Importance Of Necessary Development

Necessary development, things that need to be learned:

There are things that we all need to learn in order to lead a happy life in dignity, be part of society and make use of our resourcefulness”.

(http://www.thempra.org.uk/social-pedagogy/key-concepts-in-social-pedagogy/the-zone-of-proximal-development/)

Supportive Learning Opportunities

Young children experience their world through their relationships with parents and practitioners. Safe, stable, nurturing relationships and environments between children and practitioners responsible for their care, provide a buffer against the effects of potential stressors such as child maltreatment and are fundamental to healthy brain development. They also shape the development of children’s physical, talking about what they are painting or drawing with an adult or another child

Problem-solving, reasoning and numeracy: using developing mathematical ideas and methods to solve practical problems, e.g. learning new concepts such as full and empty, light and heavy, during sand and/or water play

Knowledge and understanding of the world: investigating objects and materials by using all senses as appropriate, e.g. exploring the different properties of materials, such as differences between wet sand (which can be shaped to build things) and dry sand (which can be poured)

Physical development: handling tools, objects, construction and malleable materials safely and with increasing control, e.g. developing dexterity and hand–eye co-ordination during creative activities such as painting, drawing, model making and woodwork

Creative development: expressing and communicating their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments. Creative activities such as painting, drawing and model-making help to stimulate aesthetic awareness and appreciation of colour, shape, patterns, relationships and

Observation is an integral part of the assessment and planning cycle to aid positive development.

Settings use observation as an essential and central aspect of the practitioner’s role and are key to everyday practice.

Observation is about observing children's actions, expressions, gestures and behaviours, and listening to their talk and interactions within the setting (Nursery World, 2006).

Sometimes it is about joining in with their play or conversations and sometimes about asking and responding to questions. The purpose of observations is to enable practitioners to plan appropriate activities and learning to meet the full range of needs of all children within the setting.

Practitioners will observe children to find out:

 What is interesting and motivating them as individuals or groups

 How they have joined in with 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

 What they know and understand in terms of the Foundation Stage areas of