• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

sUPPORTING iNCLUSION

Extracts from this document...

Introduction

Supporting inclusion 1) Introduction My setting is a private nursery catering for children aged 3 months to 5 years. We presently have 150 children. The setting is multicultural and currently 10% of our children use English as a second language. The child that I focused on is 3.5 years old and from Israel. For confidentiality I will refer to her as "Lucy". Her parents speak to her in Hebrew, Russian and English. The learning experience I supported was to assist Lucy in communicating with people and building her English vocabulary. The parents requested our support in developing Lucy's communication skills in English. This works towards meeting the central aim of the "Curriculum Guidance for the Foundation Stage which states that no child should be excluded because of culture or home language" (Miller and Paige-Smith 2002, pg. 133). 2) Planning for learning I met with Lucy's parents to discuss ideas and activities she would enjoy, they suggested cooking. Meeting with Lucy's parents and using their knowledge and expertise to support Lucy's learning helps develop an effective partnership as quoted in the QCA 2000:9. Using previous observations and Lucy's learning journal I chose an activity which built on and extended her previous experiences and love of cooking at home with her love of play dough. Dough is an open ended material as described in Study Topic1 (page 30) ...read more.

Middle

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) ...read more.

Conclusion

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 ?? ?? ?? ?? Anne-Marie Butler T0401901 E124 TMA 1 1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Healthcare section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Healthcare essays

  1. Equality, diversity and rights

    and tell all the care organizations and also individuals professionals on how to maintain anti-discrimination practice as we all how the law should be within these settings this is known as a formal policy. The care value base and also all the care workers are bounded by the la.

  2. Research In Clinical Practise

    Morrell et al have clearly attempted to apply trial methods to the delivery of care for chronic leg ulceration. Unfortunately, the trial design was such that useful conclusions are limited. The study - as a valid and reliable RCT - contains numerous flaws.

  1. For Early years and education A04 I am going to plan and carry out ...

    This would also make Francesca happy if she is able to enjoy the activity which would further positively develop Francesca?s emotional development. Finally, Francesca?s social development would be encouraged through participating in the activity as she would be interacting with the two other people who I am planning on including in the activity.

  2. Cache level unit 3 Health and Safety, Inclusion and Supporting Learning.

    settings can make their provision more accessible by having downstairs toilets, wider doors and ramps to the front doors. The main aim of the Fire Precautions Regulation 1997 is to ?ensure that in the event of a fire, the occupants could evacuate the premises safely. The fire precautions (workplace)

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work