Research Task essay

In this research task I will explain personally why it is so important to plan effectively in hope to identify all children’s learning needs within the setting they are working in as each child has different needs that must be attended. To see how practitioners are able to identify a child’s development needs by filling out observations on the child so that the practitioner knows exactly what the child is progressing in and what they aren’t progressing so much in.

To help promote a child’s learning needs practitioners need to be able to carry out activities involving a way of understanding that the child would understand. Therefore it is so important to take each individual child’s care and learning needs into account as each child is unique and has different abilities, capacities, learning styles and attention spans. And it is even more important for the practitioner to meet those needs in the most comfortable way for the child, so that the child can get the best possible outcome from their learning.

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All children have the viability to learn and as the practitioner it is important that we provide opportunities for the child to learn, this can be through activities, outings, general activities and discussion. CO; Explain a range of different approaches to planning which meet both care and learning needs of all children – There are many different types of approaches which meet both care and learning needs of all children a few examples would be routines, plods, short term planning, medium term planning, long term planning, and learning journeys.

Routines can help progress a child’s care and learning needs as the child loud get used to doing activities and going to the toilet regularly and soon the child would have the initiative to do this due to their own thinking, making them more independent and reliable on themselves. Having a good set routines can have a strong impact within the setting and can help children feel secure and develop a sense of belonging.

Some children with additional needs for example, a child who has autism also rely on a routine in order to cope, if a routine isn’t followed then this can cause the child great distress know this as I have seen this happen in my setting. Another example would e a learning journey, this can enhance a child’s development as by having an ‘All about me’ book, gives the practitioner a clear view of what the child’s life back at home is like, also describing their interests from few words but just this can give the practitioner an idea of what the child enjoys doing and how to maintain their attention when carrying out activities.

As all learning journeys would be different as it would be about individual children’s personalities and family life this gives the practitioner the advantage to take care and give the correct attention to individual children for their individual are and learning needs. Short term planning basis’s its ideas on planning for time lasting normally one week, this is helpful towards children as the practitioner is able to recognize what weekly progress the child is making.

The advantages of having short term planning is the ace you can control what activities and what outcomes you will have by knowing what you want to succeed. Another good thing about short term planning is that it can be flexible to suit the child for the better of their education in order for the child to have the best possible outcome from the activities. A final approach to planning which meet the care and learning needs would be the planning cycle as it identifies a child’s current interests, development and their learning.

This can help practitioners meet these needs as through observing they know the child’s interests, attention span and if they have any specific individual needs that planning may need be adjusted for. By assessing this information you have gathered practitioners are able to conclude what learning and care needs must be met next and then you are able to plan for the child’s next steps in order to progress in the child’s learning. Next would be to review what you have done as by reviewing you are able to see the advantages and disadvantages of your activity and the practitioner is able to re think and change any complications that occurred.

So from this we know flexibility is vital when being a practitioner as you must be able to meet individual care and learning needs, if not then the child would fall behind in their learning and it could be a struggle to catch up. CO: Explain in detail the professional skills needed to plan – When you are a practitioner it takes many skills so that you can give the children the best knowledge you are able to give, for example some skills you need would be communication, team work, organization skills, reflective skills, knowledge of child’s development, and knowledge of the FEES, observation skills and time management.

Good communication is a skill you need as you need to communicate with the children and other professionals in an appropriate and professional manner. Good communication towards a child would be getting down to the child’s level and then speaking to them in a clear, calm and soft tone, this way you can find out a child’s interests, likes and dislikes and then oh can use this to your advantage by including it in your planning this way the child’s attention is focused on the activity and gaining enjoyment out of it.

Knowledge of the child’s development is needed when planning as you must be aware of what the child can and cannot do and what they struggle with. This is important to be aware of, in order for the child to make progress in their leaning you must know what areas of development you need to focus on more and what areas that the child does not need as much support with. In planning its important you know the child’s skills and abilities so that when leaning you can progress them in their learning by gradually moving them forward.

Observation skills are important when planning because as a practitioner it is your job to observe a child’s development and then to link to what stage the child is progressing at according to the FEES. When observing a child it’s vital you note take every action, speech movement the child makes and these notes will build up to make a final judgment on how well or not so well the child’s developmental stage.

Reflective skills are important when planning activities as if you have done this activity before, when planning this activity again you can focus On your weaknesses and plan to improve on them. For example, if your activity was an obstacle course and there was only five obstacles that a child can come across you could reflect back on this and then plan further on how you could make this more challenging including challenging different areas of the child’s development, for example physically, intellectually, emotionally and socially.

