Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
Why Play-based Learning Is A Powerful Activity? 10 Best Reasons | Future Educ...Future Education Magazine
Here are 10 reasons why play-based learning is a powerful activity: 1. Active Engagement 2. Holistic Development 3. Creativity and Imagination 4. Exploration of Concepts 5. Social Interaction
Position paper for curriculum planning and pedagogy course. Contains topics such as: what is play, what research says about play, the benefits of play, the challenges play faces, a counterargument for concerns of learning through play and the implications for adults.
Can guidance during play enhance children’s learning.pdfLuzHerrera88
This systematic review and meta-analysis considered evidence of guided play com-
pared to direct instruction or free play to support children's learning and devel-
opment.
The Importance of Play in Promoting Healthy Child Development and Maintaining...videosplay360
Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. This report addresses a variety of factors that have reduced play, including a hurried lifestyle, changes in family structure, and increased attention to academics and enrichment activities at the expense of recess or free child-centered play. This report offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities con- sider how best to ensure that play is protected as they seek the balance in children’s lives to create the optimal developmental milieu.
3
Inventive Toddler Program
Mary Arterberry
ECE 332: Child Development
Catherine Norwood
October 26, 2016
It has been studied as well as observed that Piaget's theory has had a most important influence on the assumption along with practice of schooling. Actually this has supported us to generate an outlook where the center of attention is on the thought of developmentally suitable schooling. It gives indication towards an educational by means of environments, set of courses, equipment as well as coaching that are consistent with student's bodily and cognitive capabilities as well as their societal and emotional requirements or desires. A theme-based developmentally suitable curriculum particularly targeted to early childhood program serving toddlers ranging in age from 14 to 26 months that is based on Piaget’s theory.
Piaget’s stages of cognitive development aspect of his theory will be the most useful to us in our future career. Piaget’s sight of how children's minds work as well as develop has been very much powerful, above all in educational supposition. In addition to this, Piaget’s particular approaching was the job of maturation that is simply growing up in children rising capability to be aware of their humankind: children cannot undertake a number of tasks until they are sensitively mature sufficient to carry out so. However, his study has spawned a great deal further, much of which has destabilized the aspect of his own, however like a lot of other innovative researchers, he anticipated that children's philosophy does not build up completely easily: in its place, there are a number of points at which it "takes off" and moves into totally innovative areas along with some abilities. If we understand his theory completely than his theory would be very helpful for us in our future. After understanding his theory we can brought up our children more effectively and more successfully. In this way we can make our child philosophy. In short we can say that Piaget’s theory has contacted more the physical and psychological traits that change among each stage, despite the fact that this is obvious the growth of theoretical thinking and the acknowledgment of future results are of course a significant aspect in any ethical arbitration. I would like to at the present look at particularly how goodness develops according to Piaget’s theory, although recognizing, like Bee observes, that Piaget is better known for his job on “the early stages of moral reasoning in pre-school and elementary-school-age children”. Yes, definitely Piaget’s theory of cognitive development changed expectation for children now I can deal more effectively with my children. His theory is also very useful in our everyday work with children by understanding his theory being a parent I can make my children more successful or competent.
When generating a theme-based developmental curriculum particularly designed to early childhood programs helping toddlers that are rangin ...
Children are playful by nature. Their earliest experiences exploring with their senses lead them to play, first by themselves and eventually with others. The National Association for the Education of Young Children (NAEYC) has included play as a criterion in its accreditation process for programs for young children. “They call it their work,” says Peter Pizzolongo, associate director for professional development at NAEYC. “When they’re learning and playing with joy, then it’s a positive experience. They develop a positive approach to learning.”
Early Years Outdoor Learning: A Toolkit for Developing Early Years Outdoor Provision
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
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Child Education
Education for young children is very important yet it is often not given enough attention. We are all born naïve and innocent without knowing anything. Young children are barely aware of who they are. According to Ahmad, the learning process begins at early ages just as growth and development begin. As such, teaching and learning is an essential aspect of a child's developmental stages. The growth and development process of a child can be guided through the process of teaching and learning. At very young ages, children are very eager to learn and understand various aspects of their surrounding environment. The learning process advances to include other factors as a child grows. For this reason, it is important to understand a child's learning process and create the most accommodative learning environment. More so, identifying teaching practices that promote a child's learning process is crucial to their growth and development from an early age.
