Learning Outcomes Unit 9 up-date Research Task guidance Other support required 26/9/13.

Learning Outcomes

Unit 9 up-date

Research Task guidance

Other support required

26/9/13

26/9/13 Research Task and Diaries

Learning Outcomes• To have understanding of

requirements of research task• To track diaries to date

Thursdays

1-1 diary support

Research task planning

Any other support

Unit 9

• Attendance sheets signed

• PER’s at least ½ completed

• Diaries completed ???? Bring in next week• Permission to observe• Record of visits • PDP

Research Task

What is research?

‘It is important to plan to meet the care and learning needs of all children

Research Task

Print out whole task

Identify marks allocated

Identify where you might find the information in other units

In groups suggest reasons

30 seconds !!!!!!!!

• Why is it important to meet the care and learning needs of all children?

why

30 seconds

http://classtools.net/main_area/template_loader.php/?timer

Research Task

C1

Assess the following 2 examples and the research they used.

Can you add to this?

Plan C1

Research task• Plan is a key word in the title. Remember

that care and learning are of equal importance in the research task and both aspects must be given careful consideration.

• The essay should have a beginning, middle and end, rather than a series of nine sections.

First C1

Introduce your work with an

explanation of why we need to PLAN to meet CARE LEARNING needs

C1 WHY PLAN TO MEET CARE AND EDUCATION NEEDS OF ALL CH

• Start with revision sheet • Support effective

planning• Assessment purposes• Learning styles• SEN• Routine (baby)• Parents partnership • Policies• Legislation• Diversity• Achieve potential

• Brief intro • ECM• Gibbs Observe• KEEP• Maslow• EYFS• My experience • Nursery World

C1 WHY PLAN TO MEET CARE AND EDUCATION NEEDS OF ALL CH

• Rewarding for you, give example

• Working with other professionals

• Relevant to curriculum

• Promote development • ILP• EXTEND LEARNING

• Same aims goals• Share with p• To know how to

support • KEEP p113• CAF• plan environment for

child INITIATED • ELG 7

C1 introduction

• Start with Quote? OR• XXX all agree it is important to plan

because• Without planning……• All professionals…….• KEEP emphasises the importance of……• As a student practitioner I have learnt

about the importance of planning to…

C1 5 MARKS

• Why plan to meet care and learning needs• Main reasons (use my revision hand out)

• Introduce research/theory (little)• Brief examples of practice• Bibliography as you go along!!!!!!!!!!

Key words for planning

• EYFS discuss how you have planned for 1 area eg self esteem or language and communication or calculations or creative or music

• Record keeping early years profile/scales

• Planning with children based on obs/parents/other professionals/childs interests/preferences/colleagues/

• Planning outdoors!!!• Continuous provision resources out all the

time


• Plan adult-directed activities which are developmentally appropriate based on child's interests.

• Consider if the routine provides opportunities for extending play

• Key person responsible for learning of child

• Adult led means adult asks if child would like to play a game?

• Adult led-taking /snack time register unless children put own name in box

• Sensitive intervention is appropriate when child initiated activities to become deeper involved


• Intervene without changing the play• What will the child gain• Child should have ownership of the play• Modelling play• Coaching help child feel confident to try

something

• Preparing activities knowing how resources support learning/ involving children?

• KUW Problem solving personal Social Emotional

• Engaging with children


• Engaging with children ..showing genuine interest, enthusiastic facial expressions,

• Sustained shared thinking ,,,,talking to a child and helping them think more deeply , explore concepts (ideas)

• Language ,,,mathematical language p244 longer fatter outside later fewer helps children express what they are thinking

• Open questions• Modelling grammatically correct language

3/11/13 Research Task

Complete Q1

Research question 2

Do you have 5 reasons with research to back up?????

starter

Reflect on how your settings have planned

Read the examples

Research for planning

http://www.nurseryworld.co.uk/article/1188259/two-year-olds-planning---set

http://www.nurseryworld.co.uk/article/1106512/guide-revised-eyfs-part-4---planning

http://www.nurseryworld.co.uk/article/917596/observation-assessment-planning-eyfs-part-3-planning?HAYILC=RELATED&HAYILC=INLINE

M Walker EYFS pages 216-242

But HOW do they meet CARE and LEARNING needs










Research

In groups identify 5 key factors

Analyse back up with your research

C2 different approaches to planning which meet care learning needs of all. HOW they meet needs