Team work is vital when planning for the children you care for as all practitioners need good communication with each other including with other professionals such as, speech therapists, actors, parents, social workers etc. This can be helped by having regular meetings. When all practitioners are working together then this ensures that everyone is on the same page and is clear on what they must do and also creates a positive environment for the children to be in therefore creating a happy mood all around.

Organization skills are needed when planning and organizing events because you are expected to keep a range of paperwork and files in order. Practitioners are responsible for implementing a curriculum that helps the child physical, intellectual, and language, social, motional and growth. Not only this, but practitioners plan and organism activities to help a child develop talents and skills, explore their interests and build their self-esteem and personalities. Time management is vital when planning as this links into routines, for example if at setting everyday children will have snack time at 10. Am, then soon the children will get used to this routine and will expect their snack time at around 10. AMA as this is what they are used to each day. Therefore time management is so important as children get used to the times of their daily routine at setting, so if restrictions are late for one Of their daily routines then this could mean that you are interfering with the child’s routine, for example if you had a child with autism and their routine was behind/late then this may cause this child a great deal of distress.

When planning activities as a practitioner you must have a knowledge of the EYES, as this is used as a guideline towards working with children as it states how all children should be treated and how each child has a right to their own personal development. Practitioners can also use this to their advantage when trying to work out how far a child is evolving and at what age they should be developing something, so practitioners are able to identify if the child is developing at the right stage or if they are behind or in front of their own individual development.

CO; analyses how effective planning supports practitioners in meeting children’s care and learning needs – In order for a smooth daily routine practitioners need to plan effectively this includes the activities and tasks with in. When planning, a practitioner needs to ensure that what they have planned will meet and develop the care and learning needs of the children within their care. Not only this but whatever the activity the practitioner must be sure that the children will have an interest in it this can be achieved by fulfilling observations to try find out how the children prefer to learn (as each person has a different learning style).

Practitioners notice the child’s likes and dislikes through observations and use it to their advantage by including it in their planning. By doing this there is a big chance that the child is going to be more motivated, interested and involved in the activities. For example, if a child loves being imaginative then you could create an activity based around either raring, painting, play dough, dressing up, role playing, puppet shows, small toys (dolls, cars, bricks).

Also when planning practitioners need to be able to adapt their ideas for planning so that all children could take part in the activity, for example if a child has a hearing impediment, then the practitioner should adapt the activity so that the activity was more visual to ensure that the child could still be involved and take part in the activity with the rest of the children. It’s important when planning to be able to adapt around all children’s abilities, learning skills, attention spans, educational back rounds ND disabilities.

Each child is an individual with their own personalities, skills, learning styles and their own way of process thinking so it’s vital that they receive different but equal attention and support and individual planning. Also it can promote good outcomes and next step for children by practitioners looking back on observations of planned activities supports the practitioner by understanding the child’s needs and interest’s practitioners can continue to carry out activities enabling them to be challenged and supporting them to gain and improve on new skills.

Effective planning can also support practitioners to evaluate previous planning and activities, this shows the practitioner what advantages and disadvantages have occurred before and by reflecting back on this gives the practitioner the knowledge on what to improve to promote the child’s learning even further. Reflection can also show the practitioner what next steps they must plan for the child to progress further, a child’s key person would have the responsibility for this as they have the best knowledge of their key children and they are aware of what needs to be done in order for the child to achieve their goals.

From activities and provisions planned can support all children to complete their next steps. The FEES framework and development matters supports practitioners when planning by firstly, following the framework as it is statutory, you must follow it to be an exceptional practitioner as by law it is an expectation. Whereas Development matters works to be a guideline of age and stage development for practitioners, however as children learn and develop differently as individuals and practitioners are made aware of this.

Its important not to panic if a child isn’t developing at the suggested stage, this means that the practitioner must plan effectively in order for the child to gain the skills needed to be at the stage. CO; Explain in detail why it is important to plan for the provision of an enabling environment which meets all children’s care and learning needs – It is vital that practitioners plan to provide an enabling environment that meets care and learning needs because a child needs to be able to explore and face challenges in order to learn and overcome barriers by gaining skills.

Its so important to allow children this as it is a key part of learning, by offering opportunities to children where there able to overcome risk and challenge gives the child the chance to explore, discover and imagine. An enabling environment would provide a child with; “space, high quality resources, displays, accessibility and stability all of which are designed to promote young children’s physical, mental and emotional health and wellbeing. Http:// 1 20/ Palimpsests/742978190724118_00000000734. PDF. Planning to provide an enabling environment is such an important part of a child’s early years because as you as the practitioner, letting the children go off in an controlled enabling environment this is where you get to know and understand the children’s abilities, skills, likes, dislikes etc. Then you are able to proceed further in guiding and supporting a child into developing their knowledge further.

