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Introduction

CHILDRENS ACTIVITES AND HOWTHEY PROMOTE THEIR DEVELOPMNT The age group that I have chosen is 2-4 year olds. The three activities that I have chosen are the following: > Cooking, an activity based on exploration > A creative activity that will be painting > My last one will be a language activity telling a story Activity 1 Cooking For this activity I will be cooking chocolate cornflake cakes. I will be doing the activity with four children at a time. For this activity I will be using a microwave to melt the chocolate and will supervise the children so that they don't go near the microwave. The activity will take place in the classroom. First I would wash my hands and then make sure that the children wash their hands, as well by looking at me washing my hands they will learn that cleanliness rules apply to everyone not just them. I would make everyone put on their aprons and roll up their sleeves and if they needed any help I would help them. I would make sure the equipment that is going to be used is safe and not damaged. I would need to check the best before date on the cornflakes, chocolate and the syrup before we can make the chocolate cornflake cakes. Then I would melt the chocolate myself in the microwave because it will be dangerous for the children to do but they will be watching me. I will be talking to them about how the chocolate was a solid and how it will turn into a liquid. I'm going to talk about why it is dangerous for them to touch the microwave and how the microwave works. ...read more.

Middle

The children will be given as much time as they want, to explore the paint. Finger paint EQUIPMENT > Powder paint > Paste (non fungicide) > Aprons > Different sized pieces of paper (to take prints) > Table - easily cleanable non-porous surfaces How finger painting promotes children's sensory and intellectual development When they mix the paint with their hands they will feel how the paint is like and learn how to make patterns with the paint. They will learn how a powder turned into paint by mixing water into it. They will use different colours so they will be seeing different colours and learning the names of them. They will learn new words like up, down, smooth, mucky, cold, squishy, circles and colours like red, orange, green, black, yellow and pink. They will learn numbers they will count the number of colours they have used and also how many fingers they have got. The role of the childcare and education worker and how they can support the children's learning I would set the activity up at the start and make sure that we have got everything that is needed for the activity to take place. I would make sure that all the children and the adults are wearing their aprons. I would encourage all the children to take part in the activity but I wouldn't force them to. If they didn't want to take part I would ask them if they would like to watch the other children and by watching the other children having fun they might want to join in the activity as well. ...read more.

Conclusion

It will build up the children's confidence to join in and respond. It will develop their awareness of their own and others feelings. Being physically still, quite and absorbed. > Communication, language and literacy. It develops a disposition to listen and respond. They will be exploring and playing with language and extending vocabulary. It will develop their understanding of sequential patterns, the rhythm and repetition within the story using their memory to begin to retell the story. Firing up their imagination to make up their own stories. > Mathematical development. Sequencing and pattern making concepts of size and number- small, medium, big. The three ness of three plus one. One to one correspondence matching the size of the bear to the bowl, chairs and bed. > Knowledge and understanding of the world. Links with traditional tales and awareness of hot and cold / hard and soft. > Physical development. They will be moving their hands when they play with the bears and goldilocks. Cognitive development. When I ask them questions about what they think is going to happen they will think and then predict what they think is going to happen. How the adult will know that the child has learned something The adult will know because they will ask them questions about what happened in the story. They will be playing with the small world props and using the words that they have learned like big, medium, small, hot, cold and porridge. They will tell the story with the small world props and the adult can see if they remembered what happened in the story and see if they can put things in order of how it happens. ...read more.

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