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Learning Outcomes

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

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Learning Outcomes

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  1. 26/9/13 Learning Outcomes Unit 9 up-date Research Task guidance Other support required

  2. 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

  3. Unit 9 • Attendance sheets signed • PER’s at least ½ completed • Diaries completed ???? Bring in next week • Permission to observe • Record of visits • PDP

  4. Research Task What is research?

  5. ‘It is important to plan to meet the care and learning needs of all children

  6. Research Task Print out whole task Identify marks allocated Identify where you might find the information in other units

  7. In groups suggest reasons

  8. 30 seconds !!!!!!!! Why is it important to meet the care and learning needs of all children? 30 seconds why

  9. Research Task C1 Assess the following 2 examples and the research they used. Can you add to this? Plan C1

  10. Research task • Planis 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.

  11. First C1 Introduce your work with an explanation of why we need to PLAN to meet CARE LEARNING needs

  12. 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

  13. 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

  14. 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…

  15. 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!!!!!!!!!!

  16. 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

  17. 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

  18. 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

  19. 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 Key words for planning

  20. 3/11/13 Research Task Complete Q1 Research question 2

  21. starter Do you have 5 reasons with research to back up?????

  22. Reflect on how your settings have planned

  23. Read the examples

  24. 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-part-4---planning http://www.nurseryworld.co.uk/article/917596/observation-assessment-planning-eyfs-part-3-planning?HAYILC=RELATED&HAYILC=INLINE M Walker EYFS pages 216-242 But HOW do they meet CARE and LEARNING needs

  25. Research In groups identify 5 key factors Analyse back up with your research

  26. 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

  27. Plenary Share approaches Use own experiences of placement 30 seconds why

  28. Plenary

  29. 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

  30. 9/10/13 • Catch up • diaries

  31. 17/10/13 Learning Outcomes C3 Explain in detail the professionals skills needed to plan. Analyse why practitioners need these skills

  32. Reflect on your own practice Giving examples

  33. 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.

  34. Question 3 Professional skills when planning Evidence these are needed 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 • 10 Key Principles • Multi agency working • Effective communication • Reflective practitioner weakness strengths • Observations • Accountability • Respect • Inclusive • First Aid • Parent Partnership

  35. Plan and Debate Which professional skills do you feel should be in the top 10? Justify this Key principles? Common Core of Skills and Knowledge?

  36. Question 3 Professional skills when planning Evidence these are needed Theory EYFS NW example of your placement .ECAT own examples EPPE ECM high scope NATIONAL OCCUPATIONAL STANDARDS • Observation before planning • Listening skills • Parent partnership • PLANNING CHILD INITATED typesbooks • Duty of care Key principles

  37. Question 3 Professional skills when planning Evidence these are needed Theorists piaget Bruner Vygotsky tina bruce chris athey Attachment theory NW research EYFS AND Gibbs EYFS KEEP books research • Have understanding of how children learn • Transitions • How to reflect on planning • EQUALITY INCLUSION when planning

  38. Question 3 Professional skills when planning Evidence these are needed Legislation 2004 Act Un convention CAF . Maslow .Bandura Freud Research Legislation legislation • Safeguarding and Multi agency working • Age stage development • Care needs • Behaviour management • Risk and challenge • Ratios • safety

  39. Question 3 Professional skills when planning Evidence these are needed ECM ,obesity Research Government statistics 4. 5. p68 carr 2001 • Health when planning • Encourage social skills when planning • Literacy in planning • Physical care • Planning routines • Learning stories for planning

  40. Question 3 Professional skills when planning Evidence these are needed DCSF 2008 Moyles 2005 howard 2002 , Bruner EPPE • Personalised active learning • Learning through play • Sustained shared thinking • Scaffolding plan for it • Transitions • Role of resources environment setting up

  41. Personal development • IEP • ECM • Principles for working with children • Recent initiatives Penn Green • Effective communication • Confidential • KEEP • Positive images • DCSF

  42. C4 24/10/13 Learning Outcomes C4 Analyse how effective planning supports practitioners in meeting children’s care and learning needs

  43. In 2 groups think of an activity which went well and one that did not go well Starter Feedback on what makes effective planning Discuss make notes list the key factors

  44. 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

  45. Q4 • Know what your aim is • Know ELG NC • Inclusion • Engagement • 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 • Characteristics of learning

  46. 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

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