Children 's Development And Their Learning

According to the statutory framework for the early year’s foundation stage, the seven areas of learning and development are important and inter-connected, the three areas ‘communication and language, physical development, and personal, social and emotional development’ are particularly crucial for igniting children’s curiosity. So when their individual needs are met they can build their capacity to learn, form relationships and thrive.

This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning.

Planning and preparation of teaching is supremely important, the teacher and teaching assistant need to work together to achieve the best learning result. Lesson plans and structures will be implemented and will be catered for each learner; they will include teaching methods and techniques, assessments and targets. Teachers have policies, procedures and regulations to adhere to and within organisations will have to take into consideration budgets and resources.

Within any classroom, whether Foundation Stage or the beginning of Key Stage One, every child must

Before the session will commence, teacher will be involved in planning learning. This process involves creating the session plan, resources and activities needed to perform the subject. On very occasions

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

The first lessons are concerned with a lot of verbal assessment and discussion, in order to gauge levels of experience pupils may have had prior to beginning my group. (At primary school Kishnama worked with a ceramic artist making and decorating tiles). During the first lessons with my A Level group, I neglected to talk about prior learning. One identifiable weakness in my planning. It is my responsibility to break down an overall scheme of work into lesson plans, identifying aims and learning outcomes through listing what I intend to demonstrate. E.g. in a scheme of work “hand building forms” would be written. My session plan would/should

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

This next section I researched child development theory and principles that relate to best practices. Once again I found this study on the NAEYC site and it has twelve principles of child development and learning. They are as follows

1: Understand the purpose and requirements of the areas of learning and development in the relevant early year’s framework.

Thorough planning in the primary school is important as it ensures teachers have a structure and context for each lesson and that they can have a positive impact on children’s learning and progress. Pugh and Pugh (1998, p. 115) recognise that without clear planning, teachers would not know what they’re trying to achieve, how to achieve it and when it is to be achieved. Despite the age of this literature, the concept around planning remains today; it is crucial to plan the curriculum and lessons in three stages; short, medium and long term.

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.

Planning an effective curriculum is not an easy task because there is not one single formula for its design. However, most educators would agree that there are essential questions that can be asked to ensure the validity and quality of a design. Dillon feels as though these curriculum questions can be classified into three sections which are the nature, the elements, and the practice of curriculum (Dillon, 2009). From these three groups, planners can narrow the curriculum to focus on certain aspects including the ideas of who, what, where, why, and how the plan is constructed, as well as the resulting actions and thoughts of the plan. From these questions, planners and teachers can reflect on the answers to design a curriculum that is most effective for their student

According to Bajuri Babu (2010), “teacher must give priority to the preparation component in planning a lesson such as previous knowledge, objective of the lesson, materials and teaching aids, skills, classroom