The Roles Of The Adult
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Scottish Further Education Unit (SFEU) Support Materials for the National Certificate Group Award in Early Education and Childcare
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![The role of the adult in supporting play ( from O’Hagan &Smith 1995);Collins, Insey&Soler 2001);Brown 2003 ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
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During the sensorimotor stage from birth to age 2, infants' cognitive development involves learning through their senses and motor skills. They progress from simple reflexes to more complex skills like object permanence, means-end understanding, and symbolic thought. Piaget's theory describes 6 substages as infants learn to coordinate vision, grasping, and other abilities to explore the world and mentally represent problems. By 18-24 months, infants can imitate behaviors and engage in pretend play using internal mental representations.
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The document discusses key aspects of preschool, including:
- Preschool aims to prepare children for school through learning, play, and socialization in a safe environment.
- Preschool programs include public, private, and Head Start options with part-time or full-time schedules.
- A quality preschool features age-appropriate activities, low student-teacher ratios, and trained staff to foster children's academic skills and development.
- The daily schedule balances free play, outdoor time, large group instruction, and small group activities to engage children in diverse settings.
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The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
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Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
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The document summarizes an observation of children playing with blocks at a childcare center. It describes the children building a block tower together and their reactions when it fell over. Possible developmental cues are listed, such as the children using palmer grasps to hold blocks and being able to focus on the task. A proposed follow up activity is then outlined, where the observer would lead a small group experience exploring different blocks. The observer discusses introducing and guiding the activity, including setting limits, modeling behaviors, and providing a warning before concluding. The children seemed interested in further exploration of blocks. The observer believes the inquiry process would work well with this topic since the children showed interest and there is space, time and materials to explore blocks.
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This document discusses creating a positive learning environment in early years settings. It addresses several key points:
1) The environment plays a key role in supporting children's development and learning. It should meet individual needs, foster independent learning through play, and provide indoor and outdoor learning opportunities.
2) High-quality environments have caring relationships between adults and children, support emotional well-being through predictable routines and consistently applied rules, and have high expectations for children.
3) Research studies like EPPE have found that high-quality pre-school experiences provide long-term benefits, especially for disadvantaged children. Key elements of quality include educational goals, responsive adult-child interactions, and a safe, stimulating physical environment.
Play based learning research power poing
Play-based learning is an important part of early childhood education. It allows children to explore, learn social skills, develop imagination and problem solving through different types of play like sensory, pretend, and physical play. However, many kindergarten classrooms have reduced or eliminated playtime in favor of more academic instruction and standardized testing preparation. Research shows children who engage in socio-dramatic play have better language, social, and self-regulation skills. Educators should make time and space for different types of play daily and find ways to incorporate it into the classroom.
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This document discusses children's creative development and the stages and theories surrounding how and why children create art. It covers four main theories: physical, emotional, perceptual, and cognitive. It also outlines developmental stages of children's art based on theorists such as Kellogg and Lowenfeld, starting with scribbling around ages 2-3 and advancing to schematic drawings around ages 7-9 and more realistic drawings in pre-teen years. The goal is to understand children's art in the context of their cognitive, emotional, and physical capabilities at different ages in order to appreciate the creative process.
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The document discusses key principles for designing environments that support play and exploration for infants and toddlers. It emphasizes the importance of [1] intentionally arranging accessible materials and furnishings to define different play areas, encourage peer interaction, and allow children to focus on activities; [2] displaying children's artwork and documentation of their experiences; and [3] incorporating mirrors, natural light, plants, and opportunities for art exploration to stimulate learning and development.
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Presented By: Anvesh Chauhan, discusses socio emotional development in early childhood. Social emotional development includes the ability to experience and manage emotions and establish relationships. It is crucial for skills like communication, self-regulation, empathy and coping. Socially, children learn to interact with others and view themselves as individuals. Emotionally, they expand what emotions they can feel, understand emotions in others, and start regulating their own emotions. Successful social emotional development helps children establish peer relationships and initiative, while challenges can increase anxiety, sadness and behavior issues.
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This document discusses the importance and benefits of outdoor free play for early childhood education. It outlines that free play provides children with freedom, time, and a variety of activities. It allows children to grow at their own pace and feel respected. The document also discusses the role of teachers and organization in facilitating free play. Teachers can plan activities, observe children, and use various strategies like questioning and documenting to support children's learning and development during free play. Outdoor free play provides cognitive, physical, social, and emotional benefits for children such as opportunities for risk-taking, creativity, and making friends. The overall goal is for staff and organization to work positively as a team to support children's holistic development through outdoor free play.