• Start with revision notes!!!• Long term/Short term• Routines• Care plans• Example from own setting

diary task 2/7 state age range

• Adult led V child led• Planning meetings,

review• Holistic• Continuous provision

• Planning cycle• High scope• Reggio• EYFS• Bowlby• Key person• Transition• Parents needs• Use observation• Plan with other

professionals• And parents

Plenary

• Share approaches

• Use own experiences of placement

why

30 seconds


Plenary

C2 how this approach to planning meets the care needs

• Inclusive practice • Planning with children

and parents• Child centred balance • Sleep rest • Flexible plans --can

change• Challenge• Resilience

• NW current research• Observation EYFS • Bruce• Bruner• Piaget• ELG 7• VYgotsky

9/10/13

• Catch up• diaries

Learning Outcomes

C3 Explain in detail the professionals skills needed to

plan. Analyse why practitioners need these skills

17/10/13

Reflect on your own practiceGiving examples

Question 3

• Examine in detail the professional skills which

practitioners need when planning for children’s, care and

learning.

Analysis of professional skills required must be about planning.

Evidence should be broken down and explored from more than one view to show the importance of the professional skills. Give examples from your setting and from reading of how professional skills contribute to planning

Reference to current research or theory can support the analysis.

*Be aware of the difference between professional skills and

personal qualities to avoid including possible irrelevant

material.

Question 3

Professional skills when planning

•10 Key Principles •Multi agency working •Effective communication•Reflective practitioner weakness strengths •Observations•Accountability•Respect•Inclusive•First Aid •Parent Partnership

Evidence these are needed

Safeguarding

Set up learning environment

Applying the best pedagogy

Maintain identifying hazards=Health safety Safeguarding

Skill how to…for example applied by ….

Developed continuing learning CPD

Plan and Debate

Which professional skills do you feel should be in the top 10?Justify this

10 Key principles?Common Core of Skills and Knowledge?

Question 3


1.Observation before planning

2.Listening skills

3.Parent partnership

4.PLANNING CHILD INITATED typesbooks

5.Duty of care Key principles


1. Theory EYFS NW example of your placement

2. .ECAT own examples

3. EPPE

4. ECM high scope

5. NATIONAL OCCUPATIONAL STANDARDS

Question 3


1.Have understanding of how children learn

2.Transitions

3.How to reflect on planning

4.EQUALITY INCLUSION when planning


1. Theorists piaget Bruner Vygotsky tina bruce chris athey

2. Attachment theory NW research

3. EYFS AND Gibbs

4. EYFS KEEP books research

Question 3


1.Safeguarding and Multi agency working

2.Age stage development

3.Care needs

4.Behaviour management

5.Risk and challenge

6.Ratios

7.safety


1. Legislation 2004 Act Un convention CAF

2. .

3. Maslow

4. .Bandura Freud

5. Research

6. Legislation

7. legislation

1st

• Check word count and marks per question 10 or 15?

• Do you need to reduce????

2nd• Have you evaluated or

only described? Ensure you back up with a quote!!!!

3rd

• Have you related to practice and given examples??

• Have you looked from more than one perspective?

Question 3


1.Health when planning

2.Encourage social skills when planning

3.Literacy in planning

4.Physical care

5.Planning routines

6.Learning stories for planning


1. ECM

2. ,obesity

3. Research Government statistics

4. 4.

5. 5.

6. p68 carr 2001

Question 3


1.Personalised active learning

2.Learning through play

3.Sustained shared thinking

4.Scaffolding plan for it

5.Transitions

6.Role of resources environment setting up


1. DCSF 2008

2. Moyles 2005 howard 2002

3. ,

4. Bruner

5. EPPE

• Personal development• IEP• ECM• Principles for working with children• Recent initiatives Penn Green• Effective communication• Confidential• KEEP• Positive images• DCSF

Learning Outcomes

C4 Analyse how effective planning supports practitioners in meeting

children’s care and learning needs

24/10/13 C4

Starter In 2 groups think of an activity which went well and one that did not go well

Discuss make notes list the key factors

Feedback on what makes effective planning

Question 4

• EYFS stresses importance of planning, it states ‘xxxxx’ this I feel is essential because children have individual needs such as |XXXX and if these are not met the result would be xxxxxx and example of how this is effective in my placement is when xxxxx

As I have previously stated Maslow believed that children need XXXXX which can only be achieved by planning xxxx for example xx

