D1: day as they will learn and develop

D1: describe ways that the
practitioner can meet children’s educational needs or care needs in relation to
the title

The role of
the practitioner in meeting children’s educational needs is that practitioners
need to ensure that all children are meeting their individual targets and being
given the highest standard of learning. Practitioners understand children’s
individual needs by using the observation, assessment and planning cycle from
the Development Matters Early Years Foundation Stage (EYFS). This is to be used
so that we can ensure that children’s individual needs are met. It is important
for practitioners to have a continuous assessment of children’s progress and
development so that we can see where they’re developing well and where they
aren’t developing as quickly. Practitioners need to ensure that all
practitioners are following the settings method of observing the progress of
children’s development.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

The key
person ensures that all their key children have been observed, assessed and
planned for and need to ensure that they are always on top of this so that the
child doesn’t fall behind in their development. Once the key person has
observed the child’s current development and learning they then plan different
activities to further the child’s learning in certain areas. When planning to
further their learning practitioners should ensure that children’s interests are
included. It is important to have a mixture of child-led and adult initiated
activities throughout the children’s day as they will learn and develop in the
best way.  Activities that are well
planned will help the child to learn and make progress in their learning as
well. The EYFS says “practitioners must
consider the individual needs, interests and stage of development” Statutory framework for the early year’s foundation
stage. (2017). Department for Education, p.6. Available at: https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf
Accessed 25 Jan. 2018.

Practitioners
should include the child’s parents in their learning and it is important for
the key person to do this as they know the child best. Parents are their
child’s main educator so the parent knows their child best so when planning for
the child’s learning it is important to involve both parents/carers. It is
important for practitioners to inform parents/carers about their child’s
learning and how they are developing in the setting and it is important for the
parent to do the same about the child when they are at home.

It is
important for Early Years Practitioners (EYPs) to support all children’s
individual needs and interest when in the setting including those children with
Special Educational Needs (SEN). Inclusive practice should be put into place at
all times so that it allows all the children to access the same learning
opportunities and the other children. Practitioners have a duty of care to
provide additional support for those children with special educational needs or
a disability. This role is known as Special Education Needs Co-ordinator
(SENCO). SENCO discusses a children’s needs and will ensure that they can enjoy
and take part in activities in the setting. Practitioners need to know about
the Equality Act 2010; nurseries must not discriminate against children in the
setting. Practitioners will also need to make adjustments to help support
children with SEN.

Child-centred
practice involves putting the child at the centre of their learning,
practitioners should simplify learning instead of showing the child what to do.
Allowing the children to move freely around the room and explore the room by
themselves allows them to take part in activities and different play that
interest them the most. It also encourages the children to make their own
choices and build their confidence in doing this.

D2: explain the importance of
supporting children’s development or well-being in relation to the title

Through play
children start to develop different language skills, starts to discover
different emotions and how to deal with their emotions in different situations,
social and intellectual skills. Children learn these through play opportunities
and activities. Some children prefer not to play or prefer to do their own
thing by themselves. It is the practitioner’s role to encourage the child to
play with others and give them extra support. The practitioners can do this by
gently easing the child into small group activities rather than a great big
activity with all the children. Play is one of the main ways that a child will
learn. When children are enjoying their play or enjoying a certain activity
they will become very intrigued in the activity, this will help them to gain
the ability to concentrate for a longer period of time. Children need to be
given the opportunity to play outside as well as playing indoors. The children
should be able to choose freely whether they want to play outside or inside or
switch between the two. These two environments allow the children to explore
and discover the setting more and in their own way. The resources that children
use inside can also be taken outside if they wish. Practitioners provide time,
space and other resources that get the children’s imagination going.

Play is a
very important part of every child’s life and is important for them to enjoy
childhood as well as social, emotional, intellectual and physical development.

When
children play their social and emotional development gets better as they are
playing with other children which means they are going to have to share and
take turns. When playing with other children there maybe conflict and some
disagree so the children will have to learn to control their emotions when they
end up in these situations.

Children
learn different within different environments, indoor and outdoor. It is the
practitioner’s role to support children’s learning in these environments. It is
important for practitioners to encourage children to have a go and to have
confidence. Developing and supporting their feelings. Ensuring that children
can repeat their experiences, for example: if a practitioner carries out an
activity they can do it again after a few weeks but add different ideas rather
than not doing the activity again. Practitioners can use that to observe, for
example doing an obstacle course each month and see how much more confident the
children become in their physical development.

Practitioners
need to allow and support children in playing as it helps and encourages their
learning in all areas of development. Children’s play supports all areas of
their development including:

·        
Physical
development –children’s fine and gross motor skills will be developed in
different games and the movements they make. Their fine motor skills could be
them writing their names with a pencil and gross motor skills could be them
riding a bike or kicking a football.

·        
Social
and emotional development – when children play it encourages them to take part
in different activities with other children in the setting and it also
encourages them to share and take turns. By doing this it also allows children
to create relationships with other children and practitioners and builds a bond
with them.

