The Early Years Educator develops children’s school readiness through understanding of the current early year’s framework.
D1- Discuss ways the practitioner can support children’s mathematical development
Mathematical development is a term closely related to the emergent literacy. Both of these subjects will be influenced and encouraged from the day the child is born and from then on continue to grow with the child throughout their life. The way mathematical development will continue through a child’s education will be through cognitive development and the involvement of the child’s environment which is where the practitioner gets involved. The practitioner will have to plan lessons suited to every child’s ability in developing their maths because every child is different and the fact that the practitioner will have to create a suitable learning environment where the child is encouraged to learn.
Every child has their own development rate in completing maths. Some children can find the work easy and understand it, while others struggle to understand the concept and meaning behind it. All of this is assessed and analysed through observations, 1 to 1’s and assessments carried out by the practitioner at every stage in a child’s life. It states in the EYFS that at a young age (0-20 months) the child will only start to be aware of numbers and their different sounds. (16-36 months) the child can start to identify the numbers and how many object are needed if asked to pick up 2. Then at (30-50 months) the child should be able to start counting numbers up to 10 maybe beyond and then start to count backwards.
When carrying out observations to see the rate of development in a child they follow the EYFS guideline of a unique child and this is due to the fact that every child is different, non are the same where the whole basis of this means the practitioner can analyse one child’s strengths, weaknesses, likes and dislikes and from then on the practitioner can plan activities for the child to improve their weakness’s on the maths topic with an activity which the child might enjoy. ‘Positive Relationships and Enabling Environments (planning). The columns contain some examples of what practitioners might do to support learning. Practitioners will develop many other approaches in response to the children with whom they work.’ EYFS page 3 (2012). By doing this the child is more likely to learn quicker and the practitioner can meet the child’s needs.
The baseline assessment is where a child is measured on their rate of development from reception to year 6. Baseline assessment can be brought in at the start of a new year to see how well developed the child is at maths and then analysed at the end of the year to see the progress that the child has made throughout the year. ‘Baseline is delivered in a unique, dual-tablet format. Delivered in the same way, Baseline Progress assesses literacy and mathematics, enabling you to measure progression and help to quantify the often excellent progress made by young learners. Baseline Progress can also be used as a standalone measure. Both assessments allow you to complete the assessment in one session or in separate sessions depending on the pupil’s needs.’ www.gl-assessment.co.uk teachers can do this over one day or multiple days planning fun mathematical challenges for the children to complete so the practitioner/ teacher can observe where the child is at.
Ways in which the practitioner can support emergent maths is by making sure the environment around the child is suitable. Many nurseries that I have visited have number lines around the room with different colours, different shapes with the name tagged under but also in the ‘scrap box’ math work sheets are always in their for a child to complete, whether it be counting, dot to dot, colour by numbers everything that can help a child learn. Practitioners also have to help children through planned lessons or 1 to 1’s to expand the child’s knowledge further it can be more work on paper or it can be through interaction, working with others in the classrooms or the child’s own discovery which can sometimes link to incidental learning. Nursery’s are prime examples for bringing in lots of toys for the children to play with whether it is putting the shapes in the right outline so it drops down to a bucket and also technology that speaks to a child when they press a button, they could press a pink button and the toy says ‘Pink’. It is the practitioner’s job to make sure that all of these recourses are available to the children.
In my nursery’s that I have been in, the rooms have been filled with the children’s own work and many useful posters to read around the classroom, even if the children cannot read yet. Trying to get the children to focus on a task and improve their mathematical skills quickly the children’s key person did 1 to 1’s with the child, making notes on how well they have done, what the child did on their own or what the child had helped with. But also when a child moved group the teacher/ key person would always carry out assessments on the child to see where they are at in their development and recap on notes that the other professional has wrote down about the child moving on.
D2- Explain how the practitioner can encourage emergent literacy through role play
Role play is a very intellectual, language based activity which links strongly within emergent literacy. It teaches children new words which can expand their vocabulary, creating sentences and also teaches children how to make the correct pronunciation. It works in well with shared thinking because when children are carrying out role play they are most likely going to be interacting with other peers, expanding their knowledge, thoughts and sharing ideas. ‘When children participate in dramatic types of play, they copy and practice the words they have heard others saying which ultimately develop vocabulary and language skills.’ http://www.kiddycharts.com
There are plenty of ideas for a practitioner to set up for the children so they can do a little role play such as playing kitchen, shopping area, garages, dress up, toy doll houses, puppets and life sized baby dolls. Many nursery’s I have visited have their own role play areas ranging from the play kitchens to an amazing Jurassic park area created when the theme of the term was dinosaurs.
