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Benefits Of Holistic Learning And Development

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The first principle holistic learning and development illustrates that all learning and development interacts with and is dependent on each other and that children don’t learn in isolation. When children acquire a new skill learning incorporates more than one area of development (Hayes, 2005; NCCA, 2009). Holistic learning and development instils curiosity and motivates children to learn. To support a child’s holistic learning one must provide a meaningful play environment that builds on children’s strengths and experiences. Central to this principle is the significance of observing and interacting with the child and intervening when appropriate to extend children’s learning and help them to make connections (DCCC, 2012).
The second principle
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The benefits of an emergent curriculum are as follows:
1. The emergent curriculum is responsive to children’s needs and draws on their strengths and interests. Children have an opportunity to focus on a topic that interests them; this helps them to construct knowledge at a deeper level and develop a love of learning (Jones, 2012).
2. The emergent curriculum acknowledges each child’s individuality and empowers them to become part of the planning process. This participation in planning gives children a voice, it shows children that their opinion is valued and enables them to take ownership of their own learning (Kashin, 2011).
3. Children’s individual learning style and abilities are supported by the emergent curriculum. Providing children with an opportunity to work at their own pace and choose what and who they want to play with will encourage them to be curious and help them to feel a sense of achievement when they direct their own learning (CECDE,
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The Physical Environment is critical to ensuring participation of a child with SEN. For a child with a physical disability the environment must be clutter free, organised and promote independence. It is important that the child can work in all areas and that materials are easily accessible (MIC, 2017 6.2). Furniture may need to be moved or adjusted. For example, the height of the water tray may need to be adjusted for a child who uses wheelchair to ensure they can fully participate.
2. Materials that are offered should allow for lots of sensory and exploratory play. Real-life and open-ended materials can allow for hands-on exploration, this is particularly important for a child who has a visual impairment. To ensure materials are easily accessible for a child with a visual impairment an object can be stuck on the outside of each box so the child can feel the items that are contained within. This will assist the child to be active and make choices about their own
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