All practitioners should support this and encourage children to challenge themselves when outdoors at setting, physical play is important as it will build the child’s confidence and reliance, improve their physical, social and emotional development, expand the child’s skills to explore and discover independently, building reliance, and encouraging them to use their imagination.

An effective environment including indoor and outdoor play has to be planned and provided as it benefits both care and learning needs of a child. A child is free to be able to overcome activities involving risk and challenge and by having their care and learning needs met is giving them independence a few examples from my own observing would be, choosing what they wish to play with, deciding when they need the toilet, deciding if they wish to have snack or not, choosing whom to play with etc. His giving the child a feel of importance and a sense of belonging. A planned enabling environment should be a space children can feel comfortable and confident in so that they will enjoy to proceed in learning through play not only this but practitioners need to be flexible so that they are able to adapt to accommodate children’s individual needs and interests.

By having all resources within the setting easy for children to access, involving their interests and all age appropriate gives the children independence and empowered when in their setting. However outdoor play is just as important for a practitioner to plan, using the resources available practitioners can rate an enabling environment using following on the children’s interests, creativity and imagination.

Planned age appropriate activities and provisions would be provided so that children are enabled to develop through specific stages and it’s important that the environment and resources apply to the age and stages appropriate to the children as they grow in development. Within a child’s early years Vital development changes are taking place in the brain and body and by providing an enabling environment, a practitioner can encourage these changes to be made by setting and planning relevant activities to ensure that the child gets the best possible outcome.

It’s important that age related activities link in with the age and stage of the chit for example, if you was working with children aged 2-4 years then having toys and activities age appropriate for babies would not stimulate and challenge a young child’s mind and you would not be able to get the outcome that you’re searching for, instead babies would gain development form sensory toys, simple mechanics like pop up toys or toy pianos.

CO; Explain how child development theories are used in practice when planning to support children’s care needs – Many theories have been made bout how children learn and how they think, for example John Bowls theory is based on a child’s attachment and he stated that it’s healthy for children to have a strong bond that includes emotion, affection, exchange if comfort, care and pleasure between the child and their parents/ main care givers. John Bowl believed that early experiences children gain within their childhood have an important influence on the child’s development and affects their behavior later on in life.

Bowl stated that children have four stages of attachment; first being Proximity Maintenance, this meaning that the child mating to be close to the people/person they are most comfortable with. Secondly Safe Haven, this meaning the child continues to return to the person they feel most comfortable with. Thirdly Secure Base, the person the child feels the most comfortable with acts as a base of security from which the child can explore their surrounding environment and lastly would be Separation Distress, this meaning that the child could feel anxious or distressed in the absence of their main comfort giver.

Bowl stated that if children haven’t developed an attachment between the ages of 0-5 years then t could affect their development such as the way they lean and this could lead to the child becoming more aggressive. John Bowl devoted extensive research to the concept of attachment, describing it as a “lasting psychological connectedness between human beings. ” http:// psychology. About. Com/odd/liberationists/as/attachment’s. Tm Sometime in life children go through stages of separation, grief and loss if they are separated from their safe haven or sometimes if the child is neglected, this can have an effect on the child emotionally and socially for example, trust issues, low self-esteem, low confidence and in occurrences. This influences current practice as for example during the time being there. During in the child’s life when in early years settings a child is given a key worker to whom they choose.

A key worker during this time is the child’s one special person when at setting, a person they feel comfortable to be caring for them and share with them. C_7; Analyses how child development theories support planning for learning and play – Many child development theories have a huge part when planning for a child’s learning and play activities, firstly Tina Bruce. She was a social learning theorist and she believed that free flow learning is a vital part of learning and experience as this allows the children freedom to have a choice of what and whom they wish to play with which shows independence.

She believed that that was the best way to prepare children for adult hood by allowing children to express their feelings, ideas and socializing with others. Children learn through making mistakes and by giving them the appropriate restorability allows them to make their own decisions and choices, this would be giving the child a feel of importance and self of belonging. This influenced current practice by allowing children free flow and encouraging them to take part in activities but not forcing children to do something they do not want to do.

