Learning Partnerships, Unit Catalogue 2008/09 |
AS20067 Holistic development of foundation stage children |
| Credits: 5 |
| Level: Intermediate |
| Semester: 1 at Wiltshire College |
| Assessment: EX 100% |
| Requisites: |
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Learning Outcomes: On completion of this unit the learner will be able to: * Recognise own role in supporting the personal, social, emotional and physical development of Foundation Stage children. * Appraises the theories relating to children's personal social emotional and physical development and identifies a curriculum which supports this development. * Plan, develop, implement and evaluate the curriculum to support, foster, promote and develop Foundation stage children's personal, social, emotional and physical development. * Recognise children who require extra support or specialist provision for their personal, social, emotional and physical development. * Identify and apply the National requirements, programmes, strategies and expected outcomes in the personal, social, emotional and physical development of children in the Foundation stage. Skills: The professional practice for unit is that the student must demonstrate whilst working as a Senior Practitioner that they can: * Plan a foundation stage curriculum for the personal, social, emotional and physical development of children. * Implement planned activities for the personal, social, emotional and physical development of children. * Monitor, assess and record for the personal, social, emotional and physical development of children. 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 personal, social, emotional and physical development b) how children learn, including theories of motivation, sociological perspectives, psychological perspectives and philosophical dimensions relating to the personal, social and emotional and physical development in foundation stage children c) how children develop physically, including development of fine and gross motor skills, and how this can be affected by the social, emotional, economic and cultural aspects of their life d) factors (including intellectual development) that can positively and negatively affect a child's personal, social, emotional and physical development e) the planning, development, implementation and evaluation of the curriculum to support, foster, promote and develop foundation stage children's personal, social, emotional and physical development, including: * how to organise the content to maximise positive attitudes and dispositions towards learning, motivation, concentration and attention, development and participation in personal, social, emotional and physical development learning activities * 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 the learning activities, opportunities and experience provided * how to evaluate learning and play materials, resources and environments to maximise the learning and the involvement of children in activities for their personal, social, emotional and physical development * how and when to assess children's personal, social, emotional and physical development f) the regulatory and legislative framework for: * 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 personal, social, emotional and physical development of their children i) the role of the adults in relation to the personal, social, emotional and physical 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 for their personal, social, emotional and physical development b) supporting children's personal, social, emotional and physical development and progression towards the Early Learning Goals including: * selecting and using appropriate, enjoyable and imaginative activities based on first-hand experience that encourage exploration, problem solving, prediction, critical thinking and discussion * providing an environment with a wide range of activities inside and outside that attract children's interest and curiosity using ICT and other technology appropriately to support the children's development and learning c) how to involve children with sensory and visual impairments, physical disabilities or motor impairments in group activities and other supplementary activities that will encourage their personal, social, emotional and physical development d) health and safety issues and requirements for any work undertaken with, and by children e) evaluating and using ICT for children's personal, social, emotional and physical development f) how children's personal, social, emotional and physical development can be developed through play g) how to encourage a healthy and safe lifestyle that benefits the physical development of children h) assessment and assessment systems for the personal, social, emotional and physical development of children i) working and interacting with children, parents, other adults and professionals to improve children's personal, social, emotional and physical development j) the implementation of legislation and regulations about equal opportunities and anti-discrimination k) the evaluation of the effects of self on practice and the children l) record keeping and reporting procedures for the personal, social, emotional and physical development of children 3. Information and facts about: a) national requirements, programmes, strategies and expected outcomes in the personal, social, emotional and physical development of foundation stage children b) how ICT can support the Early Years worker and children to enhance their personal, social, emotional and physical development c) child welfare legislation, regulations, requirements and guidance regarding personal, social, emotional and physical development 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 |