Shared Thinking In Early Education

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.

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

The relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people

Early years frameworks in the U.K emphasise the importance of a personal and individual approach to learning and development:

My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process

Children at this stage explore beyond themselves. If exploration, projects and activities are effective -> learn to deal with people and things in constructive way and have strong sense

Educators can facilitate the children with different materials and environments in the classrooms that are in the early learning centres. The children need to develop their minds cognitively. “Children actively construct knowledge as they manipulate and explore their world” (Berk 2007). Children are needing to develop their abilities through their play experiences, and also through their play experiences, they can develop appropriately. Early childhood education plays a large part in a child's early development.

A holistic approach to learning and development implies that one must look at the child as a whole, as well as the way in which they interact with their surroundings. It recognises that children develop in their own time and are creative, competent and independent thinkers. The Early Years Foundation Stage (EYFS) Development Matters government document provides statutory requirements that early years practitioners must implement (Early Education, 2001, p.1). The document states that there are 4 themes of the EYFS which reinforce the guidance given. These include: the unique child, positive relationships and enabling environments. See Appendix 1. If each theme is successfully practiced, then there will be effective learning and

The terms “play”, “learn” and “teach” are commonly used in the early childhood sector. This essay attempts to define and interconnect these terms to produce a holistic understanding of how play can be used as a medium to help children learn.

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

In early years at school young students sometimes find basic concepts hard to grasp, difficult to master and a challenge to recall. Young children are also very keen on playing games. Can we use this enthusiasm to help them master the basic concepts which they will need for their future education?

The Incredible Flexible You is a social thinking curriculum for preschool and early elementary years. It was adapted from Michelle Garcia’s Social Thinking curriculum that provides an interactive tool kit. The program introduces the concepts of: Thinking Thoughts and Feeling Feelings, The Group Plan, Thinking with Your Eyes, Body in the Group, and Whole Body Listening. These concepts and related vocabulary are introduced with storybooks, music and movement, and guided play skills. The program is appropriate for students between the ages of 4 through 7. Michelle Garcia partnered up with authors Ryan Hendrix, Kari Zweber and Nancy Tarshis. Social Thinking Publishing in California released Volume 1 in 2013. The Volume 1 deluxe set can be purchased at socialthinking.com for ninety-nine dollars and fifty cents and includes: One paperback curriculum; five full-color storybooks; tote bag; and Tom Chapin 's Music CD. A note should be made that the original name The Incredible Flexible You has been changed to We Thinkers! Volume 1 Social Explorers but the curriculum can be easily found under its original name. We Thinkers! Volume 2 Social Problem Solver is also now available which picks up right were volume 1 ends.

The second relevant concept that has informed my personal philosophy has been the use of communication to relate to the children. As I spent the past year working predominately with infants and toddlers, it has been important to use a

Think about your early childhood education (or your child’s early education), was it flexible to suit individual learning experiences or were children required to conform to the teacher’s methods of teaching? If you answered the latter, do you think the former would improve the quality of education? The initial years of education are crucial to learning, development and growth, during these first years children’s experiences shape their learning methods and they are able to learn rapidly, for this, early childhood educators must use teaching methods that are suitable for each child. Teachers must consider the attitude they bring to the classroom; how it affects children’s learning and the value, of the information and knowledge that

There are numerous theories of play and countless theorists, from Freud and Spencer to Piaget and Vygotsky, who have studied play in relation to what it is and what it does for the child. This essay will outline the definition and value of play and the importance of how it can foster the child’s learning in regards to these theorists who studied the effects in great detail. It will discuss the how the environments constructed by educators can impact play and the theories of learning relating to the quote “play and learning are inextricably woven together ...” Ebbeck and Waniganayake, 2010, p. 5).