As practitioners we know free flow is important so when planning we make time for children to have free flow as this allows the child freedom of choice and makes them feel independent. Allowing children this freedom to explore encourages their creativity, intelligence and skills to progress in their knowledge and then progress their development. By having a wide range of activities for example, free flow play s extremely important in regards to a child’s holistic development. She stated “play helps co-ordinate and integrate what the child learns, and brings together all the different aspects of the child’s development”. L. Pound, peg 3) Another theorist who had an influence on planning in current early years settings would be Level Bigotry, he believed In the Zone of Proximal Development. He believed that ZAP is “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under dull guidance, or in collaboration with more capable peers”. Http:// www. Psychosomatic. Org/Zone-of-Proximal-Development. HTML Visigoths theory links to planning today by having a practitioner involved in each activity to encourage the child, so a practitioner is able to support children when in child-led activities. For example, a practitioner could support a child when tying their shoe laces, the practitioner could show a child how to fully tie their shoes in hoping that it can extend and improve their learning. I have also seen this done in my setting when a practitioner supports a child when piping up their coat, firstly showing the child slowly how to zip their coat up and then UN-doing it and encouraging them to do it themselves.

Level Visigoths theory influences the way we plan for individuals learning needs due to his concept of language and talking was beneficial as it was developing language, but for “awareness of particular thinking and interpreting their own experiences. ” (L. Pound, page). Bigotry believed that children also need social interaction to learn and believed in a More Knowledgeable Other (AMOK), this is someone who has greater knowledge or skills than someone ND then sharing it with them.

His theory empowers children as when needed, they are able to gain help to improve on either their own individual knowledge or skills. Lastly Maria Interior’s believed that children was ‘naturally interested in learning’ and has a large influence on the Way We plan for individual learning needs. SSH believed that children are able to learn through using their five senses, this had an influence on practice for example, in most settings I have seen different types of materials and different textures, this could include sand or water trays.

In one of my setting I saw hat instead of sand or water in the tray practitioners would sometime put cereal or dried spaghetti and encouraged children to describe what they was seeing feeling hearing and tasting (as children seemed to enjoy eating it). Children came up with words such as “crunch”. She also believed in that children learn most when the activity/toy is self-chosen and by doing things independently, this is because normally if I child is unable to do something this would cause distress and frustration however when a child overcomes this barrier to do something a sense of proneness is shown.

As practitioners it’s important to encourage this and then when the child achieves something practitioners should praise children so they gain a knowledge of creating their own morals. She also believed that the child’s environment affects the way the child learns. It’s important to have an enabling environment and this has had an influence on current practice by creating all early years’ settings colorful including a range of shapes, colors, animals, and children’s art work on the walls as this shows praise.

CO; Analyses the importance of play in children’s learning, giving reasons why lay should be included in planning ? Play is an vital part of a child’s learning as it gives the child the experiences they must gain whilst growing up, there are many benefits to play it teaches a child control and responsibility, helps socialism and build relationships with other children/adults, teaches them how to co-operate and be patient but most importantly, how to learn and develop in a way suited to the child (identify their learning style).

Practitioners should effectively plan activities to give children the opportunity to explore, discover ND investigate an activity example could be taken place outside as there is many types of nature that children will find fascinating, from activities such as this the child will gain their personal ‘understanding of the world’. When learning through play this gives the child motivation and potential as they are enjoying what they are doing.

From play the child gains the confidence to approach tasks willingly and feel they are able to ‘Todd without the fear of failure. The importance of socializing is so that the child can improve their communication and language but also they are able to learn from their peers ND are able to work effectively as a group, children gain the confidence to share their ideas and wishes with trusted people around them and sharing their own ideas and input into the activity giving the child a feeling of importance and knowing they are being listened to improves their confidence.

Risk and challenge is another type of play, however by allowing risk and challenge prepares children for challenging situations as they grow up, using skills gained from risk and challenge such as their initiative. An example of an early years setting that think highly of risk and challenge would e Play England and they believe that “Managing risk in public spaces is essentially a value-based activity. It requires the risk of harm from an activity to be weighed up against the benefits, which might be quite different in nature. (http://www. Proportionately. Org. UK/pubs/risk. PDF page). Creating an enabling environment which supports risk and challenge relates to both physical and emotional development, this is beneficial for all practitioners as by creating an exciting learning environment where children can access anything they wish gives them the opportunity to explore their own interests ND fascinations, they are given the space and time to explore even further into their discoveries.

Enabling the children to listen affectively and encourages them to communicate with other children verbally and non- verbally, and respond appropriately not only this but challenging children to reflect on and explain their ideas.