·        
Communication
and language development – throughout a child’s play it allows them to express
their feelings and thoughts with others and helps them to develop their speech
and language.

D3: describe an enabling environment
that supports children’s development in relation to the title

The layout
of the environment can have a big impact on children’s learning. Easy and
unrestricted flow between different play areas are the best so that children
have the opportunity to play with what they want. Practitioners encourage
children to explore different activities both inside and outdoors and encourage
children to develop different skills in these environments.

Environments
play a very important role in supporting and expanding children’s learning and
development. The environment supports development in all 7 areas. Enabling
environments allow the children to learn and play in the setting and allows
them to feel safe and secure when they are there. When the children feel safe
and secure it also boosts their confidence in exploring and finding out about
the place that they are in. environment in terms is described as three aspects:
The emotional environment, the outdoor environment and the indoor environment.

In the emotional
environment it is important to maintain positive attitude so that we can make
other practitioners, parents/carers and children feel safe and welcome in the
environment. Practitioners need to allow children to express their feelings
confidently is a safe way so that they know they can trust the setting. It is
important for the practitioners to understand that some children may need some
extra support when dealing with their emotions.

A rich
indoor environment is comfortable, attractive and appropriate for all children
that use it. Some children look at it as their second home especially when they
sleep there and eat their lunch and dinner there. All environments should make
children feel happy and safe to be there and they need to know that it is a place
where they can learn and play. All resources should be of the highest quality
and all resources especially toys and dressing up props should be accessible by
all children at all times. There should be different areas around the room for
different types of play and should be appropriate for each age group. The
indoor environment can include:

·        
Displays
and the room design – we can have displays up of the children’s work that they
have done so that they know we appreciate their work. Having bright colours around
the room can encourage the children to feel happy when they are here rather
than feeling dull and sad. Having the number lines and the alphabet up around
the room with phonics will encourage children’s literacy and maths development.
Also having displays for parents so they feel involved is important whether it
is them being able to see their child’s work or just putting up important
notices for parents.

·        
Places
for rest and sleep – some settings have a complete different room for children
to rest or sleep whereas some settings only have the one room altogether.
Ensuring that the setting has a quiet area for the children when they are
feeling tired and want some rest is important so that they know they can go
there if they want to without being disturbed and woken up.

·        
Variety
of activities and age appropriate resources – it is important to plan
activities for children that meets their ages and their stages of development
and it is also important to have a variety of different activities and play
opportunities so that they don’t get bored of the same activities.

Children
playing and learning in the outdoor environment benefits their learning and
development in many ways as it has a positive impact on their well-being and
helps all areas of development. Children should have access to being outdoors
at least once every day even in the rain where practitioners should provide
appropriate clothes for them to dress in. Playing outside allows the children
to explore the different seasons, play in different weather conditions and
allows them to have a taste of the natural world. When children are outdoors
they are able to move around freely and make bigger movements compared to what
they can do indoors. Being outdoors allows the children to work on their
physical development and it’s the practitioner’s role to support and encourage
this. Different resources can be provided such as old bed sheets, tyres and
pieces of wood. This is where children can use their imagination and create
themselves dens and pretend fire places.

The outdoor
environment needs to be:

·        
Accessible
– children need to be able to move around a lot more freely outside compared to
how they do inside. They need to be able to exercise as well.

·        
Practitioners
need to ensure they do risk assessments and check for hazards as if this
doesn’t get done children and practitioners will be put in danger.

Practitioners
can provide an enabling environment by giving children space. Children need
space when they are playing to avoid any bumps and falling over things like
tables and chairs. We want children to move around freely and allow them to
explore the room, if the room is all cluttered leaving them with no space then
they won’t be able to do this. In the setting we only need the resources and
furniture that is essential so that we are leaving plenty of space for the
children. We also need to provide children with time so that we allow them
plenty of time to play and learn in their day. Some children that are in the
setting more often start getting use to a routine and usually know when snack
time and lunch time is starting to come up so they get ready to start tidying
away. An enabling environment needs strong and positive relationships between
the practitioners and the children and also the parents. This is so that the
children feel safe and welcome in the setting.

D4: include two traceable quotations
that support your response to D grade criteria

“Children learn and develop well in
enabling environments, in which their experiences respond to their individual
needs and there is a strong partnership between practitioners and parents
and/or carers” Statutory
framework for the early year’s foundation stage. Setting the standards for
learning, development and care for children from birth to five. (2017).
Department for Education, p.6.

EXPLAIN THEN DONE

“Children develop and learn in
different ways and at different rates. The framework covers the education and
care of all children in early years’ provision, including children with special
educational needs and disabilities.” Statutory
framework for the early year’s foundation stage. (2017). Department for
Education, p.6. Available at: https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf
Accessed 25 Jan. 2018.

