Ways in which early year’s practitioners should meet children’s individual needs is to promote their learning according to each individual child. Adult’s roles I believe are to support the children I agree with P Tassoni “Children determine their own play and the adult’s role is to give opportunity and guidance where necessary. A child’s period of play can be as demanding as an adult’s time at work. ” (Pg.366, 2002)
Doing observations and assessments on children to see they abilities as children when playing learn to control they bodies, co-oration, through play children are able sort though their emotions and become sociable. Adults help children learn through play by either supporting children through spontaneous or structured play I believe children should be able to have spontaneous play at the age of 3-4 years this is when children are playing on their own with no intervene with adults, they experiment and the adult is there to provide the resources and the safety of the children.
By doing this adults are following Margaret McMillan’s (1860-1931) theory of first- hand experiences and active learning, Froebel (1782-1852) believed along the same lines that children need to play and that children can make one thing stand for another this is called symbolic behaviour. Tassoni says when trying to assess children and how their learning is then the “Activity needs to be assessed in more then one way to ensure the child has understood the concept – for example, when counting objects, do not always put them in a straight line, in a circle and in haphazard layout.
Some children need to remove each object, as it is counted, to ensure they do not count it twice. ” (Pg. 401, 2002) Having a positive environment for children to play in which provides security and structure to a certain degree. This enables children to express themselves with bright colours and displays that children have helped in so they feel proud of the setting. Having positive images and activities for all children with different abilities of learning within the setting there should be access for wheelchairs using tables and sand trays, etc.
areas for children who are hearing and visual impaired also children are not all the same so left- handed scissors should be available. Children should be offered choices within the setting because all children like learning in different ways, for example some children may like to do needle and threading which develops their fine motor skills but others may enjoy colouring which also promotes their fine motor skills along with the pincer grasp.
I agree with this statement that C Hobart has written “The activities that you provide should promote the children’s all-around development and learning, and be both well planned and well prepared. ” (Pg. 3, 1999) introducing the early learning goals in 2000 I think by having this curriculum has advantages is ways in which it is intended to help practitioners plan to meet the diverse needs of all children so that most will achieve and some, where appropriate, will go beyond the early learning goals by the end of the foundation stage.
It prepares children for when they go up to primary school. The six early learning goals I believe do promote children’s development as the goals cover the child in a whole. The curriculum does provide a sense of structure and time keeping for children. The QCA describe them the following: “the early learning goals set high expectations for the end of the foundation stage, but expectations that are achievable for most children who follow the relevant curriculum. ”
The disadvantages to have these early learning goals set at such a young age is that children go up before their time and these goals are based on an average child without special educational needs which means not all children are coming up to the standards that have been set by the QCA. Children have limited choices while following the early learning goals but I think it gives children independence and preparation. Frobel (1782-1852) insisted that the education of young children was vital to their development as individuals and to social reform.
The way in which early years practitioners and other childcare workers can extend children’s play is by encouragement and providing children with enough resources to use their own imagination which is one of the three types of play used. Childcare workers need to be aware of children’s individual needs as they may not be able to say they can not hear see the white board. Adult-led activities can help children not to become frustrated with the activity and give up, when adults intervene in the right manor children do not feel they are being told what to but the adult is helping and encouraging.