Q4

• Know what your aim is

• Know ELG NC• Inclusion• Engagement • Diversity• Differentiation• All children achieve

aspirational grade• Safeguarding• Transitions

• Diet allergies • All team working

together• Care routine• Holistically• Resources enough

appropriate• Learning through

everyday opportunities

• Flexible• Adult led child led• Characteristics of

learning

• Promote development of babies (research shows) everything the baby experiences the brain makes connections

• Safe environment • Routines• Planning play based

activities• Planning for

independent resilient learners

•Who says

•Why• Eleanor Goldschmied

• Planning enough time• Planning for debates• Open ended

questions• Forming positive

relationships• Meeting curriculum

outcomes• Planning with team• Parents• Other professionals• Transitions

•Who says

•Why

• winnicott

• DCSF 2012 statutory framework assessments should be based on observations

• Children planning what they want

• Flexible planning, if raining go outdoors

• Reflecting on our planning

• Planning behaviour rules

• policy

•Who says

•Why

Link pedagogies/influences

• Montessori• Steiner• Isaacs• Reggio • Planning cycle anti-bias• Different planning • Structured unstructured• Outdoors

Suggest which reflective diaries would support this criteria

?

Identify number of areas of learning

Link activity to learning outcomes

Relate to curriculum and principles

L4) Discuss how to reflect on own practice

L5) reflect on an experience with a recommendation

L6) Evaluate 2 reflective diaries

Remember the Learning Outcomes

Q4

• WHY DO WE NEED TO PLAN EFFECTIVELY

• Who says• Explain what they

mean• Link to practice to

prove this• Discuss different

types of planning

• Nursery world article• theorists• Principles for EYFS• KEEP• Common core of skills

and knowledge for children and young peoples workforce CWDC

• Books on shelf

Q4 planning

• Managing the learning environment WHY

• WORKING IN PARTNERSHIP why

• Plan to include learning styles

• Observation skills

• Plan for types of play• Professional skills are

needed for effective planning

Question 3


1.Working in partnership

2.Planning for creativity

3.Heuristic play


1. Desforges and abouchaar 2003

2. E goldschmied

Learning Outcomes

C5 planning an enabling environment

7/11/13

In groups suggest reasons

30 seconds !!!!!!!!

• Why is it important to plan an enabling environment which meets the needs of all the children's care and learning needs?

why

30 seconds


Research Task

C1

Assess the following 2 examples and the research used.

Did they give reasons?

How, where, when, why, what

Question 5

WHY

Development

Security

Self esteem

Confidence

Resilience

Safeguarding

Indoors

Outdoors

Routine

Key person

Reggio

WHAT IT PROVIDES• Forest• EYFS• Montessori• ECM• INCLUSION • INDEPENDENT

LEARNERS• HIGH SCOPE• TRANSITIONS

Question 5

WHY

AREAS of development

Creative / physical ect

Visits outside to..places

Natural environments

Man made..shops

Mixing own paints

Child initiates

Preparing children for later

WHAT IT PROVIDES• EYFS enabling

environments• Policies EYFS• Stimulating• Motivating• Inclusive• Baby area • Attachment• Feel part of group with

displays of family

Question 5

WHY

Place to socialise

Nurture room research this

Resources Smith 1997

Size space

Open ended activities

Co-operation encouraged#

Problem solving

Communication skills

Games taking turns

WHAT IT PROVIDES• Real toys phones hole

punctures • Role play• Observe how child uses

resources• Aware of world around

them• Respect it• Value it• Positive images

Question 5

WHY

Art to express

Circle time express feelings talk about differences

Bruner language acquisition

Vygotsky social

Literacy

Neuman 1997 literacy

Wolf and heath 1992 learning literacy through play

WHAT IT PROVIDES• Play is the foundation for

literacy and language• Maths• Learn at home also• Toddlers counting singing• Stimulates questions• Role play• SCHROEDER 1991

health and well being outdoor environment

Question 5

WHY

Planning !!!!!!!!!!unique child

Interests

ICT

Physical growth

ALMOND 2000 BAILEY 1999 DOHERTY importance of stimulating environment p 179

Baby brain growth

Obesity research

WHAT IT PROVIDES• Different cultures

environment reflected Levine 1996

• Learn about safety cliffs roads

• Poverty• Age stage environment • Supporting better

outcomes• Child centred curriculum

Question 5

WHY

Disability SEN

Warm welcoming

Babies sensory room

P216 CYPW ---

Open door policy

Multi agency working

WHAT IT PROVIDES• Reflective practice• Place to rest eat talk• Celebrates all religions• Challenging outdoor• Promotes learning• Variety• Active Piaget• Common core (skills we

should have)

