| In this essay I am going to identify the
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| | foundation stage. Practitioners need to
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| structure of the foundation
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| | know how to support the
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| stage curriculum, what it is and how it
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| | children in achieving it and
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| helps practitioners plan,
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| | progressing.Personal, Social and
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| assess and teach children. I am going to
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| | Emotional development is all about the
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| identify theorists such as
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| | emotional
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| Piaget, Vygosky and Bruner, and their
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| | well being, children having a sense of
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| theories that practitioners use
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| | themselves. They need to know
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| to teach.The foundation stage curriculum
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| | about feeling good about themselves. It
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| commences when a child reaches the age
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| | provides experiences to enable
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| of three until the end of reception. It
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| | children to get the best opportunities
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| is used to help educational
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| | for personal, social and
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| practitioners (those that work with
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| | emotional development.The early learning
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| children, for example; nursery
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| | goals that practitioners need to follow
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| nurses, teachers, child minders) in all
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| | for
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| the different settings,
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| | personal, social and emotional
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| whatever their qualifications.The aims
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| | development are; dispositions and
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| for the Foundation Stage Curriculum are
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| | attitudes, making relationships, self
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| that all child
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| | care, confidence and self
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| settings (nurseries, schools) that
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| | esteem, behavior and self control and a
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| receive government funding for
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| | sense of community.Communication,
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| children aged 3-5 are required to help
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| | Language and Literacy includes the child
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| children progress and develop
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| | to read a
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| in their learning and development. This
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| | variety of different books, being able
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| can be achieved through
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| | to communicate in different
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| planning activities and
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| | ways, such as facial expressions and eye
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| experiences.Throughout the Foundation
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| | contact used in non verbal
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| Stage, monitoring and assessing should be
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| | communication. Children should be able
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| undertaken to measure each child's
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| | to communicate in order for
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| progress. It is important to make
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| | them to participate in their society.
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| sure they are making progress, it is
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| | Children should also receive
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| also necessary to see if the
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| | simple reading tasks and texts and
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| children have any problems and if they
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| | writing for different purposes.The Early
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| do then practitioners can
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| | Learning goals that practitioners need to
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| identify and solve them before they get
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| | follow for
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| worse.The process of monitoring the
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| | Communication, Language and Literacy
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| child's progress needs to commence way
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| | are; language and communication,
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| before they join the particular setting.
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| | language for thinking, linking sounds
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| This is where practitioners
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| | and letters, reading, writing
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| need to listen to parents to find about
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| | and handwriting.Mathematical Development
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| their child's development and
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| | encourages children to solve problems,
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| progress.Practitioners need to listen
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| | counting and sorting out numbers, adding
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| and take into account what parents say,
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| | and subtracting, multiplying
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| for children, parents are their first
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| | and dividing. By the end of the
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| and most enduring educators.
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| | Foundation Stage, children should be
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| Parents and educational practitioners
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| | able to say and use number names in
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| need to work together as it has
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| | order in familiar contexts, count
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| positive results on their child's
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| | reliably up to ten everyday objects,
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| development and progress in
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| | recognize numerals 1-9, in
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| learning. This is what is known as
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| | practical activities and discussion
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| partnership with parents. There has
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| | begin to use the vocabulary
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| to be a two way flow of knowledge and
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| | involved in adding and subtracting,The
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| information and expertise if the
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| | Early Learning goals practitioners need
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| partnership is to be successful.There
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| | to follow for mathematical
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| are a few pointers and factors that
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| | development are; numbers as labels and
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| result in effective
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| | for counting, calculating,
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| practice, practitioners should listen
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| | shape, space and measureKnowledge and
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| and take into account the
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| | Understanding of the world, in this area
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| parent's experience of their child's
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| | of learning
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| progress and development. They
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| | children are developing an understanding
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| need to understand how important the
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| | of the world; this will help
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| relationship and duty is between
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| | them in later life with subjects such as
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| parent and child in the child's
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| | science, geography, history.The Early
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| education. Parents need to feel
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| | Learning goals for Knowledge and
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| important and that their presence is
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| | Understanding of the world
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| welcome through the range of
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| | are; exploration and investigation,
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| opportunities there would be through
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| | designing and making skills,
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| interaction between children,
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| | information and communication, and
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| parents and practitioners. Parents
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| | technology, sense of time, sense of
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| should be kept fully informed about
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| | place and culture and beliefs.Children
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| any changes in the Foundation
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| | learn about co-ordination and movement in
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| Curriculum. This can be achieved through
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| | Physical
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| the use of brochures, booklets or
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| | Development. By the end of the reception
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| information leaflets.The principles of
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| | year, according to QCA,
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| the Foundation Stage Curriculum are all
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| | "Children should know how to move with
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| found in
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| | confidence, imagination and in
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| good and effective practice in the early
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| | safety, move with control and
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| year's settings.
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| | coordination, show awareness of space,
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| Practitioners need to be able to
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| | of themselves and of others and to be
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| understand the curriculum
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| | able to use a range of small and
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| requirements and put them into practice.
