The EYFS supports settings in developing a child’s writing, reading and listening. It allows settings the opportunity to complete many activities that support the children’s literacy development. At the age of 3 a child can develop their writing through mark making, whether it be on paper, in sand or painting. The EYFS supports children aged 0-5, it states the “ability to communicate and use language is recognised as the foundation for children's development across other learning areas” (http://www.nurseryworld.co.uk/nursery-world/feature/1097224/eyfs-practice-prime-communication-language) The EYFS prime area of communication and language and the specific area of literacy covers listening, understanding, speaking, reading and writing. By developing a child’s speaking and listening you are supporting the development of communication as well as language; it covers what to do in a situation of a child having English as an additional language and what activities can support every child in their personal development.
Unit 3 Question 2 E5: Describe TWO (2) strategies which the setting may use to empower children to develop independence and self-reliance The importance of children’s communication skills In terms of empowering children, communications skills are critical. Being able to communicate helps children express their needs and feelings and make friendships with other children. Some children who experience difficulties in managing their behaviour are likely to have difficulties communicating. This means that helping children gain communication skills should be a major focus of your work with them. Communication skills used by children helps children to express their feelings, manage their anger, helps to negotiate with others, helps to understand the feelings of others, and also helps children respond appropriately to others.
1.2. Explain how speech, language and communication skills support each of the following areas in children’s development. The term cognition means what your brain is able to process, understand and then use information that we have learnt. Children need to be able to understand and use language. It helps children express personal ideas, express creative and imaginative thoughts and ideas, to think outside the box, to be able to control
Making sure you are listening to the children when they are talking, this will show them that you are interested and value their opinion. Show that you are approachable, this will put children at ease, children of all ages and abilities and culture should feel secure and valued. When children see how adults behave they will copy this behaviour and take this into adulthood so it is important that they have good role models. 1.2• describe with examples how to behave appropriately for a child or young person’s Stage of development. When dealing with children you should ensure that when communicating with them you take into account their age, stage of development.
It's understood that different people assimilate information with different learning styles such as auditory, visual, and kinaesthetic methods. Understanding your students abilities and needs will ensure the right balance of methods and activities to be used. Other points of referral which are available to meet the potential needs of students include: Discretionary Learner support fund, Citizens Advice Bureau, Job Centre Plus, Deaf Association,
We communicate when we want to develop learning. Communication is very much important in developing learning among our children. Verbal or non-verbal communication helps the learner to develop a certain skills. Communication is a basic process to understand each other and helps to build a harmonious relationship towards a group of people. 1.
The performance of | | |the child depended on how the learning situation is perceived by the child in question and whether he is given the | | |optimal help by me in understanding what was expected of him. | | |In page 18 of Margret Donaldson’s book (Children’s Mind), she argued that communication is in two ways and for a | | |communication to be effective each participants needs to try understanding what the other knows already. In this | | |activity the child appeared to have more ideas about the said activity and due to this, he is able to communicate with | | |me throughout the activity showing interest and enthusiasm about what he wanted to do. As a practitioner, I listened | | |carefully and take on board what the child wanted to do. Through this, we were able to come up with an idea for the |
EYMP 2: Promote Learning and Development in the Early Years From doing this unit I will be preparing myself to work with children and to support their learning and development. The unit will also assess me in my competence in planning for and meeting children’s needs, thus providing and supporting their learning and development activities. 1. Understand the purpose and requirements of the areas of learning and development in the relevant early year’s framework. 2.1 Explain each of the areas of learning and development and how these are interdependent: The EYFS is split up into 7 different areas of learning.
1.2 Relationship building is important when working with children and young people. The way this is done is by being a positive role model. The young person must feel comfortable when I am helping/supporting the young person with work. When working with children I have to make sure that when working with then that I use easy to understand words. Towards children I must show a caring approach and listen to them when they are asking me question and make eye contact so they know that I am listening to them.
I will listen to what suggestions parents can make to help improve the classroom and make it a better learning environment. Philosophy: I am going to gather up students and parents and allow them to give me advice on how to improve the classroom. I am going to arrange the classroom so it is open and inviting. It will be a well-developed learning environment. Where I can teach the children how to read, write, and focus on what the need the most and not repeating what they already know.