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To provide age/ability appropriate activities/experiences that will encourage the development of knowledge and understanding of the world.

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Introduction

Curriculum plan 1- Knowledge and understanding of the world - Harvest Setting The placement is set in a primary school with a two story junior school and an infant's school. Both of which have IT rooms, hall space for energetic activities, music rooms and access to equipment such as hula hoops bean bags and large play equipment. (Jungle gym, slide, tunnels etc.) The placement is a Pre-school situated on the site of the infant's school. It has access to equipment and resources used by the school as well as equipment funded by the pre-school. The School is set in a small village which has a public house, a park, a small community hall, local shops (includes post office, dentists, grocers, butchers, hardware, convenience and take away food stores.) and residence. The placement is a community pre-school so there are many different races, ages, abilities and social status. The children are aged between 2years 9months and 5years. There are only three 5 years olds as many continue into reception at the infants school. There are 15-20 children in each session at the placement. With a total of 1-5 sessions each there are 45 children currently enrolled by the pre-school. Each child is assigned to a key worker. There is a ratio of 1:5 staff to children. There are in total 7 practitioners and 2 volunteers, it is managed by a committee of parents. Aim To provide age/ability appropriate activities/experiences that will encourage the development of knowledge and understanding of the world. Rationale The curriculum plan will have fourteen activities and experiences that will be based around the theme of fruit, vegetables and the Harvest. They will be implemented over the space of 5 weeks starting in the second half of the winter term 2001. This early years curriculum plan has been planned to further the children's knowledge in fruit, vegetables and the Harvest using creative activities to further develop their creative and cognitive skills. ...read more.

Middle

I will use words and concepts that the children for their age will understand. I will talk to Jeannette my supervisor about the currant topic being studied. I have discovered that the topic being studied is vegetables. So my 2 detailed activities will be based on creative development and the theme will be about vegetables. I have decided to do this because the children at the placement have been studying vegetables for the past 2 weeks and this remains the currant topic for the next week. As this activity has been designed for a different age group of children (3-4 years 11 months) I will learn and acquire the skill to set activities for that particular age group. By the end I should be able to design activities for children of this age group. Throughout the session the children were talking to each other and me as they were making their colleges. Because the children were using scissors to separate and cut bits of material after using them I encouraged the children to place them back down on the table to avoid any accidents that could of accrue. I felt there was good interaction and communication from the from all the children as well as good standards of work achieved. ''Children ask lots of questions as much out of desire to keep you talking as out of any real curiosity because they love conversation" (Dr. MStoppard, 1995,p202) Implementation Before I carried out my activity I laid out newspaper and set 4 chairs around a child size table. I explained first of all what I wanted the children to do. Then they got to work. The children did ask a few questions throughout of which 1 explained to them the best of my ability. Throughout the session the children were talking to each other and me as they were making their colleges. I have learned that Children at this age are gaming in confidence and are able to more independent. ...read more.

Conclusion

A child in the pre-operational stage also lacks the principle of conservation. Children who have not passed this stage do not know that the amount, volume or length of an object does not change length when the shape of the configuration is changed. If you put two identical pieces of clay in front of a child, one rolled up in the shape of a ball, the other rolled into a snake, a child at this stage may say the snake piece is bigger because it is rolled out. Piaget declared that this is not mastered until the next stage of development. Both activities went well and I feel that the children have learned what I had planned. They learnt about the harvesting and why it is important to farm different crops, the importance of fruit and vegetables in a nutrious diet and they developed a great deal of fine motor and creative skills. They were also able to develop new social skills and listening skills, they improved language skills. They also learnt about different cultures, how they harvest their foods, and how they celebrate. They learned why health is important and how cultures live today. Dorothy Baldwin states that: "Children need to be aware of the health and safety issue's that involve their world, not just the situations that they may get in." This statement is part of the "knowledge and understanding of their world" and "the world" debate. I feel that children in early years need a good knowledge and understanding of their world, they are too young to understand things they have not experienced. Recommendations In my next curriculum plan I will only use one small-scale subject. Fruits, vegetables and harvest has so much information to get into a small time space. It is difficult to try and include as many different activities as possible. I feel I should have chosen just one smaller subject as the activities I did had too much information crammed into a small space. I will think more carefully about the planning in my next curriculum plan. ...read more.

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