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Introduction

CACHE DCCE LEVEL 3 UNIT 7 Play and Learning in children's education Andrea Fernandes Candidate Pin: 09/621764 Centre Number: 306.000 Contents - Unit 7 SECTION A - PLAY AND LEARNING Introduction Page 3 E2: Current Influences on play Page 4 E4: Examples of theoretical models of play Page 7 B1: Evaluation of current influences on play Page 15 SECTION B - OBSERVATION E5 Explanation of how observations inform planning Page 19 C2 Analyse role of assessment in informing planning Page 20 D2 Explanation of key issues in recording assessments Page 21 SECTION C - PLANNING E3 Current influences on planning and provision Page 22 C1 Importance of planning and providing learning needs Page 26 E7 Two plans for curriculum activities Page 28 D1 How planned curriculum activities promote learning Page 28 SECTION D - WORKING WITH OTHERS E6 Examples of outside agencies outside the setting Page 29 E8 Consulting parents when planning E11 References and bibliography E1 Evidence & Role of the practitioner in appendices A1 Reflective account on the role of the practitioner ..................... Page 30 Appendices Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Introduction to Unit 7 - Play and learning Introduction Play is essential to development because it contributes to the cognitive, physical, social and emotional wellbeing of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents or carers, time for play has noticeably been reduced for some children. Play helps children to learn about the environment which surrounds them. Play helps children to feel "in charge" and then further helps them to develop self esteem. This portfolio will help to illustrate and address how the current influences of play affect the planning and provision of learning opportunities, an explanation of how observations can respond to meet children's needs, an explanation of the key issues in recording assessments ... ...read more.

Middle

So parents feel honour-bound to bully their kids through their homework for the sake of the SATs score, while emotionally prone to indulging them, and seeing their dislike of the tests or their failure to achieve high marks as the fault of the tests themselves, and the 'stress' that they produce. This just makes for more confusion among parents and children about what they are supposed to be doing and why they are doing it, and blunts that straightforward parental aspiration - that your kids should achieve good results. In late April 2003, a poll of nearly 200 parents, conducted by YouGov for the Times Education Supplement, claimed that more than a third of seven-year-olds suffered stress as a result of having to sit SATs, and that one in 10 seven-year-olds was reduced to tears and lost sleep because they were so worried about the tests. The proportion of kids stressed out by SATs had risen to two-thirds by age 11, the poll claimed. When BBC News asked for thoughts about SATs from its readers in February 2003, parents talked about their children crying themselves to sleep at night, or talking about suicide. One parent, quoted in the BBC article, summed up the way that parents experience this problem. 'For every one stressed child there are two stressed adults; a vicious circle of school-induced stress is then enacted', he said. 'My own experience is that the parents' stress is worse than their children's.' Another major issue and contribution to recording assessments is teacher's judgements and expectations. Teachers are unavoidably involved in making judgements and classifying pupils, these judgements often affect a child's chance of educational achievement. Bernstein (1960) observed that infant teachers in working class areas tended to judge students on their reactions to the commands and questions made by the teachers, while in middle class areas teachers were more interested in students who took initiatives. ...read more.

Conclusion

Child care professionals must always seek permission from the child's family before contacting or speaking with a third party about their child's needs. When discussing a child's needs or issues with other professionals, child care professionals need to maintain a respectful and sensitive approach. It is important to remember that the child's family will often be experiencing concern and anxiety about their child's additional needs, and while honest communication is important, this must be approached thoughtfully. It is important to recognise that some external professionals may have limited understanding of child care and what is accepted as quality care and education in these settings. As a result, child care professionals may at times be asked by another professional to implement a strategy or activity that is either unrealistic or not appropriate for child care. For example, they may be asked to use a behaviour management strategy such as 'time out' that conflicts with what is understood to be best child care practice. In this situation, the service needs to clearly explain why it is not possible to implement the suggested strategy, and to collaborate with the other professional to develop strategies that can be used in the service. While communication and collaboration between the service and other professionals is important, the best outcomes for children are usually achieved when families are also engaged in this partnership. Each party in this 'team' will have a unique perspective of the child and his or her needs, and these perspectives when combined may provide everyone with a holistic understanding of the child. Families generally know their child best, and when they share their insights they can assist child care and other professionals to customise therapies, activities and strategies in ways that will most effectively cater to their child's interests and needs. "In order to achieve the Every Child Matters outcomes for children- being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being -practitioners need to work across services." Principles into practice card 3. ...read more.

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