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The document outlines Mildred Parten's six stages of play: unoccupied play, solitary play, onlooker play, parallel play, associative play, and cooperative play. It describes each stage, including the typical age ranges and skills developed at each stage. Unoccupied play involves no real engagement and is seen in infants. Solitary play involves playing alone and is common in toddlers ages 2-3. Onlooker play involves observing others play without joining in. Parallel play and associative play involve playing side-by-side or together without set rules, developing social and language skills. Cooperative play involves assigned roles and group goals for children ages 4-6.
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This document discusses the importance of play for child development. It defines play and explains that play is essential for education as children learn through play. It outlines that play enables children to explore their world, develop social and cultural understandings, express thoughts and feelings, and meet and solve problems. The document then discusses how play supports cognitive development, language and literacy development, social development, emotional development, physical development, creativity and imagination. It provides examples for each type of development. Overall, the document emphasizes that play is critically important for children's learning and development across multiple domains.
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Play is essential for children in early childhood stage, it is crucial for their various developments:
-cognitive development
-satisfied exploratory need
-master anxiety and conflict
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Various types of play adopted by children:
-symbolic play
-practice play
-social play
-constructive play
-game
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This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
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This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
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1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
Cognitive development of infants and toddlers
During the sensorimotor stage from birth to age 2, infants' cognitive development involves learning through their senses and motor skills. They progress from simple reflexes to more complex skills like object permanence, means-end understanding, and symbolic thought. Piaget's theory describes 6 substages as infants learn to coordinate vision, grasping, and other abilities to explore the world and mentally represent problems. By 18-24 months, infants can imitate behaviors and engage in pretend play using internal mental representations.
PresEd 19 : Chapter 7 (The Pre-School Years : Getting Ready for School.)
The document discusses key aspects of preschool, including:
- Preschool aims to prepare children for school through learning, play, and socialization in a safe environment.
- Preschool programs include public, private, and Head Start options with part-time or full-time schedules.
- A quality preschool features age-appropriate activities, low student-teacher ratios, and trained staff to foster children's academic skills and development.
- The daily schedule balances free play, outdoor time, large group instruction, and small group activities to engage children in diverse settings.
Arts in Early Childhood assignment 1
The document discusses the importance of incorporating various art forms - including music, dance, drama, visual art, and media arts - in early childhood education. It describes key elements, practices, and learning benefits of each art form. For example, it states that music can help with literacy development while enhancing creativity. The document also provides examples of learning experiences the educator would implement for each art form, such as creating homemade instruments in music or acting out character voices in drama. Overall, the summary emphasizes that the arts allow young children to express themselves and support development across multiple domains.
Early childhood development
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
High scope model
The High/Scope curriculum is an early childhood education model based on Jean Piaget's constructivist theory that children learn best through hands-on experiences. The curriculum focuses on active learning in small groups and follows a "plan-do-review" sequence. It emphasizes allowing children to guide their own learning activities within a consistent daily routine, while educators observe and provide a stimulating environment. The High/Scope approach has been successfully implemented with children from infancy through early elementary school.
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For more information, Please see websites below:
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Complete curriculum assignment
The document summarizes an observation of children playing with blocks at a childcare center. It describes the children building a block tower together and their reactions when it fell over. Possible developmental cues are listed, such as the children using palmer grasps to hold blocks and being able to focus on the task. A proposed follow up activity is then outlined, where the observer would lead a small group experience exploring different blocks. The observer discusses introducing and guiding the activity, including setting limits, modeling behaviors, and providing a warning before concluding. The children seemed interested in further exploration of blocks. The observer believes the inquiry process would work well with this topic since the children showed interest and there is space, time and materials to explore blocks.
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The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
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This document discusses key concepts of child-centered pedagogy including readiness, choice, needs, play, and discovery. It summarizes the origins and central tenets of these concepts but then provides a critical analysis highlighting issues with assuming they apply universally across cultures. For example, it notes that readiness privileges adult perspectives, choice may be an illusion if controlled by adults, needs are value-laden, play is a cultural artifact, and discovery privileges certain cultures' knowledge over others. Overall, it questions the universal application of these tenets without consideration for cultural and social contexts.
Indoor outdoor environment
This document provides a list of furniture, materials, and equipment needed to outfit the indoor and outdoor environments of a preschool classroom for 12-15 3-5 year old children. It includes detailed items for different activity centers, dramatic play, math/manipulatives, language/literacy, building, and outdoor play along with the associated costs. Guidelines are provided for creating rich indoor environments through exploration, play, teaching, social interaction, significance to children, and a sense of belonging. Outdoor environments should support gross motor development, active engagement, physical exercise, safety, and natural materials.
