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Extending Enhancing childrens learning

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Introduction

INTRODUCTION For activity one I have chosen to observe four children aged 3-5 years playing in the role-play area of the nursery, which we have at present set up as a restaurant. For activity two, I am observing a group of five children at outside play. The curriculum documents we use within the setting to guide our planning is the Curriculum guidance for the foundation stage (QCA /DFEE, 2000). With the role- play area within the nursery, I observed the children throughout the day at play. With the outdoor play area, the children go out to play in the morning, after lunch and in the afternoon. For the activities, I have made holistic plans showing how the activities will cover all areas of development. For plans, see appendix A & B. ACTIVITY 1 For my first activity, I was observing the children in the role-play restaurant. For my observation, I will be observing four children aged between three and five years, all the children I am observing have no additional needs. The role- play area of the setting is open throughout the day with the children being able to access the area as and when they wish. ...read more.

Middle

ACTIVITY 2 I chose the outside play area as the second activity to observe. The activity was bats, balls, climbing frame and the parachute, the children have access to the outside play throughout the day as shown in Appendix B. This activity also promotes a holistic approach to development. The children I am observing for this activity are aged between three and five years with one child having English as an additional language. The planning for outside play for that particular day was coordination skills. This fits in to our planning with the Foundation stage profile by physical and emotionally developing children in activities requiring hand eye coordination (QCA/DFEE, 2000, p 114) and mathematically showing an interest in shape and space by playing with shapes or making arrangements with objects (QCA/DFEE, 2000, p 78). This activity should also meet the stepping-stone for language and literacy, by getting the children to respond to simple instructions (QCA/DFEE, 2000, p 50). In addition, use isolated words and phrases and or gestures to communicate with those well known to them (QCA/DFEE, 2000, p 54) this will be beneficial to all the children but especially the child with English as a second language. ...read more.

Conclusion

I would like to identify and break down barriers to why certain parents are not becoming involved in their child's development this could be due to language, barriers, lack of confidence and many other factors. Ways to include parents in supporting their children's learning could be multi language information, informal coffee mornings and an open door policy. Any ways to encourage parental involvement must be developed as children's learning can only be extended from the home to the setting if we interact together. CONCLUSION Through participating in the two activities, I have learnt the importance of allowing the children to explore and question at their own pace. I feel that the children learnt the need to work co-operatively together to meet the end task. The two activities have made me aware that activities that are carried out to cover a specific area for example physical development, cover a wide range of development areas and can be extended to become a more holistic activity. I would certainly like to develop parental involvement in our setting as I see parents as educators as our aim is to include more parents when we are doing themed work. I would also like to identify barriers to why certain parents are not getting involved like language barriers, after all children's learning can only be extended from the home to the setting if we interact together. ...read more.

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