In this rationale, I will discuss our group poster in more depth. As a group, we decided to choose Froebel as we thought that his pedagogy had a holistic approach to how a child should learn and is learning. Also, I feel that many other pioneers were and are influenced by his approach to outdoor learning. In this rationale, I am going to discuss several pioneers that all have a big impact on each other’s approach. I will be talking about Froebel, Steiner, and McMillan, I will also have theoretical links throughout this rationale. I will also be talking about the characteristics of effective learning that are implied in the Early Years Foundation Stage (EYFS 2017) which is a framework that all key workers must follow in England. Holistic development …show more content…
These should all underpin the environments practitioners have to offer the children. Play and exploration are one of the three characteristics of development, it is also a key way in which children learn. For the theorist Vygotsky he sees play as an activity which can differ from child to child as a child can use their imagination to create ‘pretend play’ (Smidt, 2009). Active learning is a method of engaging students in the learning process. Active learning requires students to do meaningful learning activities and think about what they are doing. For a child at such a young age to engage in activities they need to be motivated to do so. Deci and Ryans’ theory of self-determination is an important aspect of motivation. They argue that motivation rests on an individual’s essential needs for autonomy, competence, and relatedness (Stewart, 2011). The last characteristics of effective learning are creating and thinking critically. For this to happen, practitioners need to provide the children with opportunities to do things for themselves. Vygotsky’s theory of scaffolding can help the practitioners to assist the children when they need further help (early years careers, …show more content…
There are three prime areas, these are communication and language, physical development and personal, social and emotional development. Then, there are the specific areas which are literacy, mathematics, understanding the world and expressive arts and design. Within the group poster I outlined that through personal, social and emotional development, Froebel thought that play was the highest influence in a child’s development. He also believed that it was a key aspect to give children their own freedom in play. Therefore, in relationships in play, children can develop and illustrate verbal communication, social and interaction skills, creative use of play materials, imagination and divergent thinking and problem-solving skills (French, 2007). When on previous placement I saw that personal, social and emotional development can be carried out through the children making relationships. The children played in groups and always took turns without haven’t to be asked to share. The children also showed that they understand that everyone has feelings and needs, so they should sensitivity to others and this lead to them having formed positive relationships with adults and the other children. Physical development is another prime area which involves practitioners in practice today ensuring that they provide
As a qualified early years practitioner level 2, I am a reliable and motivated, and delicate to children’s individual needs. Its really important for an early year practitioner to have a range of skills and attributes to a good level of knowledge in many areas such as child development, observation and assessment, safeguarding, legislation, policies and procedures also working with others.
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
Explain why early years frameworks emphasise a personal and individual approach to learning and development
In conclusion, development and improvement in early youth include collaboration of inner procedures, supported by outer help and stimulation. Understanding the idea of human development will bolster my training in evaluations, mediations and surveys. While both physical and biological changes affect the child, I should have the capacity to recognize
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
...ctive. Play is an essential learning tool and one that must not be ignored within the classroom. It is a catalyst to help children develop socially, emotionally, physically and cognitively. It is not only an important part of a child’s development as a pupil but also a child’s development as an individual.
Froebel believed that the kindergarten's primary focus should be on play–the process by which he believed children expressed their inner thoughts, needs, and desires so that's why Froebel's emphasis on play. For Froebel play is facilitated by children's process of thoughts, imitation of adult vocational activities, and socialization. By playing, children socialize and imitate adult social and economic activities as they are gradually led into the larger world of group life. The kindergarten provides an environment that encouraged children to interact with other children under the guidance of a loving teacher he also believed in outdoor play and nature. (hardy, 2013) (Notes, 2013)
Wertlieb, Donald. "Child." World Book Advanced. World Book, 2011. Web. 16 Aug. 2011.Retrieved from http://www.worldbookonline.com/advanced/article?id=ar110700&st=middle+childhood+development&sc=1#h4
It is important for children to be able to develops the necessary skills to make sense of data, memorising information is no longer the most key skill for children to possess (Inquiry-based learning, n.d.). Inquiry-based learning is defined by Lutheran Education Queensland (n.d.) as seeking for truth, information or knowledge and understanding and is used in all aspects and stages of life. Inquiry based learning assists children with learning by developing critical and creative thinking skills. The twenty-first century requires “young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully” (ACARA, 2016b). According to Touhill (2012a) Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
Children develop normally when they are exposed to different types of play that allow them to express themselves while using their imaginations and being physically active. According to the Center for Health Education, Training and Nutrition Awareness, “Play is child’s work”; this is true because it is a child’s job to learn and develop in their first few years of life, in order for them to do this, they play. Not only is playing a child’s full time job, the United Nations High Commission for Human Rights listed play as a right of every child. Through their full time job of play, the children develop emotionally, socially, physically, and creatively. Children need to participate in child-led play in order to facilitate healthy development of their minds, body, and creativity.
Every child has individual and unique needs which need to be met for the child to develop. Ways in which a practitioner can meet these needs are by,
Young children by nature are explorer beings and their exploratory play leads to discovery learning that promotes motivation, autonomy, independence and the development of creativity for problem solving skills. Early childhood educators are concerned that a young child’s enquiring mind might be hampered by a curriculum that is rigidly linked to standardized test, and that the learning process experienced by students will be compromised. According to Bruner (1977), learning should serve us in the future and that the knowledge students learned should create skills that can be transfer to later activities.
In addition to the definition stated earlier, Bonwell and Eric (1991) emphasise the pupil engagement in activities that involve reading, discussing and problem solving. Authors anticipated research conducted by Leamnson (1999) and others who described learning as ‘stabilising through repeated use and certain appropriate synapse in the brain’. This means pupils’ brains must be active while learning and not just that of teacher. Like Zull (2011), I also believe that education is a ‘lifelong learning built on experience’. Additionally, I agree with Prince (2004) who highlights that “In practice, active learning refers to activities that are introduced into the classroom. The core elements of active learning are pupil activity and engagement in the learning
Holistic development of young children is the key determination and through play they are able to survive and become physically healthy, able to learn, and emotionally secure and into where they progress into responsible and productive adults with positive reinforcements in the future. When there are societal issues that are barriers such as “technology, childhood obesity, culture, etc.” (Gaston, A, Module 1, Unit 1, 2016), children are then unable to revel in freedom of movement in where play is adventurous and brings out positive behavior. “Play supports the holistic development through the development of intellectual, emotions, socially, physical, creative and spiritual” (Gaston, A, Module 1, Unit 2, 2016), signifying that holistic development is an important factor to be aware of as the child grows. An example would be when in Workshop 1 of Social and Cognitive Styles of Play, we had to play in the given activity for the time being and observe our members and distinguish what kind of cognitive play it was. And one of the assigned question to
Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42.