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Preparing for Placement Unit 16 Professional practice portfolio
| Date post: | 09-Jan-2017 |
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Preparing for Placement
Unit 16 Professional practice portfolio
Starter Activity
• Lets Play Blockbusters
• Divide yourself into two teams
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One click Blue – two clicks Yellow
Blockbusters
LO1 Planning and leading activities, opportunities and learning experiences for babies and children, Facilitate the cognitive development of babies and children from birth to five years.
• 16 1.1 Identify resources for children in relation to supporting cognitive development.
• 16 1.2 Explain the role of cognition in a child’s learning. • 16 1.3 Reflect on strategies to promote cognition. • 16 Prepare the paperwork needed to complete placement
tasks
© Hodder & Stoughton Limited
•Resources to support cognitive development
• We are surrounded by resources that will support cognitive development.
• Anything that encourages a child to think, problem-solve, discover, explore or experiment will support their cognitive development.
• Resources must be age and stage appropriate but there is no limit to what can be used to support cognitive development.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.1
Group activity
Time: 15 mins•Create two spider diagrams to show resources that support cognitive development.
Spider Diagram 1Commercially produced resources• Puzzles• Posting toys.
Spider Diagram 2Everyday or naturally available resources• Fallen tree trunks• Pots, pans and dried
pasta.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.1
Pairs activity
Time: 15 minsDescribe one activity or experience where you think children will learn through exploration or discovery.
•Consider:• Water tray• Cooking• Construction activities• Puzzles.
•What woul the child learn?© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.2
•Strategies to promote cognition
• It is important that children are surrounded by an attractive, stimulating and friendly learning environment.
• This will include resources to stimulate the senses, displays to encourage children to ask questions and activities which provide challenge.
• It should encourage children to think laterally and solve problems.
• The practitioner should provide flexible and open-ended activities which are practical, challenging and play based.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.3
•Strategies to promote cognition
• Children should be given time to work things out for themselves.
• Practitioners should not be tempted to ‘jump in’ and help a child to problem-solve before they have had time to try it out.
• Children will become dependent on adults around them if they are not encouraged to think for themselves.
• Children need to know that it is alright to give something a go and it will not matter if something does not work first time.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.3
Classroom discussion activity
Time: 15 minsHow would you encourage children to think for themselves?Consider:• Making choices• Problem-solving• Trial and error• Cause and effect.
When should a practitioner step in to support a child?
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.3
•Strategies to promote cognition
• As well as giving children time to problem-solve it is important that practitioners know when to step in and support a child.
• A child who is left too long with a problem they cannot solve may become frustrated, despondent or upset.
• Even if a child is struggling and a practitioner decides to step in they should not take over.
• Practitioners can use this opportunity to support a child’s cognitive development by offering suggestions and not just an answer to the problem.
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.3
Reflection activityTime: 15 minsCan you balance when to stand back and let a child solve their own problems, and when to step in to support them?
•Consider:• A child who does not know what to choose next• A child who cannot make a puzzle piece fit• A child who is obviously upset because they cannot make something
work.
What would you say when supporting the child?
© Hodder & Stoughton Limited
LO1 Understand the role of the early years practitioner in relation to provision for cognitive development for children from birth to 7 years 16 1.3
1. Produce a written reflective account to describe the role of the practitioner when facilitating the development and cognition of children.16 1.1.
2. At placement add to your reflective account to analyse the use of technology in supporting the development of cognition in children (you may want to complete this with your placement supervisor you must analyse against the resources in which the setting has to support children’s learning and cognition). 16 1.2.
3. You will need to create an environment to facilitate the cognitive development of children. You may wish to write a reflective account and take a photo of the environment in which you have created without the children in it. Or you can set up this environment for when I come to observe you and tell me how your environment supports the cognitive development of children.16.1.3.
4. Once you have created your environment you need to Evaluate the provision for supporting cognitive development. 16 1.4.
© Hodder & Stoughton Limited
Placement Tasks
• Think, Pair Share
What is sustained shared thinking?
A process which involves the adult being aware of the child’s interests and understanding, and the adult and child together developing an idea or skill.
• The practitioner should provide open-ended and practical tasks to encourage children to develop their imaginations.
• The practitioner should follow this up by posing questions to challenge the children and encourage them to reflect on their experiences.
• The practitioner needs to be aware of children’s development in other areas, for example, social/emotional and language development.
