ANALYSING LEARNING
Before starting the activity, I was aware that the four children I had chosen to observe for this activity needed to gain more social skills as they are quite solitary children, who are used to playing alone. Whilst observing the children I noticed that as stated in study topic 7 (The Open University, 2004 b p.27) working with the children in a small group was more effective in addressing the needs and interests of the children as individuals. I was able to encourage the children to interact and work alongside each other so furthering their social skills, this also incorporates the Curriculum guidance through encouraging the children to relate and make attachments to members of their group (QCA/DFEE, 2000). Through participating in the activity the children built on their previous learning through extending their knowledge of other cultures and environments, this was achieved through the restaurant being Italian and the children having different types of food boxes to look at and explore. As stated in study topic 10 (The Open University, 2004 c p.9) by providing appropriate experiences at an early stage, it is possible to raise children’s awareness and respect for different cultures, races and ways of living before they have time to form any stereotypical or racist ideas. This extends the children’s previous learning as we are constantly encouraging the children to learn about and have respect for other beliefs and cultures.
I supported the children through the activity by encouraging the children to explore the role-play area and ask questions where appropriate. I also feel I supported the children’s learning as stated in study topic 10 (The Open University, 2004 d p.9) by ensuring the activity was relevant to the children’s interests and needs and that they were able to engage meaningfully in the learning experience. As stated in the curriculum guidance (QCA/DFEE, 2000, p 18) I focused on removing barriers for children where they already exist and prevented learning difficulties from developing. I would further extend the children’s learning by realising the importance as stated in study topic 13 (The Open University, 2004, e p.15) of recognising that some children may need an adult with them and plan for this to happen. I would also allow the children to take more ownership of the activity encouraging them to be creative and make their own decisions. As stated is study topic 9 (The Open University, 2004 f, p.19) I would try to make the activity more thematic ensuring that the activities I do with the children consist of carefully prepared adult directed activities that directly link to our topic and progress the children’s learning on to the next level.
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. I feel this activity will encourage the children to socialise and work together as stated in study topic 8 through interacting with other children and listening, observing and experimenting with sounds and language. Children learn how to use language in different situations and for different purposes so developing language and literacy knowledge for all the children.
ANALYSING LEARNING ACTIVITY 2
The activity built on my previous knowledge of the children. I was aware that the children needed to develop coordination skills, this was further reinforced by the children struggling to catch and throw the balls. We had previously had the children rolling the balls to each other to encourage coordination skills, we could now encourage the children to practise throwing and catching using larger balls, which would allow the children to practise their skills and coordination on an easier medium to begin with. I feel that as stated in study topic 10 (The Open University, 2004, p.25) I supported the children’s learning as I took an interactive role and helped to scaffold the children’s learning, encouraging the children to catch the balls initially with me guiding their hands and then gradually withdrawing the amount of support I gave the children. Whilst participating in the activity I encouraged the children to cooperate, show an awareness of space and directional change, these meet the stepping-stones for physical development as set down by the Curriculum Guidance for the foundation stage (QCA /DFEE, 2000). As stated in study topic 10 (The Open University, 2004, p.25) through having access to an adult when needed the children gained an understanding and knowledge of the world by allowing them to support each other in investigating the activity. To a small degree, the children also took part in problem solving through discussing how to stop the ball falling off the parachute. I feel I could further extend the children’s learning by introducing balls that are scented and with different textures, this would, as stated in study topic 10(The Open University, 2004, p.24), develop the children’s understanding & knowledge of the world through exploring ideas by asking questions. Through participating in the activity as stated in study topic 8 (The Open University, 2004, p.21) the children took an interest, became involved, persisted with difficulties, communicated with others and took responsibility and in my opinion where at the being ready stage where the children saw themselves as being able to participate in the learning.
SUPPORTING LEARNING
All the staff within our setting are involved in the planning of activities so everyone has an input when agreeing the learning intentions of the activities. When planning activities and topics we are aware of the need to plan for group and individual needs. When planning activities we usually have a focus of skills and vocabulary that we concentrate on and slowly build the theme up, scaffolding the children’s knowledge by providing them with a wide range of experiences across the curriculum. We support the children’s learning by ensuring the content of activities offered is ‘meaningful’ to them and relates to their existing knowledge and interests and children are active rather than passive participants in the learning. Throughout the activities on offer, children are encouraged to initiate their own learning. Each activity that is planned has a clear learning intention and all activities our planned to incorporate the Curriculum Guidance for the Foundation stage (QCA /DFEE, 2000).
Within the setting, we support children’s learning across the curriculum in a variety of ways each day. We ensure that activities are available that cover all six areas of development which are planned using our static toy plan (see appendix C) within the setting we are aware that children relentlessly explore their environment and constantly practise their developing skills through play. This is why we encourage the children to have the freedom to access any other equipment that they may wish to use, which is all clearly labelled, and on children’s level. Within the setting we also encourage the children’s learning through repetition, this involves always having particular activities available on an ongoing basis to encourage the children practise and consolidate new skills. We also try to extend children’s learning through sharing information with parents by sending home a weekly evaluation report for each child, parents are encouraged to participate in their child’s learning and feedback any activities they would like developing or any new skills the child has learnt at home. I would like to develop parental involvement within the setting as I see parents as the child’s primary educators and the aim is to include more parents in their child’s development. 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.
Word Count 2,110
REFERENCES
Qualifications and Curriculum Authority (QCA)/ Department for Education and Employment (DFEE) (2000) ‘Curriculum Guidance For The Foundation Stage’ London, QCA
The Open University (2004 a, c) Study Topic 10 ‘knowledge and understanding of the world’ E124 Supporting children’s learning in the Early Years, Milton Keynes, The Open University
The Open University (2004 b) Study Topic 7 ‘Mathematical Development’ E124 Supporting children’s learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) Study Topic 9 ‘ICT and Learning’ E124 Supporting children’s learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) Study Topic 13 ‘Developing positive learning environments’ E124 Supporting children’s learning in the Early Years, Milton Keynes, The Open University
The Open University (2004) Study Topic 8 ‘Communication, language and literacy’ E124 Supporting children’s learning in the Early Years, Milton Keynes, The Open University
