Transitions

[lewis]

Okay, this is my last question in the tech booklet, and yes, it is the most stressful one. I've been looking at it as if it was korean or something. The idea of the question is simple enough, but i'm afraid it's not as simple as me...

'Fill in a grid to show that you can identify different types of play for different age groups; how play can stimulate development and learning and what activities,equipment and opportunities encourage different development, behaviour and learning.'

The grid can be found here

http://www.cityandguilds.com/documen...ce-pack-v2.pdf
on page 66, onto 67.
If anyone can help me fill in the gaps in any way it'd be really appreciated

[Doodah]

Task Ai Given three reasons why play is important in
helping children and young people to learn.
The purposes and reasons for valuing play have included the view that it:
utilises surplus energy;
is natural for children and part of the innocence of childhood;
helps children understand the social world; making friends, taking turns
helps children to develop cognitively; eg maths, problem solving, creativity, imagination
supports children's developing communication skills;
helps children to cope with their feelings and fears and to manage their emotional states;
develops positive dispositions towards challenge, resillience, change and self-initiated learning.
it allows children to be creative and express themselves
children are learning all the time they are exploring and playing
Different types of play include creative, physical, imaginative, manipulative, social, structured and spontaneous (http://www.mactac.org/CCLD/Level3/30...25_fs_play.pdf)

Task Aii Completed the grid giving two examples of play activities, the resources needed, the development/behaviour/learning it stimulates one for each of the age groups identified and where only one age group is identified two examples for that age group.
sand and water play - resources: sand and water trays filled with sand and water, protective clothing, bubbles, food dye, objects that float, sink, toy boats, fish etc, rocks, shells, buckets, spades, sieves.
development: mathematical - learning textures, temperatures, floating, sinking, bigger, smaller, colours, counting, mark making? - social - taking turns, working together, speaking to each other, making choices physical - fine motor skills, learning about textures
Role Play resources:dressing up clothes and props, role play area development: social, communication taking turns, communication, imaginative story telling, empathy physical dressing oneself, acting

Task Aiii Given a brief description of how they would plan and prepare play
and learning for children and young people taking into account differing needs and abilities.
Plan activities around what the children enjoy doing and in accordance to the EYFS Framework - relate play learning to this. (http://nationalstrategies.standards....anddevelopment) Prepare by gathering the resources needed, maintaining them so that they are safe for use by the children, setting them out so that all children can access all activities where ever possible

Task Aiv Made a list of what they need to do to make sure that the environment, materials and equipment are safe and maintained appropriately
daily risk assessment both indoors and outdoors, check for tripping or slipping hazzards, make sure children have no access to the kitchen area unless supervised, remove possible hazzards, make sure equipment is kite marked and safe for use, remove any damaged or hazourdous equipment

Task Av Described how to do a risk assessment for water play and how risks can vary according to age, needs, ability and the environment.
http://www.silkysteps.com/forum/show...ent+water+play (see reply by Leelee87)http://www.silkysteps.com/forum/show...ent+water+play (both replies here)


Task Bi Briefly outlined the content and purpose of early education curriculum frameworks.
The EYFS framework sets the UK standards for learning, development and care for children from birth to five. The curriculum is built around four principles:
A Unique Child
Positive Relationships
Enabling Environments
Learning and Development
(more detail here: http://nationalstrategies.standards....ults/nav:46528
http://nationalstrategies.standards....v:46528?page=1)

Task Bii Using the answers given in Task Aii outlined how activity each relates to the curriculum frameworks in the country in which they are working.
The following specific goals to help us all work within the framework:
Personal, Social and Emotional Development, helping to build confidence, concentration, independence and respect.
Communication, Language and Literacy, developing speaking and listening skills and beginning to read and write.
Problem Solving, Reasoning and Numeracy, focusing on number work, mathematical ideas and thinking.
Knowledge and Understanding of the World, helping children investigate and think about their place in the world.
Physical Development, relating to developing physical skills and understanding.
Creative Development, centred around building children’s imagination.
Welfare, ensuring we are all aware of our responsibility for children’s welfare. Looking after children properly and helping them to stay healthy, whilst ensuring the setting is a safe and positive place for children

(relate which ever activities you choose to some of these)

[lewis]

Wow, thanks alot for taking the time to do this! this is a fantastic help, cheers!