39 pages

English

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Child-Initiated Learning , livre ebook

Andrews UK - Jennie Lindon

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39 pages

English

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A propos
Informations
Extrait

Description

How to plan for an individualised learning journey with every child in your care. Covering how to plan and support each child through sustained shared thinking, this book will give you the skills you need to follow each child's interests and plan for engaging learning experiences. The book offers practical advice on: what is meant by child-initiated learning and self-chosen experiences, how observant practitioners are able to support children's learning, the importance of first-hand experiences for children and an interesting learning environment, flexible planning and documentation, in response to children's interests and skills and dealing with uncertainty and confusion about adult-led activities and group time.

Informations

Publié par	Andrews UK
Date de parution	25 mai 2012
Nombre de lectures	0
EAN13	9781907241710
Langue	English
Poids de l'ouvrage	3 Mo

Informations légales : prix de location à la page 0,0474€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Observation to work alongside children’s interests

Published by Practical Pre-School Books, A Division of MA Education Ltd, St Jude’s Church, Dulwich Road, Herne Hill, London, SE24 0PB. Tel: 020 7738 5454 www.practicalpreschoolbooks.com

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopied or otherwise, without the prior permission of the publisher.

paGe 23 23

paGe 38

What does child-initiated mean?

Respect for physically lively play

Planning that pays off for children

AcknowledGements

Communicative adults: communicative children

What is meant by individualised learning?

Positive Relationships in the Early Years

Child-Initiated Learning

Books

ïSBN 978-1-907241-07-9

paGe 11 11

The emotional environment

paGe 2 2

PuttinG children’s interests at the centre

The role of early years practitioners

paGe 36

Being a partner in play

Promoting active Irst-hand experiences

Books and websites

What is sustained shared thinking?

LeadinG a child-focussed approach

A balance between child-initiated and adult-led

What does adult-led mean?

A learning environment that welcomes

Putting children’s interests at the centre

Young children each have only one go at their early childhood.

nThey should emerge with a store of treasured memories, secure that they really matter to a small number of adults, with whom they have spent their time.

nThose adults are responsible for cherishing young children, ensuring that they feel liked for who they are and competent within their own world.

nChildren need an early childhood in which they have plenty of time to explore alongside adults who respect young children’s interests and how they learn.

Best practice over the long history of early years provision has been that days for young children should be full of opportunities for children to learn within a nurturing environment, through their self-chosen play and with generous time outdoors. The role of supporting adults is to protect that time, provide suitable resources and be a friendly play and conversational partner, whilst taking good care of the physical and emotional needs of babies and young children. Genuinely helpful early years practitioners – and parents too – need to have realistic expectations based on a close relationship with this individual baby or child, as well as a sound basis of child development knowledge in general.

ïn their different ways the early years frameworks which apply to each part of the UK support this perspective on early childhood. However, the Early Years Foundation Stage (EYFS) in England is the only birth to Ive framework within the UK. Wales and Northern ïreland start with three-year-olds and Scotland has an under threes framework separate from the 3-17 Curriculum for Excellence. The ideas that follow in this book are relevant to early years provision across the UK, but the cross-referencing is mainly to the EYFS.

What does child-initiated mean?

The EYFS has created a strong focus on the importance of child-initiated learning through children’s active choice about what to do within any set day. The role of early years practitioners is that of supporting young children to learn at their own pace and in ways that make sense to them. The EYFS Statutory Framework, in the Organisation section of the Welfare Requirements requires that:

Providers must ensure that there is a balance of adult-led and freely-chosen or child-initiated activities, delivered through indoor and outdoor play. (2008: 37)

The Welsh Foundation Phase framework (2008) has a similar phrase applied to each area of learning: that children should be given opportunities to learn ”through a range of planned activities, including those that are child initiated” (no hyphen in original). So what does the phrase ‘child-initiated’ actually mean? ïn the Shorter Oxford English dictionary, the word ‘initiate’ is deIned as to “begin, commence, enter upon, to introduce, set going, originate”. So, child-initiated activities and experiences are those which babies or children have indicated they want to do and in this way. The children are the originators; they set this current activity going.

The words ‘freely chosen’ in the EYFS quotation are very important, and sometimes the phrase used is ‘self-chosen’. Through their personal choice, young children – including babies and young toddlers - are busy directing their own learning. They can do something interesting to or exciting –for them and then repeat immediately. They can practise those skills they are motivated to improve. They explore through actions and their powers of communication, using what they want to show or ask you. The phrase child-initiated learning can only make sense when children have plenty of scope to decide what deserves their time and full attention on any given day.

The Irst edition of the EYFS (in 2007) did not explain what was meant by the terms child-initiated or adult-led. This was a regrettable oversight, given that a serious problem had been created in recent years because a primary school deInition of child-initiated had inIltrated early years practice. This primary-based approach promoted the view that activities could be judged as child-initiated, when an adult had pre-determined most of the details of the experience before young children ever got their hands and eyes on any resources. Within the more structured primary school day these timetabled sections of the day might also be called independent learning times. More accurately, they are times when children are able to remain focussed on a selected array of resources without the presence of a guiding adult. This working deInition of child-initiated continues to appear in some practical materials written for early years practitioners.

This misguided perspective – for early childhood - was supported over the same period by the imposition of an outcomes-led lesson plan approach. This view depended on the bizarre idea

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