EXPLAIN THEN DONE

C1: discuss the current framework
requirements that inform practice in relation to the title

The EYFS
statutory framework says:

“Each area of learning and
development must be implemented through planned, purposeful play and through a
mix of adult-led and child-initiated activity. Play is essential for children’s
development, building their confidence as they learn to explore, to think about
problems, and relate to others. Children learn by leading their own play, and
by taking part in play which is guided by adults. There is an ongoing judgement
to be made by practitioners about the balance between activities led by
children, and activities led or guided by adults. Practitioners must respond to
each child’s emerging needs and interests, guiding their development through
warm, positive interaction. As children grow older, and as their development
allows, it is expected that the balance will gradually shift towards more
activities led by adults, to help children prepare for more formal learning,
ready for Year 1.” Statutory
framework for the early year’s foundation stage. (2017). Department for
Education, p.9. Available at: https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf
Accessed 25 Jan. 2018.

EXPLAIN THEN DONE

 

C2: explain how planning supports
practitioners to meet children’s individual needs in relation to the title

Practitioners
must always plan activities before doing them so that they can look back after
and see what they can do differently and what they can change next time. When
practitioners plan activities it is important to link in at least 1 of the 7
areas of development so that you can relate it to the EYFS. It is important to
plan and carry activities out that motivate children to learn as well as just
playing. Practitioners should plan for each child’s interests and ensure that
it is appropriate for their age and their stage of development. All children
have different interests and won’t enjoy activities like some other children
do, just like all children are at their own different level of learning.
Practitioners need to know this so they know what to plan, they also need to
understand that all children have strengths and weakness and won’t be able to
do the same thing as another child.

All children
get set their own targets that they need to meet and it is the practitioner’s
role to plan activities that can allow the child to meet them targets/goals. It
is a continuous circle when planning for children and we use the Development
matters EYFS which tells us to observe, assess and then plan for a child.

NEED MORE

C3: Discuss how reflection supports
the practitioner to maintain effective practice in relation to the title

Reflective
practice is important to that practitioners can see where they need to improve
on previous activities and for some to make them more challenging rather than
being simple. As a practitioner when reflecting back on what you have done you need
to:

·        
Think
about your work – thinking about your work and how you’re going to do an
activity is important. If you just do it on the spot, then all sorts could go
wrong. If you plan it and think about it, you can link in different
developments as well.

·        
Know
your strengths and know what your weaknesses are – it is good to know your
strengths and weakness, however, it is more important to know where your
weaknesses lay so that you can work on them and turn them into strengths rather
than weaknesses.

·        
Review
your way of doing something to improve the quality of your practice – doing
this will make your activities better quality so that the children enjoy it
when they are carrying these activities out.

·        
Identify
and resolve problems – when reflecting on something you done you should be able
to recognise if something wasn’t right or if there was a problem with what you
done. When you can identify it you should then be able to resolve it. If you
identify it before you carry it out change it first however if you don’t then
you can change it for next time.

·        
Try
new ideas – it is important to try new ideas so that you’re not doing the same
thing all the time. Doing an activity the same all the time can be boring for
you to carry out and also very boring for the children as they have to take
part in it.

Reflective
practice is the best way for practitioners to reflect on what they have done
and to improve their quality of practice. This will also benefit the children
as we will be giving them then best learning outcome. Reflective practice is important
to the children and parent/carers because if you reflect upon yourself and know
that you can do something different or better then it can also make the child’s
learning better. Reflecting on your practice can help you make your work better
by knowing what you have done well and what you could improve or change next
time. To help you reflect on your practice you can speak to other practitioners
about what they think and share your ideas with each other. Working with other
practitioners will help you to get new ideas from each other and to extend your
practice further. When speaking with others having a reflective diary or
notebook would be ideal so that you can write all your notes and ideas in.

When reflecting
your practice, you will be able to see what you have done well and what didn’t go
so well, this will help you to improve and extend your practice. If you have
planned an activity for the children it is important to watch and observe them
whilst they are doing it so that you can see how they are reacting to the
activity. You could also ask children after if they enjoyed the activity and if
they didn’t enjoy it you can ask them what they think would be better next
time. Ask other practitioners that are around to see what they thought of the activity
and to see if there is anything that they would do differently or change, when
you are getting all this feedback back write it down in a notebook so you have
all your ideas in front of you.

Continuous professional
development (CPD)

CPD is a
constant and planned learning and development procedure. It emphasises on what
you learn and how you develop. CPD doesn’t always mean you have to attend
training courses; you can also read a book or look on the internet. It is even
ideal to talk to other practitioners about difficult situations they have been
in and their different experiences. The main feature of CPD is reflecting on
your practice. CPD includes:

·        
All
the training and development you need to be an EYP and any extra training you
do to further your knowledge

·        
Learning
that you take on to expand your knowledge and understanding of a subject

·        
Training
that can improve the practice that you provide and the setting itself.

CPD is
essential as an EYP as it gives you new information and knowledge that you need
to know when in the setting so that you can be a confident and hardworking practitioner.
It also helps you to achieve any goals that you set for yourself. Most settings
provide practitioners opportunities to go on staff training and will sometimes
offer it to parents if it is something they think parents will be interested
in. As a practitioner you should always be willing to further your knowledge
and understanding of different situations. Furthering your knowledge will benefit
children’s play, learning and development.