Supporting Children as Working Learners

In my survey I plan to notify the reader about my capacity to support children as effective learners. I am going to relate to some of my observations and my work against theorist, National suggestions and childhood writings.

Active learning is an procedure that whereby children issue their thinking and are accountable for their own learning. Sensitive adult discussion will enable the kid to be reinforced through choice, offer their ideas for their own learning and next steps and taking control ownership with their learning. At my placement effective learning is ongoing within the setting which will be produced obvious through my observation bed linens.

Active Learning can be an approach that early on year settings should use. Curriculum for Brilliance, (2010), Building the Curriculum 2, talks about dynamic learning occurring through the five conditions. ''Spontaneous Play, Designed and Purposeful Play, Looking into and Exploring, Happenings and Life activities and focus Learning and Coaching''.

In order for myself to deliver and support children as active learners I noticed it was important to have an knowledge of child development. Corresponding to Moyles and Adams (2001) '' Effective understanding of child development and an appreciation of another and previous stages of education, will ensure that professionals foster children's healthy progress and development. Without such knowledge there's a danger that experts will provide ''nice'' activities alternatively than challenging young children's learning and extend their current expertise. '' Personally i think this is a solid statement to be a practitioner I have to deliver opportunities to task children learning experience. If children are bring effective with the learning then I have to provide challenging jobs and resources to allow them to issue their own degree of achievement.

There was a child in my placement who was quite definitely I fee of his own learning and put in most of his day learning through spontaneous play. That is visible in observation report 3: Spontaneous play, column 1, 2, 3. The child choose his own learning rather than following complete group. The adults allowed this child to make his own choice to meet his well-being and health needs as well as his learning. This child acquired additional support needs so comprehended the importance to read his document and speak to his one-one worker to see what strategies were best to use whenever using him.

Children have a say in their own learning by using Big booklet planning and discourse at pleasant time. I've described the observation statement 4: Patterns on Alien Layouts. The kids were encouraged to look at their Big E book planning as often or less than they wished. The kids are inspired through discussion in what matters and activities they wish to take part in. The personnel team then use the children's ideas and connect it with an final result from the Curriculum for Quality end result. With children choosing an planning what they want to take action is is in-line with 'High Scope'-Plan do review. This is the process where in fact the children get to communicate their own thought and motives of what they would like to do and find out. The child then will think about their experience. A superior quality curriculum has to be set up and a good understanding of their learning environment. The kids in the my environment used the e book to plan their ideas then then try there ideas. There wasn't much focus on the kids reflecting though.

The setting up has various areas in the playroom and the kids have opportunities to discover. At pleasant time the tutor informs what they are doing. It is then the children choice to become listed on in. If a child wishes to try out with development or at the role play area the full session, this sometimes appears as acceptable to occur. Within these areas personnel may encourage communication and interaction. They will not tell a child to leave a location and take action else. In my own observation record 7: Storyline time, I have demonstrated that the kids choose their own activity. It also explains the range of resources that are are available to the children. This is layed out in column 1, 2 and 5. Within my experiences with the kids I was alert to Lev Vygotsky, Area of Proximal Development. He was a sociable constructivist theorist as his theory was underlined by the contribution to learning created by others. His theory was the space between just what a child can perform and learn together and what they can do with the support from another adult or a child. He rated child discussion between themselves as being very important. I feel this is positive and in my own setting up the ante pre and pre blended so they can support one another learning and this too can be an active approach. That is evident in my grids as some of the three and four year old children does mix along and reveal their ideas. (See observation record 6: treat) Bruner idea of spiral curriculum was valuable to my environment as some children have been there for over per year and Bruner theory assumed children will revisit play materials over time bur choose to use them differently within their cognitive development. Bruner observed the child as an active learner and problem solver.

When I began following activities that fitted with in the area plan I sensed confident in my role. I had been wary initially on how to feedback to parents. I took on board my coach advice and became well informed. In my observation statement 6: Treat time the children have a moving snack. I believed I needed a important role to meet up with the children well-being and health needs. Snack is a superb opportunity to listen to the children terms and exactly how they socialize. I sensed with this activity I did have to intervene with the children conversation in order to supply the children with valuable info about healthy eating. Children need to have the possibility to learn about a wholesome lifestyle. This is in-line with National Care Requirements, Standard 3, Well-being and health, point 3. There is an activity I had been working with, where I believed the composition of the room interrupted the children's play. This is apparent in observation record 5:Jelly cubes. The kids left the activity where they had been exploring their ideas with the jelly to fit in with the programs established by the teacher. It was important they performed go and brush their pearly whites but I felt they could do that straight after their treat rather than them being interrupted.

The staff team do encourage children to join in to offer a wide range of experiences. I'd encourage the children by detailing what I would be doing and then show the kids. Leading to my last week I felt I got self-confident to lead activities associated with a learning episode. The kids had been discussing Transport. Then i took this on board and planned to offer experiences to encourage the children to think of different methods of transport and study from each others experience. My observations reviews 8-12 are related to my learning episode to the children. I earned a number of recyclable tubs and boxes and asked the kids what could we do with them. The children gave the theory to make something also fitted into the theme of the area. This is evident in Observation statement 11. Junk modelling. Dowling, M (2010) P63 Suggests '' a carefully organized programme in a setting should allow scope for the child's enterprise but provide a location for adult direction so when appropriate adult involvement and adult connections''. I believed I did so provided support when needed but offered the children the chance to create their own ideas. With all the junk modelling the children choose to this so the scope was there to allow them to decide to make use of their junk in the role play area.

The Child at the Centre, Personal Evaluation in the first Years, discuss discussion with children. It states in point 5. 2, site 30 ''Although we support children in their learning, often we intervene prematurily. in their play, reducing opportunities for children to develop their ideas''. I did asked my mentor to observe myself as I was keen to understand if I was interacting at the right times and using appropriate questions.

I experienced with the support I had from my mentor and the team I was able to combine challenging activities to the children. I got aware to adapt to the children's needs and also have a good understanding of the milestones of child development. This is outlined in Country wide Health care Standards, Standard 4, Interesting with children point 2.

I was aware I got a job model and need for my activities for the kids. As stated in THE KID at the Centre, site 35 ''we have well planned opportunities for children to see worthwhile accomplishment''. This was important for myself to keep in mind when planning and analyzing my encounters for the children learning. I had been very much a part of the kids planning which help my improvement and understand the importance of helping their lively learning. In appendix amount. . . . I will assess on my record and how I am going to improve on aiding children as productive learners.

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