling of words. ? http://www.nhs.uk/conditions/dyslexia/pages/introduction.aspx Dyslexia is not normally diagnosed until the age of 7 as some children take their time on progressing on reading. If the child is not linking sounds to letters by the age of 6 it is important to start investigating the possibility of your child having dyslexia as the longer it is left the more children become a lot less eager to try reading related tasks. ?Where dyslexia or a learning difficulty is suspected, children are usually referred to a child psychologist.? Tassoni Et Al 2007 page 565 There are some negative factors that effect children's learning and the ways the practitioner may overcome them. ?Normal speech disfluency happens because the mind is able to form words faster than the tongue can say them. Disfluencies happen at any age if a person is too critical of himself and fears speaking. Nine out of every 10 children have normal disfluencies as they learn to talk. These disfluencies are not bothersome to the listener. They include repeating phrases or whole words and interjecting "uh" while thinking. Often, children are not aware of normal disfluencies? http://www.sharecare.com/question/what-is-speech-disfluency-children learning disabilities - visual & hearing Impairment Biblography Name/link Book title Year of publication Publicist http://www.sharecare.com/question/what-is-speech-disfluency-children Tassoni et al Childcare and Education 4th edition 2007 heinemann http://www.nhs.uk/conditions/dyslexia/pages/introduction.aspx http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/255003 ...read more.

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