Teaching refers to the process of facilitating, in this case, children to acquire new knowledge and understand themselves as well as their surrounding environment. Different approaches of teaching are adopted for various groups of people. As such, the type of approach adopted for early childhood education is different from approaches used with other groups of people. Children are very brittle at a young age, therefore, they must be handled with care. A small error made when teaching a child can have long-lasting effects, (Bullard, 10). The main purpose of teaching practices among infants is to facilitate them into becoming who they are naturally meant to be. Teaching in early childhood education is based on observations made on the infants. The main role of a teacher at this stage is to encourage good behavior and discourage bad habits. Therefore, teaching in children's education involves more nurturing practices rather than inculcating new knowledge and skills among infants.
On the other hand, learning refers to the process through which young children acquire knowledge and develop awareness about their surroundings. This process involves various ways through which children can understand the guidance and teachings of their educators. As such, the learning process is dependent on the cognitive abilities of individual children. Some children are fast-learners while others are slow learners. “Early childhood education and care (ECEC) has been recognized as a fundamental step in children’s development as it lays the foundation for future growth and learning,” (Bullard, 11). Learning is a gradual process that starts at a slow pace and increases speed as the child grows. Children should be facilitated to learn one thing at a time rather than subjecting them to an environment that overwhelms their abilities. It is also important to understand that the learning process for infants manifests through their childish play and chi.
1. Learning Through Play
The Early Years Foundation Stage (EYFS) Curriculum in England, which became statutory in 2008,
declares that "all areas (of learning and development) must be delivered through planned,
purposeful play, with a balance of adult-led and child-initiated activities." (Statutory Framework for
the Foundation Stage, DfES, 2007, p11).
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Play in Childhood
Play is, by definition, a child-friendly activity - children play instinctively and derive a great deal of
pleasure from it. Play is an intrinsic part of childhood and is bound up with the concept of what it
means to be a "child". However, for professionals (and parents, to a certain extent), the key issue is
not so much should children play, but rather how and what will they be learning?
"Process versus product" is an interesting pedagogical debate, and early years theorists have argued
that curricula driven by outcomes and attainment, are overly narrow and less effective than those
which value the journey and foster lifelong learners.
The Unique Child
Approaches that emphasise the learning process are also likely to value the uniqueness of children -
the notion that individual children have the right to learn in a way that suits them (direction, pace,
interests and so on). These play-based perspectives seek to build a curriculum around the child, as
opposed to making the child fit the curriculum. Indeed, approaches such as Reggio Emilia, deem the
2. child to be "the curriculum" in essence, rather than viewing the curriculum as a separate, externally
imposed entity.
Play, when allowed to flourish through imaginative, thoughtful provision, can of course facilitate
both the process and the product. Children who enjoy a rich and diverse range of opportunities (to
explore, discover, talk, take risks, make choices, solve problems and use their imagination) are more
likely to develop desirable skills, attitudes and knowledge, than children whose learning potential is
restricted by highly prescriptive activities based on a narrow set of learning outcomes.
Observing Play
This can be illustrated through practitioners' observations, which often reveal that children work at
a higher cognitive level in play situations, than they do in normal classroom tasks.
Teachers and practitioners should be mindful of the effect that a particular assessment question or
set task can have on assessment outcomes - for example, if an adult asks a child to show how many
ways ten bricks can be partitioned into sets of two, then the child is likely to oblige and demonstrate
this particular skill but nothing more. However, if the adult were to observe the child sharing
pretend food in the "home corner" with a group of friends, then the practitioner may be surprised to
see other mathematical skills and number operations being used, such as addition, subtraction,
counting on/back, number bonds beyond ten, simple division and so on.
The EYFS stipulation that play should be "planned" and "purposeful" (Statutory Framework for the
Foundation Stage, DfES, 2007, p11) has raised some concerns over what constitutes planned,
purposeful play, and whether this conflicts with a truly child-centred approach. There seems to be an
implicit value judgement within these terms - the implication that not all play "counts".
The value of play is a controversial issue, and perhaps not all forms of play can be considered
purposeful or valid in an educational sense. However, if play is considered to be a rightful
entitlement for children, then should it not be accepted in all forms (within reason)? If some
educationalists feel the need to "vet" or censure children's play, then perhaps it is not the play that
is inappropriate but the setting or context itself.
http://suite101.com/learning-through-play-a143156