• How can you encourage sustained shared thinking?
Answers on your white board please !
Task
• Plan and lead a learning experience which supports the development of sustained shared thinking in children
• 0-1 year 11 months • 2-2 years 11 months • 3-5 years 16 2.1.• NB. Remember to share your placement tasks with your
placement supervisor and plan when is best to carry them out DO NOT leave them until the last week as you are likely to be told you can not complete them!!
Placement tasks
• Reflect on your time sheets every week as this will form part of your reflective diary add your strengths and your area to development.
• If you are unsure ask your placement supervisor, I will want to see these when I come to observe you!
• Your areas to develop should begin to become your strengths by the end of placement one !
• Get your placement hours signed by your supervisor at least once a week!
• Round up to nearest hour or minute please do not put 8.33 ! This will make it difficult to calculate your hours at the end.
Remember
• 0-1 year 11 months Group 1 • 2-2 years 11 months Group 2• 3-5 years Group 3
https://uk.pinterest.com/search/pins/?q=physical%20activities%20for%20babies%20and%20children&rs=typed&term_meta[]=physical%20activities%20for%20babies%20and%20children%7Ctyped
http://www.teachingideas.co.uk/subjects/games
What physical activities can you provide for children aged:
• Create an environment which promotes physical development in own setting write a reflective account of what you did and take a photo ensure the children are not in the photograph. 16 6.1
• Plan and lead an opportunity which promotes physical development of children aged:
• 0-1 year 11 months • 2-2 years 11 months • 3-5 years 16 7.1 • Evaluate your activity ensure you reflect on own role in relation to the
provision for promoting physical development in own setting. 16 7.2 • Write a reflective account to Evaluate the provision for promoting the
physical development of children in own setting. 16 8.1
Placement tasks
How can practitioners encourage children to eat healthily?
• To encourage healthy eating it is important to educate the children, capture their imagination, involve them and provide a good role model.
• Educate the children about what they are eating• Involve children in making snacks – fruit salad, fruit smoothies• A visit to the local shops to look at (and buy) fruit and veg for activities
back at the setting• Invite visitors to come in for a meal, or afternoon tea, that the children
have made• Grow your own food – you can start off with cress, children love to watch
things that they have planted grow• Invite parents in to make food with the children – good opportunity to find
out about different foods.
• Time: 15 mins
• You are going to plan an activity to support healthy eating.
• It does not necessarily have to be a cooking activity – but should encourage and teach children about healthy eating.
• Use twinkle, Pintrest to support ideas for planning
• Plan and implement an activity to support healthy eating in own setting 16 11.1
• Evaluate your activity plan reflect on own role when supporting healthy eating in own setting 16 11.2
• Make recommendations for healthy eating in own setting you can either write a reflective account writing what you recommended for your setting or add your recommendations to your activity plan 16 11.3
Placement tasks
• In making recommendations it is important to be objective in your observations. You could write a checklist of points you are looking for in your observations.
• You will need to be sensitive in making your feedback. It is always important to start with positive points and then discuss areas for improvement.
• If you have identified areas for improvement you should always be able to make recommendations. Your recommendations should be positive, practical and achievable.
Recommendations for healthy eating in own setting
• Support children in personal care routines including:• Toileting ( Write a reflective account)• Hand washing / washing (Write a reflective account or I
may observe this)• Food and drink (Write a reflective account or I may
observe this)• Resting and or sleeping (Write a reflective account or I
may observe this) 16 13.1 Group discussion how can we evidence this?
Placement tasks
• Prepare for your professional discussion to explain why it is important to take a balanced approach to risk management 16 18.1
• Carry out a risk assessment in own setting 16 18.2• On the back of your completed risk assessment describe
how health and safety risk assessments are monitored and reviewed 16 18.3
• When evaluating your physical activity reflect on what you did to support children to manage own risk and what you did to manage risk 16 18.4, 18.5
Placement tasks
• Please check your emails • Please email or call me if you have any queries or concerns 01329
815113 [email protected] • Remember to let me and the setting know if you will not be attending
placement due to illness • I will email you when I have arranged your placement observation
please be prepared with your Physical, cognitive or healthy eating activity I will need to see a copy of your activity plan on the day of your observation
• Remember to make links to the EYFS on your activity plans • Remember you are representing the college wear your college uniform
and be professional at all times!
Don’t be a stranger
