The role of the childcare and education worker and how they can support the children’s learning
The childcare and education worker is going to make sure that all the children understand and know what they are doing. I will be talking to the children and telling them what is going to happen next and what they are going to do. If a child is afraid to take part in the activity I will talk to them and ask them why they don’t want to take part in the activity even after I have encouraged the child to have a go and the child still refuses to take part I wouldn’t force that child to take part. I would just ask the child if he/she would just like to watch and at the end if they would like to have some chocolate cornflake cakes.
I will let the children experiment and plenty of time for them to stir the ingredients and get the mixture out of the bowl on the spoon and putting it in the cake cases by themselves. I will be encouraging them to count how many cakes they have. I will observe to see how they manage and I will only step in if they need help because they need to learn to be independent. I will explain to them that when the chocolate has set they can all eat a cake that they have made.
I would give all the children praise this develops a positive self esteem which then gives the child confidence.
Reason for choice of activity
I have chosen this activity because cooking is always a very popular choice of activity to do with young children and that there is a lot of things that they can learn through cooking such as the following:
- Sense including smell, taste, seeing and hearing.
- It develops many aspects of maths.
- It develops children’s understanding of science.
- The children will learn social and emotional development such as sharing and taking turns to mix the ingredients. It encourages their independence skills and self esteem.
- There language development will improve because they will be listening to the adult and talk themselves as they cook. They will learn new words like ingredients, melt, crunch, solid and liquid.
- The children will be mixing the chocolate and cornflakes together and putting them in the cake cases this will improve their physical development.
How the adult will know that the child has learned something from the activity
The adult will know that the children have learnt something because they will be talking about the activity with other children and telling them what they did. They would be using the new words that they have learnt like solid, liquid, melt and crunch.
Another way that the adult can find out that the child has learnt something is by asking the child questions to see if he/she have remembered what they have done?
I will observe and monitor all children so I will know what children can do and then I will record it in each child’s personal file.
Activity 2
Painting
For this activity I have chosen to do finger painting with the children. I will do the activity with four children at a time. There will be 2 adults helping with the activity. The activity will take place in the classroom.
First I would make sure that all the children put on their aprons and fold up there sleeves. If they need help myself and the other adult will help them. They will put the chosen colour of powder paint and the paste onto the table and mix it with the water that the adult sprinkles over. They will be moving their fingers to mix the paint, paste and water together and then they can make shapes. They can explore the paint making pictures or shapes that they want to do, it will be their choice. At the end of the activity I will ask the child if they want to make a print of their hands on a piece of paper and make sure that they wash their hands properly and that they don’t have any paint left on them. 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.
I would make sure that disabled children are able to take part in the activity by providing a table that’s high enough to get a wheel chair under and are giving as much help, as they need.
I will allow plenty of time for each child to experiment in their own way. I will observe to make sure children are painting safely and not putting their hands in their mouth. If the child doesn’t seem to know what to do I will go and offer help and give some ideas.
I would give the child praise and tell them that there printing of there hands is lovely and is really good. This will give the child a positive self esteem and then gives them confidence.
At the end of the activity I would make sure that all the children’s hands are washed properly and are clean.
Reason for choice of activity
I chose this activity because it provides opportunities for the following:
- Personal, social and emotional development. It supports confidence to try new activities/experience appropriate to all stages in development. It’s a sustained interest and absorption and it’s soothing, emotionally and is satisfying activity. They will share their experience and feelings with others.
- Communication, language and literacy. It develops descriptive language. It verbalises children’s thinking and sensory experience. They will be exploring making marks and representation drawings and develop their kinaesthetic links between the brain and fingers.
- It will improve their mathematical development by using mathematical language and understanding of the world. Observing processes of change as they use materials and over time and asking questions.
- It will improve their physical development because they will be developing their fine motor control and coordination.
- I also chose this activity because they will be exploring the use of colour and texture creating changing patterns, which can be preserved by taking a print on paper all this develops their creative development.
- They will learn how the paint feels and would be using words like cold, smooth and mucky.
How the adult will know that the child has learned something
The adult will know that the child has learned something because they will be using the new words that they have learned like print, up, down, round, and circle.
They will be saying how the paint felt. They would be using words like mucky, smooth and cold.
The adult will ask them questions about what they have been doing. The child will explain to the adult about what they have done this will encourage their language development.
The adult will ask them what colour paint they have been using? By asking them questions the adult will find out that the child has learned something.
I will observe and monitor all children so I will know what children can do and then I will record it in each child’s personal file.
Activity 3
Story telling
For the third activity I have chosen to read the children Goldilocks and the Three Bears. I will do this activity with four children in the quite area and the children will be sitting on the cushions on the floor. I will point to all the words and pictures.
I am going to be using different tones of voice for each of the characters. I will use a loud voice for the big bear and a small voice for the baby bear.
On www.wholefamily.com it says, “If you read a story as if it is boring to you it will be boring to the children. Change your tone as you speak. Pretend you are the person speaking in the book and use different tones of voice. Reading should be a fun and interactive activity”.
I chose Goldilocks and the Three Bears because the children are doing the topic about bears. The story is bright and colourful with lots of pictures and less writing.
At the end of the story I will let the children play and tell the story with the small world props.
Goldilocks and the Three Bears
EQUIPMENT
- Goldilocks and the Three bears large story book
- Small world props
- 3 chairs
- 3 bowls
- 3 spoons
- Table
How story telling promotes children’s sensory and intellectual development
It will improve their sensory and intellectual development because they will be seeing pictures in the book. When I read the story to them they will learn new word like porridge, big, middle size, small, hot, salty and lumpy.
Listening to the story it will help the children’s concentration. Learning the number 3.
At the end they will get to handle the small world props and hen use their voices to act out the story themselves. This will help the children to put things in order of how it happens.
The role of the childcare and education worker and how they can support the children’s learning
The role of the childcare and education worker is to make sure that the story is exciting and colourful with less writing so the children can enjoy it.
In between the story I will ask the children what they think is going to happen next. I will let them predict what is going to happen. Throughout the story I will keep eye contact with the children to keep their interest.
On www. Wholefamily.com it says, “ never try to force a child to listen to a book. You can try a little convincing, but if the child is not interested, choose a different or shorter book. It is better to have children enjoy reading for a short period of time than to have them dread long book- reading sessions”.
I will make sure that all children go to the toilet before staring the story so they don’t disturb the other children.
Reason for choice of activity
I chose this activity because it provides opportunities for the following:
- Personal, social and emotional development promoting enjoyment and
emotional involvement they’re by building up concentration. 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.