The Daily And Visual Expual Score For Children And Learning Experiences

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.

Per Miss Fabiaschi, in addition to the CELDT her school also gives the ADEPT (A Developmental English Proficiency Test). This test according to the California Reading and Literature Project "is a valid and reliable oral language assessment instrument that can be used with students across levels, K-8 to assess student’s ability to understand and generate utterances using a scope and sequence of

Letter Grade: A = 90 - 100%; B = 80 - 89%; C = 70 - 79%; D = 60 - 69%; F = 0 – 59%.

Blocks: Blocks, accessories and space must be enough for at least 3 children to play at the same time:

The display of the resources respecting different areas of play (relax corner, building games, reading corner, art table, dolls, fancy dresses, tents,....)

While the children are playing with each other they are working on their cooperation skills, communicate skill, fine motor skills and their gross motor skills all at once. Pretend play gives children a visual perception on things in life. It also teaches children how to face some real life situations they might have to face in life. There are specific materials children will be using in this activity because in pretend play and thing can be used or absolutely nothing has to be used . as the teacher I have to model out some situations so children can feel more comfortable while playing.

Physical activity encourages children and young people to develop all their physical skills and to practice the skills that they already have. Your role in supporting a child’s physical development will be to ensure that the child has a wide variety of experiences of being in a safe environment. Any setting should offer a wide range of equipment that can be used both indoors and out. It is considered important that children are given opportunities to develop their gross motor skills indoors as well as outdoors. Such opportunities may be provided by designated areas such as soft play area or by activities such as drama.

When learning becomes fun the teachers find it less challenging for trying to keep the child engaged in the activity at hand. The job of the educator working with a play-based curriculum is to facilitate play, to draw out and extend what children learn through play (Play Based Programmes, 2015). Children have a variety of play spaces available that mimic their regular world around them, each space can be intertwined with another centre such as combining the truck centre with the block centre, or adding in some zoo animals to the area. The play based approach can be used by children of all abilities, it allows children to play independently or as a small group, and allows the children the opportunity to bring their home life into their play.

Applying care values when using communication skills can lead the child and parents of the child feeling valued and supported by the service user. In early year settings there are ten care values the care providers need to meet when the children are their responsibility. The care values all link up in some way they are all related to the welfare of the child. The other care settings have fewer care values but children aren’t able to support and look after themselves this is why there are more care values that the care providers have to follow to make sure the children are safe.

The goal of NQF is to ensure children receive a high standard of education and care, with the “aims to raise quality and drive continuous improvement and consistency in education and care services” (ACECQA, 2013, p. 3). However, the components of NQF only provide a minimum standard, but do nothing to move beyond that. There are several reasons for such cause.

The classroom observed for this assignment was a 4/5 year old (pre-kindergarten/kindergarten) room in a local day care. After researching the correlation between play, development, and diversity, many realizations came to light. First, there are different stages of play and they all correlate with the developmental stages. Then, diversity is found in every classroom, either positively or negatively effecting the room. Educators who are flexible with change and comprehends the levels of development for children are expected to create a positive and effective learning environment filled with play-based activities. Below show three scenarios of classrooms from infants, toddlers, and preschool/kindergarten room.

The center will include musical instruments such as flutes, small drums, and guitars. Musical instruments reflect our creative arts expression program. This program will help our children express their feelings through music. We will also have all different types of arts and crafts such as markers, scissors, glue, etc. These materials are part of creative arts expression program. The center will also include dress up materials, for our children to express themselves and play pretend. Playing pretend opens up their imaginations, and helps them with self-expression which is an important factor in our philosophy.

During the conventional imaginative play, children were “invited to play with conventional toys…” (Fink, Stagnitti, & Galvin, 2012, p. 337), where two children scored in the expected range, while one child showed significant delay. During the symbolic play session, children were “invited to play with unstructured materials…” (Fink, Stagnitti, & Galvin, 2012, p. 337), where the results were a reversal of the conventional imaginative play results. In the symbolic play session, one child scored above the expected range, while two children showed a form of

Block play areas are important to children’s learning in different ways, because it gives children the opportunity to develop in their developmental domains, such as social, physical, intellectual, creativity, and emotional. When children are playing in the block play area they are able to be mighty learners that are strong, capable, and resourceful. As they are being mighty learners they will display dispositions to learn and holistic play-based goals within their block play. In block play areas they offer a variety of different materials such as unit blocks, hollow blocks, natural wood pieces, soft blocks, foam blocks, Lego, and different magnetic shapes to build.

Play is usually a natural activity in early childhood and has significant importance in early childhood special education. Play assists in enhancing the children social competence, creativity, language development, and their thinking skills. Play is usually the key vehicle for the developing of language, social skulls in young children (Rogers ET all. 2009). Moreover, it serves as a functional behavior which contributes to the life quality of the children. .