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This curriculum plan is to be based on children aged between nought to two years eleven months, the room I have decided to plan for is 'Bouncy Bens', eighteen to thirty-six months so all the children will be in this age range.

Extracts from this document...

Introduction

Introduction The curriculum plan I am planning is based on a privately owned day nursery; it is situated along a busy main road on the outskirts of a town centre. The setting has three rooms for the children: * 'Annie Apples' for children aged three to eighteen months * 'Bouncy Bens' for children aged eighteen to thirty-six months (three years) * 'Clever Cats' for children aged thirty-six months to a school staring age (usual five years) This curriculum plan is to be based on children aged between nought to two years eleven months, the room I have decided to plan for is 'Bouncy Bens', eighteen to thirty-six months so all the children will be in this age range. This room has a total of 20 children, however some children only come on certain days of the week so the numbers differ on different days. There is an average of nine children per day. There is certain staff associated with different rooms, there are three main nursery nurses in the 'Bouncy Bens' room. There is a room available for the two younger rooms to use to have a sleep, a paved area for playing with balls, bikes etc, a grassy area for climbing apparatus, slides, swings and a garden where the children can grow flowers/vegetables. The specific age range that this curriculum plan will be suitable is eighteen to thirty-six months (a year and a half to three years). From planning and carrying out this curriculum plan I think that I will learn a lot more about the Birth to three matters framework and appropriate ways to follow this, I will learn more about planning and successful ways to do so. I will understand more about the children of this age how, what and in what order they learn and the links between certain subjects involved. I will gain a little more understanding of meeting children's needs but in a fair way so not to discriminate against any child. ...read more.

Middle

7. Did I plan appropriate time for each part of the activity? Topic: Animals Week five: animal babies Activity: I've lost my mum! Setting: Private day nursery, on child and an adult Date: 5th December 2005 Duration: 45 minutes Childs initials: CT Gender: F Age: 2:5 Aim: learn the names of mother and baby animals together e.g. cow and calf, cat and kitten. Habitat and animal call, using vocabulary such as mother animal names, baby animal names, sounds they make, places they live, asking and answering questions Intended learning A strong child Be confident in what she can do, value and appreciate her own abilities and feel self-assured and supported. A healthy child Be discovering about boundaries, limits and rules, learning when to say no and anticipation when others will do so. A competent learner Enjoying finding out about the environment and other people. Have had the opportunity to play imaginatively with materials using all her senses and use pretend play to express ideas. A skilful communicator Enjoy being with others and have positive relationships with them, and is able to make needs known. Rationale: the children will work one on one with an adult pairing the mother and baby animal cards together. This is relevant to the age and stage that she is at and can also be extended for when she develops further. Child of CT's age should normally learn best by doing and being active while they are learning. This activity has been planned in accordance with the Birth to Three matters framework, which is suitable to CT's age. The activity is relevant to the six week plan of animals that is currently in place Preparation: printed out pictures of the animals that are being used onto paper, coloured brightly, laminated and cut to shape, the baby animal cards lay out in rows on the floor and mother animal cards held together in a pack. ...read more.

Conclusion

She will be practicing being a confident and competent language user, using language to label, describe and share, she will have the opportunity to find out about the environment and other people and the opportunity to play imaginatively with materials using all her senses. As well as exploring and discovering a range of creative mediums. This will help her to be able to make her own choices and decisions and discover her own likes and dislikes and be acquiring a range of physical skills and gaining control of the body. The children also learnt the names of the baby animals and could link them with the mothers quite well towards the end of the activity, and about what sort of habitat they live in. BF. Skinner - 1904-1990 is based upon the idea that learning is a function of change in behavior. Changes in behavior are the result of an individual child's response to events that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond (tip.psychology.org). I believe that when the children get something in the game correct and is praised, that activity will be reinforced and the child will be willed to try to get it correct again. (Skinner, B.F. (1968)). To reinforce what the children have learnt from this activity. Any of the other activities I have listed for week five would help to get the children to remember these things particularly 'life cycles' and 'animal families' Carrying out these activities and the extensions that I have listed will help me to understand my own skills of planning. If they worked well it would show me that I have planned sufficiently for the children. Also working with the children in this age range more and more will help me to understand them and the planning suitable for them. I will also develop the interaction skills with children of this age so I can talk to them appropriately. ...read more.

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