3) Supporting learning
I set up the table with play dough in various colours, rolling pins, cutters, and other cooking utensils. I explained to the children that we were going to do some cooking. Initially the more experienced children came forward and started playing. Lucy seemed very unsure at first and chose to watch, an older friend called her over and Lucy started to join in with the play. Rogoff et al states that “young children taking part in activities with more experienced others”, (study topic 1, pg. 18).
I watched Lucy as she rolled out some yellow dough and said “Pizza”. She then picked up some more yellow dough and stuck some on top saying “gvina”.
I asked “is that cheese Lucy?”
“Yes” she replied “cheese”
I repeated the Hebrew for cheese and encouraged her friends to repeat the Hebrew and then the English. Lucy laughed as they repeated the word “gvina”.
Lucy then picked up some red dough and said “adom”.
Her friend r asked her “what?”
Lucy replied “red” and pointed to the red dough, placing it on top of her pizza. Once again I repeated the word for red and encouraged the children to repeat the word. As play continued Lucy smiled and socialised with the group using both Hebrew and English.
4) Reflecting on learning
My role in the activity was to raise Lucy’s level of play. Study topic 1 (pg.18) discusses the carer’s role in raising levels of play; this activity did not need a high level of “guided participation”. Lucy was supported and encouraged as she used English words, communicated and socialised with her friends. Her vocabulary and communication skills were extended. Lucy interacted with her friends and her confidence was extended as she was encouraged to talk. The whole class benefited from the activity as it covered the following skills: Knowledge and understanding of the world, Personal social and emotional, Creative development, Physical development, Communication/language, Mathematical.
Lucy’s mother taught me some Hebrew words and Lucy loved sharing the words with her friends. Study topic 3 was useful as the needs of Meena (pg. 24) are similar to Lucy’s. After this activity I approached my Manager to discuss purchasing some more dual language books and toys as discussed in study topic 3 (pg.20). For future activities I have asked for help from an EAFL support worker who helps at a nearby nursery.
5) Inclusive practice
The activity I chose was inclusive. It was accessible to all the children; it was not culture or gender specific and suited the children regardless of developmental needs. The QCA foundation stage (2007 pg.17) states “practitioners should plan to meet the needs of both boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social, cultural, and religious backgrounds”. By encouraging Lucy to use English words and by repeating her Hebrew words I reduced language barriers and opened up the children to linguistic diversity. All the children participated in the activity and found it inviting and enjoyable.
Working alongside Lucy’s parents in planning the activity was important I learnt valuable information from them in aiding Lucy’s development. The Pre-school learning alliance (2004, pg.13) states “Good partnership with parents requires effective communication. Parents can provide the setting with valuable information about their child”. Devereaux and Miller state that “children will imitate behaviour they see carried out by those close to them i.e. parents and carers” (Devereux and Miller, 2004, pg.27). Lucy’s parents encourage Lucy to cook at home and I encouraged the children to participate in the activity thus being a positive role model to Lucy and the children. I wish to pursue linguistic diversity in our setting to ensure that each child’s individual needs are met so as not to disadvantage or exclude anyone (Study topic 2 pg. 12).
6) Conclusion
The activity I developed had a positive outcome. It aided Lucy in the nursery setting with her language skills, helped her to feel included and gave her confidence. I used observations, parental involvement and planning to support an appropriate activity. The activity benefited the whole class regardless of age, gender or developmental ability. I supported the activity by providing new words to the class and encouraging Lucy and the class to socialise.
I ensure I adhere to the equal opportunity policy that covers inclusion in my nursery but after completing this TMAI will ensure that the policy is reviewed regularly and that our resources meet the needs of the children in the setting.
(Word count 1095)
Reference List
Department of Education & Employment (DfEE) (1999) Social Inclusion, Pupil Support Circular 10/99, London DfEE
Devereux, J. & Miller, L. (eds) (2004) Supporting children’s learning in the early years, London, David Fulton in association with the Open University (E124 Reader)
Miller and Paige-Smith (2002) Literacy in four early years settings, in Devereux, J. & Miller, L (eds) Supporting Children’s Learning in the Early Years, London, David Fulton in association with The Open University (E124 Reader)
The Open University (2004) CD Band 1, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) Study Topic 1 “Supporting children’s learning”, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) Study Topic 2 “Children’s Rights & Inclusive Education “, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) Study Topic 3 ‘Inclusive education: race language & gender “, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) Study Topic 4 “Supporting Children from birth to Three Years”, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) DVD, Wall Hall Nursery, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University
Pre-School Learning Alliance (2004), Working towards better practise, London, Pre-school learning Alliance
Qualifications, Curriculum and Authority/Department for Education and Skills (2000) Curriculum Guidance for the Foundation Stage. London:QCA/DfES
Sure Start Unit (2002) Birth to Three matters: framework to support children in the earliest years, London, DfES
