403

[Smudge]

Hi. I'm new to this site & to the NVQ4. Have previously done NVQ3 a few years ago, much easier than this I found. I've been started off on 403 & am currently struggling a bit. Can anyone help on 'programmed learning' & 'Laissez faire' when it comes to 'theoretical perspectives on children as learners'? Any pointers would be most welcome. Thanks.

[mellie]

what a rotten unit to start on! I'm just doing 403 - programmed learning I have done Skinner & Chomsky, Laissez Faire - could choose from Montessori, Froebel, Piaget, Rouseau. Did not find the internet very useful with Laissez Faire. Hope this helps.

[Smudge]

Hi Mellie...yes it is a 'bit' hard I have to admit. I just hope the rest of the course doesn't get harder than this or I really am gonna find myself in trouble with it. Thanks for the tips.

[sazzle]

I can't help yet, my assessor should be coming back with my folder next week though - that was the last thing I handed in. I still need to add a bit on linking theories with my own practice though.
I didn't find much online either but some of my old level 3 books had a bit in them, which I just re-read and waffled on about!

[Smudge]

Good to see it's not just me finding 403 a bit sticky. Any help Sazzle would be most welcome...when you get your folder back. This particular issue is a real thorn in my side. I'm only stuck now on "look at the theoreticle perspectives in:- evolutionary perspectives, play & life skills, flexibility & thinking. Sorry for the time lapse in my reply, been busy at work with inspection.

[sazzle]

Oh, and my first assessor started me on 402 - I was ready to give up! But then she said all her new starters hadn't liked the pack she had given us and I did a couple of other units instead and loads cross referenced into it. Same with 403- I'd done a fair bit before I even started focusing on it, so it should be the same the other way round.. once you have done it, you'll find you have covered more than you think!

[jelly6]

Below is a bit of what i have written...hope this helps a bit...
Evolutionary perspectives on play -
Over the years play has been used for many different reasons and developed to support the older child as well as the younger child. After school clubs and other extended school provision ensure that children have access to play opportunities outside of the normal, formal school curriculum. This has come about through parents and carers working longer hours and the introduction of working shift patterns. Once again the Every Child Matters framework has pushed for local authorities and schools to work together to provide a core offer of clubs and activities for children, at this moment it seems that primary schools are better at providing these services than secondary schools.

[jelly6]

yippee!!! finished 403 :):teacher::reading::rotfl:

[Smudge]

Thank you very much Jelly6. The break I needed. Finally...theory finished...moving on!! Yippee

[mary24]

i am also really struggling with this theoretical perspective unit on the verge og giving up