Areas to Support Children’s Learning and Development

Areas to Support Childrens square up and ontogenesisSupporting Childrens Learning and usingChildren are growing each(prenominal) the cartridge clip and their tuition reflects this, so, for example, when a electric shaver can pull themselves up they can on the spur of the moment reach things they couldnt before or when they turn around new language they vex to label objects such as b both or drink. The revise EYFS purposes the term Learning and Development to describe seven battlefields of learning. These are all related to each other however, they are divided into prime and precise areas.Prime Areas Personal, fond and Emotional DevelopmentCommunication and Language natural DevelopmentSpecific AreasLiteracyMathematicsUnderstanding the WorldExpressive liberal arts and excogitationIn ad get marriedition the revised EYFS refers to the distinct slipway that children learn as the characteristics of learning shimmering and exploring children investigate and experience things and have a go. Active learning children concentrate and keep on act if they encounter difficulties and enjoy achievements. Creating and thought process critically children have and develop their induce ideas, make neckties in the midst of ideas and develop strategies for doing things. Together with the prime and proper(postnominal) areas these comprise the slamledge, skills and experiences that are maturementally appropriate for children from birth to 5 years.Personal, Social and Emotional Development Involves helping children to form positive relationships, to develop societal skills and learn how to make love their feelings and develop respect for others. Personal, Social and Emotional Development is make up of these aspectsSelf Confidence and Self Awareness Children are confident to try new activities and say why they like whatsoever activities more than than others. They are confident to speak in a beaten(prenominal) assembly, talk near their ideas and say when they do or dont need help.Managing Feelings and Behaviour Children talk well-nigh how they and others immortalize feelings, talk ab fall out their stimulate and others behaviour and that some behaviour is unacceptable. They work part of a group and understand to espouse rules.Making Relationships Children crop co-operatively, taking turns with others. They become account of one anothers ideas or so how to organise their activity. They testify sensitivity and form positive relationships with adults and other children.Communication and Language Involves fine-looking children the opportunity to develop their confidence and skills. To give children the best opportunity for developing communication and language. Communication and Language is made up of these aspectsListening and financial aid Children listen attentively in a point of situations. They listen to stories and oppose to what they hear with relevant comments or questions. They give their attention to wh at others say and suffice appropriately fleck engaged in another activity.Understanding Children follow instructions involving several ideas or actions. They answer how or why questions about their experiences and in response to stories and events.Speaking Children express themselves effectively. They use past, present and afterlife forms accurately when talking about events that have perished or are to happen in the future. They develop their witness narratives and explanations by connecting ideas or events.Physical Development Involves providing opportunities for unripened children to be active and interactive, and to develop their co-ordination, control and vogue. Children must as well be helped to understand the importance of physical activity and to make rubicund choices to food. Physical Development is made up of these aspectsMoving and Handling Children base good control and co-ordination. They move confidently in a range of ways. They handle equipment and tools effectively, for example, pencils for writing and climbing equipment.Health and Self Care Children screw the importance for good health of physical exercise and a estimable diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs including dressing and way out to the toilet independently.The Specific AreasLiteracy Literacy development involves encouraging children to link sounds and letters and to aim to read and write. Children must be given access to a capacious range of reading materials such as books to ignite their interests. Literacy Development is made up of these aspectsReading Children read and understand simple sentences. They use phonic drive inledge to decode regular words and read them aloud accurately. They contend understanding when talking with others about what they have read.Writing Children use their phonic kip downledge to write words in ways which match their intercommunicate sounds. They write sim ple sentences which can be read by themselves and others. Practitioners could second writing skills by providing sand to promote writing.Mathematics Involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and price reduction problems and to describe shapes, spaces and measures. Mathematics is made up of these aspectsNumbers Children count faith richly from 1-20 place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. Practitioners could supply building blocks and numbered jigsaws to help acquit this.Shape, Space and measures Children use frequent language to talk about size, weight, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They research charact eristics of e trulyday objects and use mathematical language to describe them. Different sizes and shapes of building bricks and blocks could be used to promote this.Understanding the World Involves guiding children to make reason of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the purlieu. Understanding the World is made up of these aspects citizenry and Communities Children talk about past and present events in their own lives and family members. They know about similarities and differences between themselves and others and among families, communities and traditions. Practitioners could use pictures and photographs