Most of role play is child initiated, which means the children are left to their own devices and imagination to explore and learn. Many stories in which children are likely to play with their friends are based on real life experiences such as family life because they can reflect back to their own homes and introduce it into play. The children might include the characteristics of mom, dad, sisters, brothers or maybe even a pet. Throughout this incidental learning can take place. This is when the child has discovered something different and finds out what it is or what it does by asking questions or playing with it. This expands the child’s knowledge further by learning the name of the item, how it works, and will then share this learning and knowledge with others. All of this serves to expand the child’s vocabulary.
Planning trips to new places and surroundings is another way in which a practitioner can introduce role play in to adult lead lessons serving also to develop the imagination of the children by asking them to create similar areas or surroundings in the nursery. For example if a practitioner was thinking about setting up a role play corner as a kitchen, they could take the children to a kitchen show room so the children get to see items that belong in a kitchen and learn about those objects and their names. Another way a practitioner can take advantage of role play is allowing the children to dress up on days such as ‘Roald Dahl Day’ where the children could dress up as their favourite book character and carry out activities in relation to his books which links strongly to literacy and expanding their language skills yet making it creative and fun at the same time.
In my placement, we had our own shopping corner with a till labelled price lists for different items. We linked the store shop within the theme of the week such as ‘Jack and the Bean stalk’ we had a beans for sale and pea pods which the children could sell. We read stories of the book and do timeline events with pictures and key words in which the children have to put in order. In my current placement every Monday and Tuesday the children go on community visits where we find out information about the theme of the week or development, we ask the children plenty of questions on what they see, feel or want.
D3- Explain why practitioners use reflective practice to support children during transition
Reflective practice is the need to look back on ones work. Whether it is your own self-evaluation, someone else observing you or giving feedback. Other examples of reflective practice can be CPD, personal experiences and team meetings. By doing reflective practice the practitioner can identify their strengths, weaknesses and then later improve the way you learn. The importance of reflective practice enables teachers to identify areas of improvement which can give the practitioner the motivation to make the changes. It shows us where we might need more training and what we are best at, by reflecting on our practice this gives the children the best of chance of improving there learning.
When a child is going through the transition stage partnership between the new schools, the parents are vital as it will make the transition process as easy as possible; these are the main key people who need to be involved. If a child has spent most the time at home sometimes some nurseries have policies put into place where the key person will visit the home of the child. ‘The main purpose of the Home visit is to ease the transition from home to nursery and for the keyworker and child to begin to build a relationship. It is also an opportunity for parents to develop links with the nursery and become involved in their child’s care and education’ www.cybertots.co.uk (On policy and procedures page for Cybertots nursery) this is where a bond can start to occur between parent and child to make it a swift and easy transition because the child can recognise a familiar face and the parent will have more trust in the nursery. If the child is older going through a transition to KS1 or another nursery the children can have pre planned visits to the new school they will be going across to. This gives familiar surroundings for the child to make it less of a scary process, this is why partnership between settings is important because information and communication is needed to plan visits and discuss the child’s development. Every nursery has different policies and procedures when it comes to the transition process, some nursery’s don’t do home visits or planned visits to different placements but do try and get the child school ready.
Ways in which practitioners can include all children into school readiness or transitions can be in circle time, practitioners could pass the teddy round to each child ‘Encourage each child to say something to him ‘Hello Teddy, name is Laura’ or ‘Hello Teddy, I like chocolate…’, ETC.’ Meggit C, Bruce T page 106. With this activity this allows the child to feel confident into socialising with new people and plays with new things, yet also allows the child to introduce themselves to others. Another way is planning visits to the school for all the children to visit a school they’ll go to, this links in with partnership because the teachers who work with the school could plan work to do with the children which gets the child used to working in a school with their rules, used to different surroundings. While the practitioners and key workers have organised these activities it is a prime opportunity for them to analyse the children and their readiness for school. If the child is behind in any area whether it be social, literacy, maths…any EYFS guidelines then it is the practitioner’s job to set in provisions and activities to boost the skill before they transition. By observing the child the practitioners could include certificates to give to the children if they have excelled in something such as maths or science and also use sheets with ‘my next steps’ or ‘in my new school I will…’ these recourses in which a practitioner can give the child can encourage determination, and encouragement in excelling in their weaker development in their transition to school. This is a method of praise and encouragement for the child to move on confidently, easily and willingly. Also by using reflective practice, the practitioner can see how well an activity has gone for getting a child ready to transition and they can adapt the activity for the next time some child is about to transition.
