EYMP2: Promote learning and development in early years accordance with the EYFS
Level 3 Children & Young People's Workforce
Areas of learning and development in the EYFS programme:
3 Prime areas of learning and development:
- Physical development
- Communication and language development
- Personal, social and emotional
4 Specific areas of learning and development:
- Literacy
- Mathematics
- Expressive Arts and Design
- Understanding of the World
Interconnection between the areas of development:
1.
Learning to acquire language enables child to develop reading and writing skills.
Learning to read and write can help child to enhance language and strengthen communication skills
Example
Singing nursery rhymes and telling jokes or stories can help child to produce sound, speech and develop vocabulary,
and learn to count (communication, language, maths). Being familiar with words and numbers can be transferred to promote
reading and writing.
Being able to read and write can reinforce conversation and listening skills and increase vocabulary and gain understanding of the world.
2.
Combination of physcical skills, communication and language skills can help to acquire social skills
Having social skills can help to reinforce communications and language skills
Example
Playing a basic board game (snake and ladder) can help acquire vocabulary and learn to play cooperatively which can promote social skills such as
learning to take turn and follow rules.
Learning to play together cooperatively, follow rules and take turns and help to maintain relationships,therefore enhancing communication skills.
3.
An activity that focuses on the knowledge and understanding of the world area of development can help to develop physical, language and emotional development
and visa versa.
Example
Activity: planting seeds or bulb to grow a flowering plant (understanding of the world)
Using child size spade and kneeling to dig help to develop muscle in the hands and legs.
Counting the seeds, planting and giving water help to develop fine motor skills and maths and learning new vocabulary.
Conversly, having fine and gross motor skills and being familiar with words like water and seeds and learning to
count can help gain knowledge of how plants grow.
4.
Developing physical skills can help to acquire personal and emotional skills
Personal and emotional skills can help to improve physical development
Example:
Being able to tie up shoe lace or fasten coat button can help child become independent (personal development)
Learning to be independent : tie up shoe lace or button up coat can help child to be more confident ( personal development)
Developing confidence and being happy can motivate child to play or engage with new activities that promote physical development
5.
Painting and drawing activity (Expressive art and design)
Holding a paint brush and using it help to develop fine motor skills (physical)
Exploring, choosing and mixing colours and adding water promote learning of names of colours (language) and develop confidence
Producing a picture will give them a sense of achievement and will feel good (emotional development)
Painting and drawing help to express emotions (emotional development)
From the above activity, child will learn and develop in the area of creativty (Expressive art and design)
6.
How playing jigsaw puzzle helps to promote development
Picking and holding the pieces help to develop fine motor skills (physical)
Thinking and solving which piece fits help to develop intellectual skills
From the above play, child will gain understanding of the world
7.
Playing with water, sand, spade and bucket
Holding the spade,filling the bucket with sand help to develop hand muscles (physical)
Filling the bucket with sand help child learn about quantity
Playing with the sand help to learn about texture
Building a sand castle will help child to be creative
From the above play, child will learning about mathematics and understanding of the world
8.
Singing or story telling
Singing nursery rhymes and telling jokes or stories can help child to produce sound, speech and develop vocabulary,
and learn to count (communication, language, maths).
Being able to talk, know the name of objects and able to count can help develop child's confidence (personal development)
which in turn can promote literacy and mathematics skills as the child will feel poised enough to learn to read,
write and work with numbers.
9.
Listening to stories
They answer h‘how’ and ‘why’ questions in response to stories
Through listening, child will learn to pay attention and respond appropriately.
Listening will help child to follow instructions too.
Can you think of stories that harness children curiosity?
Outcomes for the early years learning and development
Physical
Moving and handling
Children show good control and co-ordination in large and small movements. They move confidently in a range
of ways, safely negotiating space.
They handle equipment and tools effectively, including pencils for writing.
Health and self-care
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep
healthy and safe.
They manage their own basic hygiene and personal
needs successfully, including dressing and going to the toilet independently.
Personal, Social and Emotional
Self-confidence and self-awareness.
