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The role of the practitioner in meeting childrens learning needs Current influences on play and on the planning and provision of learning opportunities Different theoretical models of how children learn and play Assessm

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Introduction

Unit 7: Play and Learning in children's education For this unit, I need to collate a portfolio of research into certain topics. The topics are: * The role of the practitioner in meeting children's learning needs * Current influences on play and on the planning and provision of learning opportunities * Different theoretical models of how children learn and play * Assessment through observation to inform planning and respond to individual learning needs * The use of information from other agencies to contribute to assessment of learning needs * Planning and providing curriculum activities to promote learning * Different approaches to planning learning opportunities * Planning and providing learning opportunities for children of different ages in consultation with parents and others * Key issues in recording assessments E.1 The role of the practitioner in meeting children's learning needs can be described in many ways. One way could be meeting needs and supporting rights of children. This links in with the United Nations Convention on the Rights of the Child. Every child and young person has a comprehensive set of rights. The convention gives children and young people over 40 substantive rights. These include the right to: * Special protection measures and assistance * Access to services such as education and health care * Develop their personalities, abilities and talents to the fullest potential * Grow up in an environment of happiness, love and understanding * Be informed about and participate in achieving their rights in an accessible and active manner All of the rights in the convention apply to all children and young people without discrimination. Supporting rights of children helps to meet the children's learning needs by giving the children access to their rights and making sure that all settings implement their rights and needs so that all children regardless of their age, gender, ability and religion have a right to a quality life. ...read more.

Middle

Inspectors will want to see evidence that the registered person ensures that their team are familiar with the relevant curriculum and the Ofsted requirements. Settings are required to self-evaluate their provision and provide development plans that show evidence of team work and a shared understanding of best practice. E.5 Observations help to support the planning to meet children's learning needs as it can inform the parents of that child how well there child is progressing. The practitioner can observe the child to see if the child is achieving the next goal of their development or not. There are ways in which the practitioner can tell the parents of the observations they do. These include: * Mid term reports * End of year reports * Meetings * Open days It is important for the parent to know how there child is doing because they know the best interest for their own child. It can also help if the parents did some work with their children, as it helps the children to encourage and to become more independent in them for reaching that goal. The practitioner could also observe children because if that child has a particular need, i.e. a learning difficulty, a behaviour difficulty or a disability, then the practitioner would have to keep observing the child to see if they are progressing, because they may be at a lower level than other children or they could be at a higher level than other children. This also helps, as the child might have an IEP, which has to be reviewed each term, so the correct amount of observations is essential for when they review that child's plan, to see if they need to change any of it. Observations for children who have an additional need are important, especially if multi-agency approach is involved. The multi-agency approach is when several professionals are in involved in supporting children and their families. ...read more.

Conclusion

The different types of techniques there are when recording assessments of children are as follow: * Written narrative/running record * Video and photographs * Target child observations * Checklists and tick charts * Graphs and charts * Time samples * Event sample * Observing groups * Sociograms * Mapping The practitioner would need to decide what type of assessment would be appropriate for that child and activity. An example would be if a child was in Reception and they were having free play, then a mapping technique would be appropriate because the practitioner could then map out the classroom and put down points where that child goes, who they play with and what they play with. This helps the practitioner to see how the child is progressing on in their speech, writing and so on. The practitioner would also need to check if any of the assessment techniques were reliable and valid. An example would be event sample. This technique is good as it can help with understanding the frequency and patterns of a child's behaviour or responses and it can also be a way of monitoring the success of any strategies as it provides a baseline. But the downside to this technique is that it may have to rely on others to fill in the sheet if the observer is absent. Now if the other person would need to fill this, they would need to be taught how to because if they are left with filling it in and they didn't know how to or if they did something wrong, then this wouldn't be reliable as it could be the wrong information. An important factor to consider when recording assessments of children is confidentiality. This is important because it is between the practitioner and the parents only, unless it has to be involved with other agencies. It is also important because the practitioner would need to have the parents trust in them not to pass on the information to people who don't need to know. An example of a technique where confidentiality is important is video and photographs. C.1 C.2 B.1 A ...read more.

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