3.1 Purposes of PlayPlay fulfills a wide variety of purposes in .docx
3.1 Purposes of Play
Play fulfills a wide variety of purposes in the life of the child. The importance of play in early childhood is strongly emphasized in a recent report by the American Academy of Pediatrics (Milteer & Ginsburg, 2012):
Play is essential to the social, emotional, cognitive, and physical well-being of children beginning in early childhood. It is a natural tool for children to develop resiliency as they learn to cooperate, overcome challenges, and negotiate with others. Play also allows children to be creative. It provides time for parents to be fully engaged with their children, to bond with their children, and to see the world from the perspective of their child.... It is essential that parents, educators, and pediatricians recognize the importance of lifelong benefits that children gain from play. (p. 204)
Play Fosters Physical Development
Sensorimotor Skills
On a very simple level, play promotes the development of sensorimotor skills, or skills that require the coordination of movement with the senses, such as using eye-hand coordination to stack blocks (Frost et al., 2008; Jones & Reynolds, 2011; Morrison, 2004; Tokarz, 2008). Children spend hours perfecting such abilities and increasing the level of difficulty to make the task ever more challenging. Anyone who has lived with a 1-year-old will recall the tireless persistence with which the child pursues the acquisition of basic physical skills.
Fitness and Health
Strenuous, physical play is especially important today, when obesity among children and adults has reached an all-time high. An estimated 64% of all adults in the United States are seriously overweight or obese. Approximately 10% of all children age 2 to 5 years and 15% of older children are overweight (Association for Childhood Education International [ACEI], 2004). It is crucial that early childhood programs offer children the opportunity for active, gross-motor play every day, as habits and attitudes toward physical activity are formed early in life and continue into adulthood.
Outdoor Play Connects Children to Nature and Their Environment
Nature Feels Good and Inspires
Playing outdoors allows children to experience their natural environment with all their senses “open.” They can breathe fresh air and feel the invigoration of their hearts pounding as they charge up a hill. Children learn about the variety of creatures that may live in their area, explore the life cycle when they discover a cocoon or squashed ant, and experience fully with their senses how everything seems different after the rain. Where does the sun go when it is cloudy? Where does the wind come from? Questions about nature arise spontaneously through outdoor play and provoke children into thought and, if properly supported by the teacher, into deep investigations of the world. It is vital that we allow all children—urban, suburban, and rural—to discover the world outside and learn to appreciate the environment around them.
Children must have ...
Science
The document provides guidance on how to design science centers for different aged children from infants to toddlers to those with special needs, recommending features like labeling, interactive displays at child height, books and natural materials, as well as accommodations for disabilities or cultural differences. It also discusses the skills children can develop in a science center, such as problem solving, and the teacher's role in supervising and encouraging learning.
The Transformative Power of Toys and Playtime in Early Education
In the bustling halls and classrooms of nursery schools, where young minds are filled with curiosity and joy, toys and playtime become indispensable tools for their learning and development. While some may view play as mere entertainment, research has shown that it plays a crucial role in enhancing holistic growth and preparing children for academic success in the years to come.
How does enjoyment benefit kids’ development and growth?
These are some benefits of enjoyment and play in kids' lives. If you are looking for a place, Preschool Cypress, CA, can be the right place for your child. Here, we are focused on kids' proper development and growth.
https://www.buenaparkmontessori.com/pre-primary-curriculum
Early Childhood Education.pdf
All children should have access to education that is of good quality and begins during the early years. Cherubsplay advocates for this belief and provides a platform for it to become reality.
creating child-centered.ppt
This document outlines the philosophy, methodology, and key components of the Step by Step early childhood education program. The program aims to prepare young children for rapidly changing times by fostering skills like critical thinking, problem-solving, and creativity. It is based on constructivist and developmentally appropriate practice theories and emphasizes child-centered learning through play, exploration, and following children's interests. The document discusses how infants and toddlers learn best and provides guidance on supporting various areas of child development. It also covers important aspects of program administration such as the learning environment, staff roles, family engagement, and evaluation.
Explain The Stages Of Child Development
This document discusses Piaget's three stages of child development as they relate to observing a child's social behaviors during recess or lunch at school. The observer would pose as a school staff member and measure how the child's social behaviors like sharing, taking turns, and communication change over time when interacting with peers. The goal is to assess the child's social development and competency through observing them in a social setting like recess.
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3.1 Purposes of PlayPlay fulfills a wide variety of purposes in .docx
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The Transformative Power of Toys and Playtime in Early Education
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How does enjoyment benefit kids’ development and growth?
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