Scaffolding Children's Learning: A Case Study

As key workers we assess our key children in all areas to achieve to their standards and we record these in their learning development journals which we share with the child and parents. At the end of their time in our setting the child is four years old getting ready to enter reception in schools so they will be on their way to achieving the early learning goals they should reach by five years and this is recorded in their learning journeys and end of setting evaluation.

As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.

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.

The EYLE is relevant to my study because the document aims to help educators to ‘extend and enrich children’s learning’. It does this by assisting educators with planning, implementing and evaluating the learning of children between the ages of 0-5. It informs students wo are working towards a childcare or educator role about, the basic needs of children’s growth socially, creatively, emotionally and cognitively.

prepare, set out and support activities and experiences that encourages learning and development in each area of the relevant early years framework

* an explanation of how different approaches to work with children in early years have affected current provision in the UK.

In order to improve their work with young children practitioners use their own learning by using ways of work that are non-judgemental, sensitive and positive. Therefore, practitoners through initial on-going training and development need to develop, and demonstrate and continuously improve a number of things in their work. They may have to work with the wider community such as parents and carers and also with other professionals with inside and outside the setting. They may have to improve on their relationships with both the children and their parents and develop a knowledge and understanding of the diverse ways that children can learn in order to support and extend children’s learning across all areas and aspects of learning (Leicestershire County Council).

When educators in a childcare centre can examine their written documentation on each child, they are able to realize which methods and programs are a success and the ones that need improvement. Through this, the centre can offer the best possible programs and teaching methods to fit their children's needs and circumstances. Without proper record keeping, the centre would have no way to re-examine its actions.

I have had previous educational programming experience for over ten years. Depending on the childcare service, the programs have varied which enabled them to service the children, families and communities. With the programs, I have concentrated on the documentation that supports the quality outcomes. I have utilised the principles and practices from frameworks such as the Early Years Learning Frameworks (EYLF), to implement and plan the program. When I undertake the programs, the key issues are capturing children’s voices and ideas in planning documentation and evaluation. Gathering and analysing information about children such as their knowledge, abilities and understanding is part of the ongoing cycle in planning documentation and evaluating

It is imperative that practitioners are able to observe and assess each child’s development in order to gain a full understanding of their development and how they can build upon this in order to cater to the needs of the child and allow them to fulfill their potential. This is highlighted by Wheeler (2009, p.63) in stating that ‘Observations are fed into family worker and team planning so that future activities can be based on an individual child’s interests and patterns of behavior and thereby enhance their learning’.

The education of the young mind is an important step in preparing the child for future learning experiences. The evolution of early childhood education has changed how adults and parents view the importance of offering stimulating and exciting opportunities to the very young. Early childhood Education offers the young child learning experiences that benefit them throughout their educational career. They soon embark on a whole new world of learning. These children are not only experiencing standard brain growth, but verbal and physical skills as well. Early childhood education teachers use a variation of techniques for instructing. They use lesson plans, worksheets, and even teacher resources for these young minds.

Teachers are aware of what they should do in the classroom when teaching young children. Teachers should provide opportunities to develop positive dispositions toward learning when working with young children to make sure they are using their knowledge and skills. Teaching young children, the skills that need to learn about is the big key of understanding what the information that you will need when you are assessing the young children. In this paper, the reader will read about observation and documentation as assessment and why is it important? The reader will also read about the difference between looking at and authentically or genuinely observing a child, the types of documentation, two types of documentation that relate how teachers use the documentation in the classroom and how documentations would be useful as assessments.

The Early Childhood Education program at Carlow University focuses on educating children from birth to grade four in any context—school, family, or community. As a signature mark of the program, students learn how to honor diversity and form strong inclusive relationships between child and caregiver/teacher. They learn that a child’s environment needs to be rooted in trust; physically and psychologically safe. They learn that the caregiver/teacher relationship needs

Vygotsky’s concept scaffolding involves parents, teachers and/or peers more knowledgeable, providing support to children which then helps them to complete tasks. (Arthur & Beecher & Death & Dockett & Farmer, 2015) This can include giving cues or prompts as to what step they should take next. (Arthur & Beecher & Death & Dockett

This paper is going to answer the questions designated for observation one, which is stated in the syllabus. The topics discussed in the paper are developmentally appropriate practice and scaffolding, which will be identified using examples I gathered when I observed at the Early Childhood Education Laboratory Preschool. I used the Brewer and Copple and Bredekamp books to help explain what DAP and scaffolding are. My examples on DAP should consider the interactions of the caregiver and child, the appropriate placement and size of furniture and toys, and correct placement of different areas. Also, examples of scaffolding are present, which touched on the teacher modeling how to do specific tasks.