Learning Partnerships, Unit Catalogue 2008/09 |
AS20063 Foundation stage communication |
| Credits: 5 |
| Level: Intermediate |
| Semester: 1 at Wiltshire College |
| Assessment: CW 100% |
| Requisites: |
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Learning Outcomes: On completion of this unit the learner will be able to: * Understand, analyse and apply the theory of how Foundation stage children learn, particularly in relation to communication, language, literacy and creative development. * Identify, analyse and devise an appropriate curriculum to achieve the early learning goals for communication, language, literacy and creative development. * Recognise how to involve children with sensory, language and visual impairments, physical disabilities or motor impairments in group activities or other supplementary activities that will encourage their communication, language, literacy and creative development. * Understand and apply the requirements of National programmes and the expected outcomes in communication, language, literacy and creativity for Foundation stage children. * Judge the value of ICT in supporting the Early years worker and children to develop communication, language and literacy skills in Foundation stage children. Skills: The professional practice for this unit is that the student must demonstrate whilst working as a Senior Practitioner that they can: * Plan the foundation stage curriculum for communication, language, literacy and creativity * Implement a planned curriculum that will enhance each child's opportunity to achieve the early learning goals for communication, language, literacy and creativity * Monitor, assess and record children's progress in communication, language, literacy and creative development Content: 1. Significant and emerging theories and principles of: a) how children develop, including theories related to play, and the value of these in understanding children's development in communication, language, literacy and creativity b) how children learn, including theories of motivation, sociological perspectives, psychological perspectives and philosophical dimensions relating to communication, language, literacy and creative development in foundation stage children c) how creativity, communication, language and literacy develops and how and why such development can be positively and negatively affected by children's physical, intellectual, emotional and social development d) the planning, development, implementation and evaluation of the curriculum to support, foster, promote and develop foundation stage children's communication, language, literacy and creative development, including: * how to organise the content to maximise positive attitudes and dispositions towards learning, motivation, concentration and attention, development and participation in communication, language and literacy learning and creative development activities, opportunities and experiences * how to make informed choices in the selection of, and how to organise activities, materials and resources, that will enhance children's development and learning and maximise their choice and involvement in communication, language, literacy and creative development activities, including where children might have additional needs in relation to communication, language, literacy and creativity * how and when to provide opportunities that will enable children to co-operate and work creatively and harmoniously alongside one another as well as to listen to each other and how cognitive, social and emotional development might impede or enhance such working * how to evaluate learning and play materials, resources and environments to maximise development and learning and involvement in activities to develop creativity, and communication, language and literacy skills * how and when to assess children's development and learning in communication, language, literacy and creativity e) the importance and development of self image and self esteem in a child's communication, language, literacy and creative development, and the positive and negative effects of the expectations of others f) the regulatory and legislative framework forr: * Early Years * the foundation stage as part of the National Curriculum * children, parents and others g) the rights of children, parents and individuals for protection and safety h) how family and other values, beliefs and attitudes may affect the communication, language, literacy and creative development of children i) the role of the adults in relation to the communication, language, literacy and creative development of children j) Early Years and play value and belief systems, including those relating to anti-discriminatory practice and equality of opportunity 2. Methods, techniques and processes relating to: a) identifying children who require extra support or specialist provision in communication, language, literacy and creative development b) supporting children's communication, language, literacy and creative development and progression towards the Early Learning Goals including: * selecting and using appropriate, enjoyable and imaginative activities based on first-hand experience that encourages exploration, problem solving, prediction, critical thinking and discussion providing a rich environment: * where creativity and expressiveness are valued * with a wide range of inside and outside activities that attract children's interest and curiosity * using ICT and other technology, where appropriate, to support the children's development and learning developing skills in: * talking, listening, responding to adults and each other, practising and extending the range of vocabulary and communication skills they use reading and writing with opportunities for all children to explore, enjoy, learn about, and use words and text in a broad range of contexts and to experience a rich variety of books creativity with opportunities to work alongside other artists and talented adults c) how young children's communication, language, literacy and creativity can be developed through play d) how to involve children with sensory, language and visual impairments, physical disabilities or motor impairments in group activities and other supplementary activities that will encourage their communication, language, literacy and creative development e) health and safety issues and requirements for any work undertaken with, and by children f) evaluating and using ICT for children's communication, language, literacy and creative development g) assessment and assessment systems related to communication, language, literacy and creativity h) working and interacting with children, parents, other adults and professionals to improve children's communication, language, literacy and creative development i) the implementation of legislation and regulations about equal opportunities and anti-discrimination j) the evaluation of the effects of self on practice and the children k) record keeping and reporting procedures for communication, language, literacy and creativity 3. Information and facts about: a) national programmes, requirements, strategies and expected outcomes in communication, language, literacy and creativity for foundation stage children b) how ICT can support the Early Years worker and children to develop communication, language and literacy skills c) child welfare legislation, regulations, requirements and guidance regarding the development of communication, language, literacy and creativity in foundation stage children d) the potential effect of your own attitudes, values, behaviour on work with children, parents, colleagues within the organisation and those with whom you need to work from outside the organisation e) the legislation, regulations and guidance about equal opportunities and anti-discrimination f) the assessment of risk relating to in and outdoor activities for personal, social, emotional and physical development g) data protection, confidentiality and security of information. |