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Learning in the early years

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Learning in the early years Assignment one- task two The youngest public childcare setting I worked in was a naval nursery with children age from four months to two years nine months when they will move on to a naval pre-school until school age. There was not much of curriculum planning here at all as most of the children at the placement were not yet able to speak with a wide vocabulary. But there were many skills that children learn at that age that are not curricular which the staff helped them learn using encouragement and praise such as learning a new word or helping the children become potty trained. The staff at the setting did plan and carry out activities which were age relevant so in many ways it was fairly similar to plans at the pre-school and school only the plans were a lot looser. One factor I discovered whilst working in this work placement setting is that children at a younger age are a lot less willing to ...read more.


as they did not play in the garden the outdoor toys were novel and therefore the children had trouble and had to be encouraged to share all the equipment with their peers and perhaps play together with it. Children in the setting were taught and assessed on their arts and craft skills so staff could see who needed help with skills such as holding a pencil comfortably and cutting with scissors among others. Children who had trouble with certain things would be worked with one to one or in a small group with other children who had the same difficulty to help them progress quicker and learn the skill with encouragement from staff. I completed two work placements within infant schools one of which was year one and the other was a reception class. Their daily plans were very different and it is surprising to see how much the child's daily routine changes as they go from reception class to year one. ...read more.


One of which was that I was handed a literacy and a numeracy plan at the beginning of each day. It stated the amount of children would be in my group and which group I would be working with depending on their abilities and the task I had to carry out. The three different classes were mixed up in literacy into able, fairly able and not very able groups. When in these groups they were split up again into four groups also decided by ability and each group had their own work to do. This was a good way to carry out the class because then all children could keep up and nobody would either be held back by other children less able than them or pushed ahead by peers being more able. The groups were decided by carrying out tests on the children in class time which I helped with. Children were watched closely to ensure they didn't cheat but we also tried to make it all seem very normal so the children did not seem nervous of getting it wrong. ...read more.

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