In my practice when a child is going through a transition they take the children across to the new school or new room in which they will join in the New Year. This is good because the child gets used to their key person and surroundings, but the problem is it that the child is visiting them instead of the other way round. If the key person or teacher came to visit the children in the children’s own surroundings in the nursery, the practitioner can see what the child is like when they are comfortable instead of out their comfort zone. Here they can analyse more abilities to do with socialisation and basic national curriculum guidance.
Ways in which reflective practice can affect the way that I teach and get ready for a transition is by looking back on my own transitions in life through placement to placement, and how I managed my feelings and what helped me ease into a new environment. I can relate this to how a child can be feeling in a new environment and how their confidence will drop and they will go shy. I can place myself in their shoes and plan activities to make sure the child is as comfortable as they can be when they transition. What I found that helps me is having pre- visits to the new school and seeing familiar faces can put myself at ease. Gathering information before hand and knowing what to expect can prepare me and make me more equipped for when I start a new placement. I can use this reflection and add it into activities by planning visits for the new school for the children so they can get used to the environment and faces yet also tell the children in group sessions what they will be doing when they move on, who they will meet, and what they will need so the children are fully prepared.
C1- Discuss the requirements of the current framework in support of children’s emergent literacy and emergent mathematical development
The EYFS basis its assessments and observations around the ‘unique child’ which identifies the needs of the children, there is a small explanation on what the unique child is, in D1. The unique child is based around development, the child’s own rate and own unique learning methods to different topics such as kinetic, visual, auditory. The practitioner can use this to the child’s advantage because if they are a kinetic learner meaning practical, they could get the child to physically move blocks or counters while counting up, this would mean the child is working practically and developing in a style that suites them. The way a practitioner can include this into developing and supporting emergent maths and literacy is by planning and adapting the activities to meet the child’s needs. This can be done by the practitioner’s previous assessments by carrying out the unique child. When looking at emergent literacy this can be incorporated in a number of ways for example; if a child enjoys Christmas and being creative, get the child to write a Christmas card to a loved one, this adapts mark making. Getting the child to write the card will also improve hand writing skills. Ways in which maths can be integrated is if a child enjoys football, use football shirts with different numbers written on the back to get them to add or subtract. By using the child’s interests as part of the activity will enhance their motivation to learn and improve their weaknesses within the subject.
The way the environment can be adapted to support the child’s mathematical and literature needs can be done in a variety of ways. Many places will have walls designated to the children’s own work so they can look back and recap on the things they have learnt. Posters with valuable and relevant information such as punctuality with spelling and why they may be used, number lines and times tables. Yet also the way a practitioner can get the room ready for children to work and learn can be giving out starter activities ready when the children walks in. An example of this would be having maths or English activities on the board and when the children are settled they can get on with the activity. However, if they are in a nursery they can have tasks on tables which they can get on with themselves but activities related to improving the child’s maths or English.
The role of the practitioner is to allow the children to set up their own activities and allow the children to have their own independence to learn, this is child led activities. This is where the child decides what they want to play with; this can be just toys available to them or what the practitioner has placed around the room for the children to get on with independently with no involvement of the practitioner. But the way the practitioner can get involved in supporting children through their emergent maths and English would be too plan activities before hand to make sure this meets the needs of the children. The way they can plan the activities is by through observations and assessments which can show the needs of the class’s developments and what needs to be improved while sticking to the national curriculum.
The EYFS and national curriculum are linked together as a part of developing the child’s knowledge; the EYFS is for the children aged between 0-5. This is the basic needs a child has to meet before going on to the national curriculum, this is the starting grounds for a child’s future education and the national curriculum is those for children who are 5 and above ready to extend their learning criteria. This is what early year’s practitioners and teachers must use as a guide and meets the child’s development needs as they grow up through the years. This is the main area for a child’s learning. The national curriculum handbook talks about how the child can transition through an ‘emerging level’ and how to interact and observe the child while going through this stage in their development of learning. ‘An outcome of ‘emerging level’ may mask a wide range of levels of learning and development, the detail of which is built over time through observation, interaction with the child and ongoing assessment’ Early Years Foundation Stage Profile Handbook. The way this is linked to emergent maths and English is the fact that any practitioner and teacher have to follow the requirements needed for the child to learn and move up to challenging topics. Such as by year 3 the children should know most of the times table up to 12 or when the child is in reception they should be able to spell and write their own name. In nursery a child should know the different colours and recognise shapes and in year 4 to 6 the child should be able to write creative stories using punctuality, paragraphs and sentences all making sense.