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| | large equipment".The Early Learning
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| They need to learn to
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| | goals for Physical Development are;
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| understand that children develop rapidly
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| | movement, sense
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| during the early years, and
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| | of space, health and bodily awareness,
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| every child should be included and not
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| | using equipment, and using
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| disadvantaged just because of
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| | tools and materialsCreative Development
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| their culture, gender, ability, family
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| | is used to enable children to make
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| background. In order for the
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| | connections
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| children to have confidence and to feel
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| | between one area of learning and
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| secure, practitioners need to
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| | another. This includes art, music,
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| make sure they work with parents, as it
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| | imaginative play and role play.The Early
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| has a positive effect onthe children. The
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| | learning Goals for creative development
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| Curriculum should build on what the
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| | are; exploring
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| children have
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| | materials and media, music, imagination,
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| already learnt and on what they already
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| | and responding to
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| know.In order for the curriculum to be
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| | experiences, expressing and
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| effective it needs to be well
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| | communicating ideas.Teachers need to
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| planned and organized, content needs to
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| | learn the many different ways a child can
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| be relevant so that it
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| | learn and
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| co-insides with the different abilities
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| | how they can adapt to teach the
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| of children. Practitioners
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| | children. One of the few ways children
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| need to learn how to have an
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| | learn is through their own mistakes and
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| understanding of how children develop and
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| | experiences. Psychologist
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| learn and how to move the children onto
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| | Piaget believed that children learnt by
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| the next level of development
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| | 'doing', they construct their own
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| and learning.In order for the children
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| | thinking by acting in their
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| to progress in their learning,
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| | environment. Anning (1996) page 21 cites
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| practitioners
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| | that Piaget thought all
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| need to make sure what they teach is
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| | children are seen to develop through a
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| well planned; intervention by the
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| | series of clearly defined stages towards
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| practitioners needs to be appropriate.
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| | logical thinking. He also believed that
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| The learning setting of the
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| | children are lone scientists, meaning
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| child needs to be caring in order for
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| | they develop
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| the children to have learning
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| | through experience, discovery and
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| experiences that are stimulating.
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| | investigation, and adults should
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| Practitioners need to know that high
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| | provide stimulating and varied
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| quality care and a good education
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| | experiences.Vygotsky was a psychologist
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| develops effective learning and
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| | who challenged Piaget's views. He
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| development of the child.The diversity
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| | believed
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| of needs that children acquire need to be
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| | that teachers should help children learn
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| met by the
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| | by guiding them through
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| practitioners who need to set out
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| | concentrating and learning effectively,
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| realistic opportunities for the
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| | Gross, (1998). Vygotsky
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| children. Early learning goals need to
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| | believed in the child centered approach,
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| be set for their level of
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| | he thought the idea of sitting
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| ability. Practitioners need to know,
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| | at desks and completing exams were
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| meet and understand the range of
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| | totally irrelevant for children and
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| special educational needs that children
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| | their learning. Children worked with
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| may have. Diversity may
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| | their peers who were maybe more
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| include children with disabilities,
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| | or less advanced than themselves, this
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| children from different ethnic
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| | is known as Collaborative
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| groups, culture and religion, refugees
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| | Learning. The child is seen as an
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| and travelers.Stepping stones were
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| | apprentice meaning they learn
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| introduced to help practitioners plan. In
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| | through others. Vygotsky believed that
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| order
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| | the support of teachers and
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| for children to achieve the early
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| | other children builds on the child's
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| learning goals for each area of
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| | understanding; this is formally
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| learning, knowledge, skills,
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| | known as scaffolding.It is cited in
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| understanding and attitudes are the main
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| | Anning (1996) page 22 what Bruner thought
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| focus of what children need to learn.
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| | of children's
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| This has to occur during the
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| | learning; "It is only when research
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| foundation stage. Stepping stones is not
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| | helps one to see with ones own
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| age related, meaning it
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| | eyes that it gets beneath the skin". He
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| allows children to progress at their own
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| | believed children's learning
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| rate of ability. Three
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| | could be enhanced through adult
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| colors are used to show the progress
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| | intervention. He agreed with Vygotsky
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| made - yellow, blue and then
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| | that they support and structure
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| green. Most three year olds would be
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| | children's thinking.Children are entitled
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| best suited to the yellow,
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| | to be provided with an appropriate
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| progressing through blue then green at
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| | curriculum,
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| the reception year.Practitioners need to
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| | the Foundation Stage provides children
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| know how to assess; the guide helps them
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| | with an education that
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| by
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| | practitioners can provide allowing them
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| identifying when the main focuses are
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| | to progress at their own rate
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| being achieved by children,
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| | of ability whilst setting them realistic
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| individually or with groups of children.
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| | goals in order for children
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| The focuses are knowledge,
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| | to have a head start in life.The article
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| skills, understanding and
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| | was produced by the member of
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| attitudes.Early learning goals are
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| | Sharon White is a senior writer and
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| introduced to help teachers teach, they
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| | writers consultant at term papers. Get
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| establish expectations for most children
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| | some useful tips for thesis and buy term
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| to reach by the end of the
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| | papers .
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