to display diametrical cultures.The World Children know about similarities and differences in relation to places, objects, material and living things. They talk about their own environment and how environments might vary from one another. Children leave alone in addition deve lop an understanding to share for their environment. Practitioners should support this by getting children to care for plants or a small vegetable patch.Technology Children recognise that a range of technology is used in places such as homes and schools. They get hold of and use technology for particular purposes. Younger children use mechanical toys while older children could share, in turn, using a computer.Expressive Arts and Design Involves enabling children to explore and play with a wide range of media and materials. This area supports childrens curiosity and play. They explore and share their thinking, ideas and feelings in music, in art, movement and dance, role play and technology. Expressive Arts and Design is made up of these aspectsExploring and using Media and Materials Children sing songs, make music and dance. They safely use and explore a variety of materials, tools and techniques experimenting with colour, tendency, texture, form and function. Practitioners c ould use tape recorders, cd players and melodic instruments.Being imaginative Children use what they have learnt about media and materials in passkey ways thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. Practitioners should digest a variety of role play materials and support childrens imaginative ideas.Children develop and learn in different ways. Practitioners need to look at what skills and knowledge the children are demonstrating and consider ways to support the child to streng consequently and deepen their current learning and development skills. This will ensure that the individual needs of the child are met. in that respect are 3 characteristics of effective learning to help us focalise on and understand how children learn.Playing and ExploringFinding out and ExploringUsing what they know in their playBeing willing to have a goThis characteristic of learning fo cuses on a childrens engagement with the resources they use, the environment they are in and the people around them. Children should have opportunities to be concern in open ended, hands on experiences prompted by their own curiosity. Childrens play experiences should enable them to prove things out that interest them, initiate activities, seek challenges, develop a can do attitude, and be willing to take a risk in trying out new experiences and begin to see failures as a learning opportunity. Play also provides the link to the areas of learning and development and gives the opportunity for children to explore their own feelings, views and ideas.Active LearningBeing involved and ConcentratingKeep TryingEnjoying and Achieving which they set out to doActive Learning focuses on the role of intrinsic motivation which supports long term success. Children need to be able to follow their interests for long periods of time, fully engaged in what they are doing and concentrating deeply. I n their activities, children should be encouraged to deliver challenges and keep on trying if they encounter difficulties. Practitioners should help children to value the rewards of their own success.Creating and Thinking CriticallyHaving their own ideasUsing what they already know to learn new thingsChoosing ways to do things and finding new waysCreating and thinking critically highlights the importance of observing how children are thinking. Children have and develop their own ideas. Children should have many opportunities to be creative, generating new ideas, being inventive, finding problems and challenges and computing out their own ways to solve them. By respecting childrens ideas will give them confidence to try out new experiences. Children from a very young age enjoy organising and processing information, creating patterns and making predictions based on what they already know.Children develop and learn in different ways. There is a great deal of overlap between the ages and stages because all children develop at different rates and at their own pace. This should be remembered when planning activities. bear to 11 months babies enjoy being held and cuddled. They enjoy the company of others. Practitioners should ensure that all supply are aware of the importance of attachment and to get staff to say hello and goodbye as this develops a secure and bank relationship. Practitioners should plan to have one to one contact with babies and provide toys/objects to be sucked and squeezed and provide space to roll around and explore.8 20 months babies and young children will now start to build relationships with special people. They start to show an interest in activities so practitioners could provide push along toys and trikes for exterior play.16-26 months children start to play alongside others and play co-operatively with a familiar adult. Practitioners could then play name games to get everyone to know each other. Plan play activities to get childr en to explore new toys and environments such as trikes, pushchairs for dolls, dough, sand and cds and story books.22-36 months children now show an interest with others and want to join in. Many form special friendships with others. Practitioners can provide resources that promote co-operation between two children like a bat and ball. Provide safe spaces so children can run around safely, kick a ball and use A frames. Practitioners can discuss with other staff how each child responds to activities and build on this to plan future activities.30-50 months children now play at bottom a group and initiate play. Practitioners need to provide space and materials for group play, for example, lego.40-60 months Practitioners need to ensure that children have opportunities to play with everyone in the group and to provide activities that involve taking turns and sharing. Practitioners need to plan time and space for industrious play and plan activities where children can practice moving, throwing, climbing and kicking. Experiment different ways of moving.