The practitioners will observe the children in each section of development linked to the EYFS or the national curriculum, this can be done by using the unique child method, group activities and 1 to 1’s. When this has been completed, the practitioner shall make an assessment on how well the children have done and what they struggle at. By knowing this information the practitioner can create activities appropriate to the child’s learning and what’s best to improve a child’s development and meet the child’s needs. This information is later recorded either in a learning journey or file which can be on the computer system or written down. Sharing with other professionals is acceptable as long as they stick within the confidentiality guidelines. Information should only be shared when necessary such as in a situation like transitioning or the key person is away and a child is having an observation written. An EYFS requirement for the children of 40- 60+ months is to ‘measure short periods of time in a simple way’ EYFS page 36 if the child is a kinetic learner who enjoys Christmas, you can have a clock available for the child to access and move themselves to help the child but also have Christmas stockings with numbers on around the clock to help tell the time. If the child is advanced in telling the time you can make it a 24 hour clock which can be relevant to Christmas because on the 24th it is Christmas Eve.
Ways in which my placements have encourages and supported the need for the improvement of literacy skills is by having story time as a lesson, where the practitioners read a popular book such as Goldilocks and the three bears to all the children and in front of them are symbols in which relates to the book such as pictures of the three bears, a small chair and a button which they can press which says ‘just right’ the children are given them to independently press when it comes to the sentence ‘and the porridge was…’ this is a group activity which is better to extend literacy skills because the children can adapt to ideas of other children, understand books and learn new words. This has also been an opportunity for the practitioners at the placement to do group observations to see how well the children work in a group.
I have also seen in my placement when a lesson hasn’t been planned for maths, the practitioners take away most toys and replace it with those which can help improve the child’s maths on their own making it a child- led activity. Their mainly toys with different colours and shapes but the older years children have task sheets on the table ready for when they want to complete them.
C2- Summarise current framework requirements to work in partnership with families and other professionals
Practitioners will always have to work with other professionals and parents of the child. It is within their role to stick to policies and procedures of the setting in order to not breach any confidentiality rights, and also know the policies for filing any information securely about a child. Each setting is different for containing information, it can be done by using technology or by written observations. If this is not carried out with care, the safety of the children and staff is in jeopardy and Ofsted get involved ‘Ofsted is the Office for Standards in Education, Children’s Services and Skills. We inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages.’ www.gov.uk .It is also important to keep up to date with any necessary information around the setting which the practitioner may need to be aware of due to additional training ‘Practitioners should make leaders and managers aware if they feel they could benefit from additional training and providing for and carrying out assessment for children with identified disabilities’ EYFS 2012 section 4 page 20 the sharing of this information should only be accessed by relevant, trained practitioners who may be working with the child whether it be the key person or another professional outside of the setting and parents/ carers
The role of the key person in the setting is for them to keep up to date with any changes in the policies and procedures and make sure any training is complete; they must also write the observations and assessments of the children they are caring for. The government guidelines for a child ages 0-5 on completing assessments is by the EYFS ‘Early Years Foundation Stage’ ‘The four themes of the EYFS underpin all guidance. This document – Development Matters – shows how these themes, and the principles that inform them, work together for the children’ EYFS page 2 but when the child is over the age of 5 the practitioner will use the national curriculum. By completing assessments on the child after observations this allows the practitioner/ key person to see the development and progress that child has made ‘Observations to evaluate provision will be addressed later in the series.) Practitioners will observe children to find out: what is interesting and motivating them as individuals or groups; how they have responded to a particular activity, experience or area of provision; factors that influence their involvement and sense of well-being during the day or session; how the children's skills are developing’ www.nurseryworld.co.uk We will be able to see how the child has progressed through previous observations, to recently carried out ones, when the child has progressed or declined the key person can have meetings with the parents discussing the child’s development and family life which could affect the child, this process is called CAF (Current Assessment Framework). This will help identify early intervention for additional support if needed. Here the key person can analyse every detail and if the practitioner has any concerns about the child they can report this to the appropriate people. Whether it be a relative/ carer of the child where the key person has noticed a decline in their development and what the family can do to boost the child’s development out of the setting.
