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July 15, 1.
For Reflective Account 3 you should use one of your child observations. Describe how you did this observation. Did you sit away from the child and observe from a distance unobtrusive so the child was not disturbed?
Did you sit near to the child or even sit in on the activity? Describe the type of observation you did- tick list, written, event sample.
Where you using paperwork from the setting or did you design your own? Explain why you chose the method you used- best for the activity, style used regularly in the setting, or easy to use for gathering maximum information. Describe what you have to know before observing the child- age of child, any concerns, type of activity 6.
Describe how the early years curriculum is part of how the setting plans their activities. For example identify all the areas of development eg: Attach a development plan based on this observation that will promote development for this child. You will later do this activity with a child and will then evaluate discuss how appropriate how the activity worked.
See overleaf example activity plan 8. Explain why it is important to offer inclusive practice and why no child should be excluded from activities excluding children leads them to be isolated, lonely and can mean they are withdrawn and shy, they may not develop at the right level and could develop behavioural problems Explain why giving choices enables a child to feel they have some control and what the effect can be on their development.
Give some examples of how YOU work to include children in activities and daily experiences 9. Is the room a pleasant place that enables the child to feel secure? Are the tables, chairs, book corner, role play area all easy for the children to access?
Are the daily activities interesting and resources and equipment easy for the children to access, are there enough resources so all children can take part in activities?
Activity plan Look at your observation and devise create an activity for the child you have observed, based on what you have seen. You do not have to focus on a child with a particular need. Any of the children in the setting can be observed and then experience an activity organised by you.
Language development- talking and discussing what they are doing throughout the activity. You now create a new activity for the child: Collect pieces of equipment- buckets, beakers, jug and water at the sand play area. Link to an outcome from the EYFS. Have a mop and some paper towels available to deal with any spills.
Bring the child to the area and encourage them to wear an apron. Talk to the child about the activity, demonstrate mixing the sand and water to different consistencies e.Communication Rules Essay.
when the rules of communication are very important. A communication rule is "a followable prescription that indicates what behavior is expected or preferred and what behavior is prohibited in a specific situation" (Shimanoff).
Outcome 1 - Understand how to plan and provide environments and services that support children and young people’s health and safety These are the following principles to consider when you are planning safe environments or activities with children.
Although the development of the child and children’s games and the overall need for play can be seen as a uni- versal fact, play activities are none the less profoundly. SIGNS AND SYMPTOMS OF ILLNESS OR INJURY o Increase in seizure activity. o Onset of limping, inability to walk, or difficulty in movement.
o Severe sore throat/difficulty swallowing. o Infection at injury site. o Swelling. Always report these changes to the doctor as soon as possible. Behaviour and classroom management ideas We'll be highlighting the best resources by theme and topic to help you manage behaviour in the classroom; from rules, posters and contracts, to strategies, rewards and displays.
As a member, you'll also get unlimited access to over 75, lessons in math, English, science, history, and more. Plus, get practice tests, quizzes, and personalized coaching to help you succeed.