Children are confident to try new activities, and say why they like some activities more than others.
They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they
need for their chosen activities. They say when they do or don't need help.
Early learning goal – managing feelings and behaviour
Children talk about how they and others show feelings, talk about their own and others' behaviour, and its consequences,
and know that some behaviour is unacceptable.
They work as part of a group or class, and understand and follow the rules.
They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships
Children play co-operatively, taking turns with others. They take account of one another's ideas about how to organise
their activity.
They show sensitivity to others' needs and feelings, and form positive relationships with
adults and other children.
Literacy
Reading
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them
aloud accurately. They also read some common irregular words.
They demonstrate understanding when talking with others about what they have read.
Writing
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some
irregular common words. They write simple sentences which can be read by themselves and others.
Some words are
spelt correctly and others are phonetically plausible.
Mathematics
Numbers
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one
less than a given number.
Using quantities and objects, they add and subtract two single-digit numbers and
count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare
quantities and objects and to solve problems.
They recognise, create and describe patterns. They explore characteristics
of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities
Children talk about past and present events in their own lives and in the lives of family members. They know that
other children don't always enjoy the same things, and are sensitive to this.
They know about similarities and differences
between themselves and others, and among families, communities and traditions.
The world
Children know about similarities and differences in relation to places, objects, materials and living things.
They talk about the features of their own immediate environment and how environments might vary from one another.
They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology
Children recognise that a range of technology is used in places such as homes and schools.
They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials
Children sing songs, make music and dance, and experiment with ways of changing them. They safely
use and explore a variety of materials, tools and techniques, experimenting with colour, design,
texture, form and function.
Being imaginative
Children use what they have learnt about media and materials in original ways, thinking about uses and
purposes.
They represent their own ideas, thoughts and feelings through design and technology, art,
music, dance, role play and stories.
Assessing and observing early years learning
and development outcomes:
Observation Techniques
| Method | Description | Example |
|---|---|---|
| Narrative or descriptive | Writing everything you see in detail. The data is factual. Recording information continuously for half an hour or one hour. |
Observing child playing with toys or playing with other children. Recording what they say and how they respond to others. |
| Check list | Pre-prepared list of skills or competencies that a child can do. Suitable for checking physical development. |
Threading beads Drawing with crayons or pencil Completing a 10 piece jigsaw puzzle Cutting out shapes with scissors Catching a ball Climbing a frame Riding a bike |
| Time sample | Chart format is used to record specific and selected information at chosen
time intervals. E.g. observe and record every five minute interval within one hour or 15 minute intervals for half a day observation. | Frequency of playing with certain toys. Observing children's mood in the mornings or in the afternoons. Observing social behaviour every 15 minutes for 1 hour. Observing behaviour at different play locations in the nursery: every 10 minutes for one hour Observing behaviour at lunch time: every 5 minutes for half an hour. Observing indoor or outdoor activities every 15 minutes over a period of 1 hour. |
| Event sample | A chart format is used to record how often a specific action, incident or behaviour occurs | Observe aggressive behaviour such as spitting, biting or hitting other children. Observe emotional behaviour such as crying or sulking. |
| Target sample | A record sheet is used to note the actions and
responses of a particular child over a continuous
period of time. Observation is recorded every minute for 10 minutes. | Target sample is often used to learn about child's social and language interaction. |
| Identify another method that is used in your setting | Describe another method used in your setting | Give an example |
Click on the pdf files below to see samples of 'observation forms':
Time sample
Event sample
Target child
Diary Observation Record
How are observations assessed?
- Using the EYFS practice Guidance to check children's eary learning goals
- Refer to developmental milestones
- Use previous records to compare progress
- Use child developmental theories to analyse observation
- Use child's background data to evaluate behaviour
Observation assessment are used to:
- Plan activities to support learning and development
- Plan activities to promote learning and development
- Plan activities to boost learning and development
- Make referrals to professional
- Work with parents and key workers to support learning and development
A child's observations, assessments and evaluations are compiled in a folder called 'Learning Journey / Learning Profile.
REFERENCES