Research enabling environment

Reggio

Key ideas

Pedagogies

Own examples

14/11/13 catch up

• C1• C2• C3• C4 Sarah to add• C5• C6 Sarah’s unit • C7 Unit 7• C8 Unit 7

Analyse

When planning the practitioner must have an understanding of inclusive practice as it states in the EYFS ‘ ‘ this means when planning we must…… however if the practitioner does not…….. then this will not identify and meet individual needs such as …… XXX also supports this view as he states,,,,,, I agree that……..practitioners can plan but to is it effective does it meet the care /learning needs by,,,, it will meet…..In my experience I have…….

Question 78

• Analyse the evidence of the role of play in children’s learning.

• (This is an extension of criterion 4)• 10 marks

Question 78

• Learners should consider their research and explain in• detail how important play is in children’s learning.• Consider some relevant ideas from philosophical• approaches, international perspectives and practical• experience, about how play supports children’s learning.• Examples can show links to practice.• Use knowledge gained from theory, research and current• initiatives in references to support the analysis.

Question 78 • Include current thinking and research relevant to play,

learning and education• and also refer to traditional philosophical approaches;• Discuss how different theoretical approaches to play,

learning and education are currently applied in practice in settings. .

• Show in detail how children’s identified learning needs can be met when settings use these different approaches.

• Give examples of best practice and include references to show the influence of relevant theorists and research.

Theorists

• Freud childhood most critical phase of development he emphasised play activities useful for revealing inner feelings.

• Susan Isaacs focused on what the child could do and ….

• Elinor Goldschmied

Theorists

• Robert Myers (1992) various child rearing practices

• Froebel • John Matthews 1994 (babies not born

empty vessels)• Tina Bruce• Trevarthen 1980 (babies can synchronise

their rhythmical patterns with carer) sounds/baby talk

Theorists

• Martin Hughes 1986 role of the adult working with young children is to help them build the links from concrete experiences to abstract thinking

• Siraj-Blatchford children whose first language is not English (need sensory materials that stimulate their senses)

• David Elkind Lilian Katz believe early formal instruction harms young children

• Peter Moss 1994

Role of play

• What is play• Types of play• Theories of play• Philosophical approaches to play• Authors on play• Own experiences on play• International approaches on play

Philosophical approaches• Reggio Emilia• High scope• Montessori • Rudolph Steiner• Sweden

http://www.ncac.gov.au/pcf/case_studies_philo_approachesJune2010.pdf

• Adult led V child led• My opinion……..children’s needs are being met

by…..• Play is important because when planning………



Importance of play• Look at latest theory • Look at recent research• Nursery worlds

Key words• Physical • Social • emotional• Language• Cognitive

Starter

1.Read scenario

2. Plan an activity/experience

3. Link to theory/theorist or philosophical approach

4. Link to Curriculum area

10mns

25/11/12 Question 4

• Analyse how effective planning supports the EYP in meeting care and learning needs

• How does brilliant planning help you to meet children's care and learning needs

Q4

• Know what your aim is

• Know ELG NC• Inclusion• Diversity• Differentiation• All children achieve

aspirational grade• Safeguarding• Transitions

• Diet allergies • All team working

together• Care routine• Holistically• Resources enough

appropriate• Learning through

everyday opportunities

• Flexible• Adult led child led

Question 7 8

• Include current thinking and research relevant to play, learning and education and also refer to traditional philosophical approaches;

• Discuss how different theoretical approaches to play, learning and education are currently applied in practice in settings.

• Show in detail how children’s identified learning needs can be met when settings use these different approaches.

• Give examples of best practice and include references to show the influence of relevant theorists and research.

