26/9/13
Learning Outcomes
Unit 9 up-date
Research Task guidance
Other support required
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
30 seconds
• Why is it
important to meet
the care and
learning needs of
all children?
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
Key words for planning
• 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
Key words for planning
• 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
Key words for planning
• 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
starter
Do you have 5 reasons
with research to back
up?????
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-part4---planning
http://www.nurseryworld.co.uk/article/917596/observation-assessmentplanning-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
why
30 seconds
• Share
approaches
• Use own
experiences of
placement
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
17/10/13
Learning Outcomes
C3 Explain in detail the
professionals skills needed to
plan. Analyse why practitioners
need these skills
Reflect on your
own practice
Giving 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
Evidence these are
needed
•10 Key Principles
•Multi agency working
•Effective communication
•Reflective practitioner weakness
strengths
•Observations
•Accountability
•Respect
•Inclusive
•First Aid
•Parent Partnership
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
Professional skills
when planning
Evidence these are
needed
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
Professional skills
when planning
Evidence these are
needed
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
Professional skills
when planning
1.Safeguarding and Multi
agency working
2.Age stage development
3.Care needs
4.Behaviour management
5.Risk and challenge
6.Ratios
7.safety
Evidence these are
needed
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
Professional skills
when planning
Evidence these are
needed
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
Professional skills
when planning
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
Evidence these are
needed
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
24/10/13
C4
Learning Outcomes
C4 Analyse how effective planning
supports practitioners in meeting
children’s care and learning needs
Starter
Feedback on what
makes effective
planning
In 2 groups think of an
activity which went well
and one that did not go
well
Discuss make notes
list the key factors
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
• 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
Professional skills
when planning
Evidence these are
needed
1.Working in partnership
2.Planning for creativity
3.Heuristic play
1. Desforges and
abouchaar 2003
2. E goldschmied
Question 3
Professional skills
when planning
Evidence these are
needed
1.Working in partnership
2.Planning for creativity
3.Heuristic play
1. Desforges and
abouchaar 2003
2. E goldschmied
7/11/13
Learning Outcomes
C5 planning an enabling
environment
In groups suggest
reasons
30 seconds !!!!!!!!
why
30 seconds
• Why is it important
to plan an enabling
environment which
meets the needs of
all the children's
care and learning
needs?
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
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
Own
examples
Pedagogies
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
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
Starter
10mns
1. Read scenario
Key words 2. Plan an
• Physical activity/experience
• Social 3. Link to theory/theorist or
• emotional philosophical approach
• Language
4. Link to Curriculum area
• Cognitive
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
Research task
C8
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
No
La La
web
sites
Include
pioneers
Government
initiatives
Legislation
Theory
Philosophies
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
30 seconds !!!!!!!!
why
30 seconds
• Why is it
important to meet
the care and
learning needs of
all children?
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