Discussion with the family is also important if anything has arisen throughout the last few observations which can be a cause for concern such as a disability, mentally or physically starting to show which may need the help of other professionals ‘Additional support for a child may come from other professionals working within the local children’s services teams, the health service or, in some cases, voluntary organisations’ EYFS section 4 page 18, the practitioner can enquire about this to another professional in the school/ setting such as a SENCO (Special Educational Needs Co- ordinator). Every practitioner will have to work with different partnerships throughout their career, whether it is NHS, social services, parents or SENCO. While working with these other professionals it is the practitioner’s role to make sure that any information shared does not affect the child’s right to confidentiality.
Within my placement, the students have log books which go home with them every day where parents write how the children got on overnight. Anyone who is qualified can read them but some teachers don’t allow the other members of staff working in the classroom read them due to information written down may affect the child’s confidentiality and information only kept between teacher and parents. Every day the staff right observations of the children from their 1 to 1 work which includes the children’s next steps, if the set goal was completed and how much help they had. I have also noticed that if the practitioners had a concern for the child welfare and health a written document was typed up and sent to the manager of the setting or head master/ mistress along with a meeting with the parents saying about how information has been taken to the head of the setting and why.
C3- Discuss one international approach that recognises the value of child- centred learning
Forest school is an activity in which children can participate in and not to be controlled by teachers. This is a completely child-led activity the philosopher Rudolf Steiner believed in outside play having many advantages for a child’s development ‘Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees. Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education.’www.forestschoolassociation.org .Plenty of recourses are out there for the children to play with and interact with. Whether it be from sticks to mud, climbing trees, pond. Forest school should be made for everyone included the additional needed. Ramps should be accessible or flat surfaces so that wheelchairs and walkers can travel through with ease but I know some places it is unavailable for wheelchair access such as going through the woods and roots from the tree’s sticking up out of the ground or too bumpy.
Maths could be used at forest school through counting how many log blocks they have stacked up on top of each other, or counting how many stepping stones they can jump on or measuring how many buckets of water they have filled or filling up on one quarter of the way or half the way up. The way literacy can be developed can be through mark making with mud or water anywhere in the facilities or the children communicating with one another while they play.
Forest school is vital to child centred learning because the practitioner gets to see the child in an outside environment, interacting with other peers, mark making, building, playing all on their own accord without assistance from the teachers, incidental learning is how the child learns at forest school. They unintentionally teach themselves ranging from physical ability, mathematical skills, literacy skills and socialisation. Also the centre runs regular events for the children to participate within such as Diwali, Christmas, Halloween, the centre celebrates many cultural holidays.
I have recently visited a place where it is a counsel ran forest school where all the activities are on a child’s level and are easily accessible. At first entry you are inside with plenty of activities to offer whether it be a sensory room with water jars, different lights and foam furniture. Tables in the main room laid out with a roll of paper and painting tools also including so the children can go up and do mark make what they like. Leading outside there is a ramp down to grass and pavement where you can access a trampoline built into the floor so a child in a wheelchair, or struggle to climb/ walk can easily access the trampoline, along with a spinning roundabout and ramps up to slides and small structures such as high up huts.
In one of my settings that I have visited, the school had their own forest school where they have overgrown the land and planted plenty of trees with huts, water hole and a rope swing. Every Friday one out of the 2 nursery classes would go outside to forest school for their duration at nursery along with a reception class. The children would eat marshmallows and hot chocolate at circle time but for the rest of the duration the children would make dens, play games, and play in the water hole with sticks and buckets available to them without any adult input
Bibliography
http://www.kiddycharts.com/behaviour/the-importance-of-pretend-play-role-play-for-young-children-2/ accessed on the 11/11/16
https://www.gl-assessment.co.uk/products/baseline-and-baseline-progress/ (accessed on the 1st December 2016)
EYFS- Early Years Foundation Stage, development matters in the foundation stage (2012) Early Education London
http://www.cybertots.co.uk/wp-content/uploads/2013/05/Cybertots_HomeVisitPolicy.pdf accessed on 13/11/16
Meggitt, C Bruce, T. (2015) Childcare and Education. Early Years Educator. Oxo: Bookpoint Ltd.
National curriculum assessments Early Years Foundation Stage Profile handbook (2014) Page 17
http://www.forestschoolassociation.org/what-is-forest-school/ (accessed on 1st December 2016)
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