Unit 4: Supporting Children’s Learning and Development
Identify each of three prime areas and four specific areas of learning.
Every child is a unique child; Children learn to be forceful and independent through positive relationships; Children discover and develop well in enabling environments; and Children develop and discover in different methods and at different rates.

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Planning ‘Practitioners must consider the individual needs, interests, and stage of progress of every child in their care, have to use this data to plan a challenging and pleasant experience for every child in all of the areas of discovering and development.
Focus ‘Practitioners working alongside the youngest children are anticipated to focus powerfully on the three prime areas, which are the basis for successful discovering in the supplementary four specific areas. The three prime areas imitate the key skills and capacities of all children demand to develop and discover effectively, and come to be prepared for school. It is anticipated that the balance will shift towards an extra equal focus on all areas of discovering as children produce in assurance and skill inside the three prime areas.

Home language ‘Providers have to acquire reasonable steps to offer opportunities for children to develop and use their residence speech in play and learning, supporting their speech progress at home. Providers have to additionally safeguard that children have adequate opportunities to discover and attain a good average in English language throughout the EYFS, safeguarding children are prepared to benefit from the opportunities obtainable to them when they begin Year 1.’
Play ‘Each area of learning and progress have to be implemented through planned, purposeful play and throughout a mix of adult-led and child-initiated activity….Children discover by managing their own play, and by taking part in play that is accompanied by adults. There is an ongoing judgement to be made by practitioners concerning the balance between activities managed by children, and activities managed or guided by adults. Practitioners must respond to every child’s emerging needs and interests, accompanying their progress through warm, positive interaction. As children produce, and as their progress permits, it is anticipated that the balance will softly shift towards more activities managed by adults, to aid children prepare for more formal learning, prepared for Year 1.
Key characteristics In arranging and accompanying children’s activities, practitioners have to imitate on the different methods that children discover and imitate these in their practice. Three characteristics of competent teaching and discovering are:
• Playing and discovering
• Active learning
• Creating and thinking critically.
Key person Each child has to be allocated to a key person.

Explain how planning can be devised to promote the individual needs of children.

Some children could truly dislike the sense of various material be sensitive to this, softly encourage play but take them at their own pace and level of comfort. Have soaked wipes near so that they can be utilized at any time. converse to parents concerning the benefits of messy play and enthuse its use at home. Permit plenty of periods for these activities. Possessing the activity before lunch will locale pressure on the child and adult during clean up. Connect in ideal that it is OK to become your labour dirty. Individual containers for the material can be of benefit to a child that needs support with boundaries, as a larger container i.e. water tray or sand box can enthuse a withdrawn child to interact through others. Use aged adult sized t-shirts or shirts for youthful children to wear during activities. Roll up sleeves and put on waterproof bibs for babies. Possessing a spare set of clothes is always a good back up.
Attempt to position the activity near to where the children can wash their hands. At clean up period, enthuse children to aid have individual fabrics, clearly described storage areas, cleaning line for paintings, dustpan and brush near sand. Planning programmes can additionally create a sense of protection for the children. Planning includes long term – looking at the vision for the service – and short or medium term programme planning – looking at the day to day and weekly running of the service.
Planning as a team supports the team in working together and the conception of a sense of ownership. Arranging requires setting aside period on a weekly basis after everyone can attend. It permits workers period to debate observations on the needs and interests of individual children and the group and next how to plan for these. This additionally helps individual staff members to recognise what their role is every single date, thus ensuring a smoother running service.
It is vital to study your strategies and their implementation to notify upcoming planning. We can advance the progress of thinking and reasoning in young children by providing two curriculum components – arranging and reflection. Both are thoughtful activities that support children to consider what they are doing and what they are learning. They additionally advance a broad range of other academic, social and artistic skills. Involve children in arranging and enthuse them to recognise their goals and consider the options for achieving them. For example, they could consider what they will do, whereas they will do it, what materials they will use, who they will do it alongside, how long it will take and whether they will require help. Involve children in reflection and encourage them to go beyond just revealing what they’ve done. This helps them become aware of what they learned in the procedure, what was interesting, how they feel concerning it and what they can do to build on the experience.
When children plan, carry out, and study their own discovering activities, their behaviour is more purposeful and they present larger on speech and supplementary intellectual measures.

Describe how the practitioner can support children’s learning and development in each area of learning.

Relationships are at the tremendously heart main discovering and development. Throughout their main link babies discover to sense safeguard, to communicate, and to enjoy being alongside people. As they produce and develop, toddlers and young children be keen on to play, to chat, to watch, and to be alongside others. Children craft relationships, communicate, express love and affection, play together, discover, and have their needs encountered through contact with others.
Many connections just occur whereas others come concerning through cautious planning and decision-making. The above factors, the relevant aim(s) and discovering goals in well being, and the activities being undertaken all impact the adult’s decisions concerning after and how to interact with children. His/her expertise, experience and vision of his/her role in fostering children’s learning and development also influence the types of interactions the adult has with children. In addition, some children require significant support for extended periods of time, while others require less and over shorter timeframes.

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As outlined in the guidelines, Building partnerships between parents and practitioners, children’s learning and development are also shaped by relationships with the important people in their lives. In out-of-home settings parents, practitioners and other professionals, such as social workers and speech therapists, work together for the benefit of children. Positive and respectful interactions between all the adults in their lives influence how children interact with others.

Evaluate the effectiveness of the environment in meeting children’s individual needs.

When preparing environments for children, it is important to consider their age and stage of development. We also need to ensure that the experiences and play opportunities offered cover the areas of development outlined in the EYFS. We also need to consider whether the environment meets the needs of individual children. Children develop at different rates. Some children need more challenging activities while others may need a different type of activity or different resources. Observing individual children to see how the engage with the environment will help us to plan appropriately. The practitioner should always make sure that the environment around the child is safe if not this could but the child in hazard, and also should make sure the environment meet each child individual needs. The practitioners should guide the children of being individual and do their own activity.
As well as working together with parents and carers practitioners need to recognise that this should be taking place with multi- agencies working together too. Setting should be pointing parents in the directions of other agencies which could be of benefit to them.
Multi agency working is different services, agencies, professionals and practitioners who work together to provide services for children and parents. These services are sometimes integrated together to offer a more effective care for young children. Children in the early years may have a wide range of needs and working together with other professionals can have a positive impact on the child’s health, development and learning. Professionals that work together with children and their families can share lots of information.
They can agree which ways they may assess and plan for a particular child. Both children and the parents can be involved in any planning this will help the child to reach his full potential. It is also important that confidentiality is maintained at all times. By sharing information and all professionals concerned working together the outcome for the child can only be positive.
The arrangement of the environment plays a key role in guiding the behaviour of young children. A poorly arranged physical setting actually sends messages which may trigger behaviour such as aggressive play, running, or superficial interactions with toys and materials. Altering the physical space and layout of the room can eliminate such challenging behaviours. Observe children closely to determine what messages the physical environment is sending. If it appears that the space suggests undesirable behaviours to children like running indoors–be willing to modify the arrangement of equipment and furnishings to send a different message.