how is learning and development interlinked and interdependant?

[TRACI]

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Explain each areas of learning and development and how these are interdependent. I know the areas of learning and development.Its the interdependent iam stuck on thanks.

[wendy bob]

hi,
The interdependence of all the six areas work in a way where by providing well thought out and good quality activities it will cover more than one area of development.
hope this helps x

[lyn c]

Hi Traci

i found this one quite difficult but when i got my head around the question (eventually) it was easier look at my reply to see if you can make sense of it, this is what i wrote:

It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five...a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs and plan holistically in order to help children achieve their full potential across the six areas of learning.

hope it helps you to understand the question.

Lynne

[SammieJ]

Hi,

Im stuck on how to explain the 6 areas :( can anyone help me please?
x

[Ruthierhyme]

Originally Posted by SammieJ

Hi,

Im stuck on how to explain the 6 areas :( can anyone help me please?
x

Hi, if you're in England, in the eyfs statutory framework you'll find the following learning area expectations that settings are required to work within.

Personal, social and Emotional Development
Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn.

Providers must ensure support for children’s emotional well-being to help them to know themselves and what they can do.

Communication, Language and Literacy
Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended.

They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so.

Problem solving, Reasoning and Numeracy
Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding.

They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

Knowledge and understanding of the world
Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world.

Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials.

Physical Development
The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement.

They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know.

They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.

Creative Development
Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.

They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

If you take a little time to read through them you'll find they become clearer, helping you see how your setting or placement provides for the children in ways that promote these areas. Each has its own set of learning goals attached that it's hoped children will reach by the end of their eyfs. The areas are entwined & interdependant, rarely will one work in isolation from others .. just by being, PSED is involved, by making eye contact or mark making communication is involved, depending on what activity is occuring creative, physical aspects are involved, psrn & knuw can be evidenced through a setting's inside, outside areas and further, resources and planning to extend.

Hth xx

[ihatestudying]

Hi hope this can help....

Good well planned thought-out activities will cover more than one area. This is called interdependent. An activity such as den building would come under Physical Development but will also be linked and cover goals from P.S.E.D., C.L, E.A.D, as the children will be encouraged to work as a team, communicate and share idea’s. They may encounter wildlife which would come under Understanding Of The World and Mathematics by encouraging the children to think about and use numbers, shapes and sizes.

[demid1994]

what are the areas? do I write about the areas in the eyfs?

[kerry-lou]

Originally Posted by demid1994

what are the areas? do I write about the areas in the eyfs?

hia Demid1994, this is an old thread and they're actually now 7 areas. if you have a look at the EYFS you will find all the areas there. x

[england]

The EYF emphasises a personal & individual approach to learning, this is because all children develop at their own rate and learn in different ways, they come from different backgrounds whether social or religious & therefore have different needs and interests. Emotionally children come in different packages, some children may seem independent and confident and you may be misled into thinking that they don’t need as much attention as the children who express their emotions regularly and via for your attention on a regular basis.
This assumption would be incorrect all children should be giving your individual attention, how else can we plan appropriately for their needs and interests.

In England the E.Y.F was introduced to encompass child-minders, pre-schools, after school clubs and nurseries to deliver a programme that incorporates personal, social and emotional development, Expressive arts & design, physical development, literacy, communication and language, mathematics and finally understanding of the world.
All these areas of learning are incorporated into the unique child, positive relationships, enabling environments and learning and development. In England we have also include the Welfare Requirements these are universal and all setting must meet Ofsted guidelines in educating and caring for children. Scotland and Wales follow similar guidelines but with their own structure to include cultural and educational theories believed to represent their own countries interests and needs. The EYF wants us as practitioner to see each child as unique.
To do this we need to observe each child and make observations so that you can see a pattern of the child’s interests and how they are developing to see if they are within their age and stage of development and if necessary how to plan appropriately to be able to see where they are within the developmental


hope this will help you

[Enyajeemia]

There are now 7 areas of the EYFS
3 being PRIME AREAS and 4 being SPECIFIC.

Prime areas are the ones that children are expected to learn first. If they are not taught correctly this could affect the specific areas. The prime areas are all related and connected, and influance the way the specific happen.

They are as follows:

PRIME
* PSED (Personal, Social and Emotional Development)
* CL (Communication and Language) - (Used to be CLL - Communication, Language and Literacy, but they have since split this one into 2 seperate ones, Language being given its own area)
* Physical Development

SPECIFIC
* Mathematics (Previously known as Problem Solving, Reasoning and Numeracy)
* UTW (Also known as Knowledge and understanding of the world)
* EAD (Expressive Arts & Design) (Used to be known as Creative Development)
* Literacy (Was part of CLL, before it was deemed literacy needed its own area)