E100 Tma04
- Submitted by: cjtomlinson
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- Date Submitted: 02/06/2015 01:15 AM
- Pages: 12
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Exploring Children’s Learning Experiences
Throughout this TMA I understand I am in a Position of responsibility to staff, setting, families and children. Therefore all information has been kept strictly confidential. I have maintained integrity at all times when gathering information used for my TMA, and under no circumstance have I took part in plagiarism.
In this TMA I am going to look at communication and language and how I help support children’s learning experiences within my setting by comparing and contrasting some key points made in the nursery world article ‘Listen up’ (Cousins 2011). I am firstly going to look at the changes made to the curriculum since the article was written and specifically the changes to communication and language development.
At the beginning of the article Cousins writes about the demand for a play based curriculum for children under 6 years of age (Cousins 2011). Since this Article was written the Early Years Foundation stage (EYFS) has been changed in 2012 so that the curriculum is more play based for children under the age of 5. The EYFS states “Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity” (DFE 2012). These changes included changing Communication, language and literacy development to just communication and language development within the prime areas alongside physical development and personal, social and emotional development. Literacy is now in specific area alongside mathematics, understanding of the world and expressive arts and design. Children have to be secure within the prime areas in order for the child to be moved on to specific areas. This is because of the realisation that children need to be able to speak and use non verbal communications before they can be able to start putting meanings to marks or read. As an Early Years Practitioner it is my role as a key person to observe my children’s communication and...
Throughout this TMA I understand I am in a Position of responsibility to staff, setting, families and children. Therefore all information has been kept strictly confidential. I have maintained integrity at all times when gathering information used for my TMA, and under no circumstance have I took part in plagiarism.
In this TMA I am going to look at communication and language and how I help support children’s learning experiences within my setting by comparing and contrasting some key points made in the nursery world article ‘Listen up’ (Cousins 2011). I am firstly going to look at the changes made to the curriculum since the article was written and specifically the changes to communication and language development.
At the beginning of the article Cousins writes about the demand for a play based curriculum for children under 6 years of age (Cousins 2011). Since this Article was written the Early Years Foundation stage (EYFS) has been changed in 2012 so that the curriculum is more play based for children under the age of 5. The EYFS states “Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity” (DFE 2012). These changes included changing Communication, language and literacy development to just communication and language development within the prime areas alongside physical development and personal, social and emotional development. Literacy is now in specific area alongside mathematics, understanding of the world and expressive arts and design. Children have to be secure within the prime areas in order for the child to be moved on to specific areas. This is because of the realisation that children need to be able to speak and use non verbal communications before they can be able to start putting meanings to marks or read. As an Early Years Practitioner it is my role as a key person to observe my children’s communication and...