24/11/11 Question 4

• EYFS stresses importance of planning, it states ‘xxxxx’ this I feel is essential because children have individual needs such as |XXXX and if these are not met the result would be xxxxxx and example of how this is effective in my placement is when xxxxx

As I have previously stated Maslow believed that children need XXXXX which can only be achieved by planning xxxx for example xx

• Promote development of babies (research shows) everything the baby experiences the brain makes connections

• Safe environment • Routines• Planning play based

activities• Planning for

independent resilient learners

•Who says

•Why• Eleanor Goldschmied

• Planning enough time• Planning for debates• Open ended

questions• Forming positive

relationships• Meeting curriculum

outcomes• Planning with team• Parents• Other professionals• Transitions

•Who says

•Why

• winnicott

• DCSF 2012 statutory framework assessments should be based on observations

• Children planning what they want

• Flexible planning, if raining go outdoors

• Reflecting on our planning

• Planning behaviour rules

• policy

•Who says

•Why

Question 78 play

• Current thinking ….. play and learning• Theories ……• Research new • EYFS Principles (soon more emphasis on active

learning changes)• ECM?• Current initiatives• Meet children's identified learning needs • Link to practice

Influences on today

• Montessori• Steiner• Isaacs• Reggio • Planning cycle anti-bias• Different planning • Structured unstructured• Outdoors

Q4

• WHY DO WE NEED TO PLAN EFFECTIVELY

• Who says• Explain what they

mean• Link to practice to

prove this• Discuss different

types of planning

• Nursery world article• theorists• Principles for EYFS• KEEP• Common core of skills

and knowledge for children and young peoples workforce CWDC

• Books on shelf

Q4 planning

• Managing the learning environment WHY

• WORKING IN PARTNERSHIP why

• Plan to include learning styles

• Observation skills

• Plan for types of play• Professional skills are

needed for effective planning

• Remember skinner positive reinforcement in planning children age plan the rules

7/11/11

• Theories resouces discuss from mor than 1 perspective in groups

• A theory• A philosophy• Where could you put importance of music?• Self care CRB • Hand out statements in CLC key

statements which they have to guesse where to put

• Or NW articles

Research taskC8

Finally, learners should analyse the importance of play and make a conclusion which evaluates why planning is important to meet the care and learning needs of all children.

Second C2 C3 C4 C5 C6 C7task

• Give an explanation of a range of approaches to planning, of the professional skills required to put planning into practice and to show an understanding of ways in which different theoretical or philosophical models and current frameworks influence planning.

Also discussion of why it is important to plan an enabling environment should be included.

• Learners need to demonstrate their understanding of

evidence to explain the importance of an environment that

meets children’s care needs and enables them to learn.• Evidence should refer to philosophies and current

initiatives which justify the main reasons for establishing an enabling environment. Include discussion of reasons such as how the indoor and outdoor environment can support and promote development and learning ways enabling environments can extend children’s learning and development the value of exploration and challenge the consideration of relevant aspects of safety

• Examples of best practice and reference to theories and research can demonstrate understanding of evidence.

8/11/11 Research task exam

Examine a theory or

philosophy and compare looking a the similarities or differences

NoLa La web

sites

Include pioneers

Government

initiativesLegislation

TheoryPhilosophi

es

1st

• Check word count and marks per question 10 or 15?

• Do you need to reduce????

2nd• Have you evaluated or

only described? Ensure you back up with a quote!!!!

3rd

• Have you related to practice and given examples??

• Have you looked from more than one perspective?

Look from more than one perspective

• Piaget V Freud• Piaget V Bruner• Vygotsky =Bruner• Robert Owen = EYFS• Froebel

Question 78 play

• Philisophical approaches • seen as strong educational alternatives to

traditional education and as sources of inspiration for progressive

• Waldorf, Montessori, and Reggio Emilia• http://en.wikipedia.org/wiki/Reggio_Emilia_appro

ach• http://ecrp.uiuc.edu/v4n1/edwards.html

http://en.wikipedia.org/wiki/Reggio_Emilia_approach

http://en.wikipedia.org/wiki/Reggio_Emilia_approach

30 seconds !!!!!!!!

• Why is it important to meet the care and learning needs of all children?

why

30 seconds


Question 78 play

• High scope• ECAT• Child centred• Self chosen• Sweden• Schemas C Athey • Observations • outdoor play

Question 78 play

• Piaget vygotsky Bruner T Bruce• Mortimore 1998 • Sure start Regiio Forest schools• EYFS• EPPE• Karl Groos p105• UN convention rights to play

C7 Theories

• Analyse how child development theories support planning for learning and play.

• Describe 2 theories• 1 philosophical approach, • EYFS quote to prove importance of

planning and children learning • Benefits of knowing using these

theories/approaches/frameworks when planning

Learning Outcomes Unit 9 up-date Research Task guidance Other support required 26/9/13.

Documents

Transcript of Learning Outcomes Unit 9 up-date Research Task guidance Other support required 26/9/13.