Learning Partnerships, Unit Catalogue 2008/09 |
AS20187 Supporting intellectual and language development of children under three |
| Credits: 5 |
| Level: Intermediate |
| Semester: 1 at Wiltshire College |
| Assessment: CW 100% |
| Requisites: |
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Aims: The aims of this unit are to:-
* Extend knowledge and understanding of the theories and principles of the intellectual and language development of children under three. * Explore methods to provide effective routines, activities and interactions that promote the intellectual and language development of children under three. * Analyse, evaluate and apply knowledge and practice of effective ways to support intellectual and language development of children under three. * Apply the professional practice skills specified in the Sure Start Statement of Requirement for work with Children 0-3 for these outcomes. Learning Outcomes: On completion of this unit the learner will be able to: 1. Work in partnership with parents to plan routines and activities that meet each child's intellectual and language needs. 2. Develop, implement and evaluate programmes to promote intellectual and language development in each child. 3. Monitor, evaluate and report each child's progress, development and learning. Skills: Intellectual skills. * Research and extend existing knowledge and understanding of the theories and principles of the intellectual and language development of children under three. * Critical analysis and evaluation of the knowledge and practice of effective ways to support intellectual and language development of children under three. * Reflection on the applications of the professional practice skills specified in the Sure Start Statement of Requirement for work with Children 0-3 Professional practice skills The professional practice skills for this learning outcome are that the student must demonstrate whilst working as a Senior Practitioner that they can: A) Work in partnership with parents, to plan routines and activities that meet each child's needs, for this they must: 1) enable parents to contribute to the planning process 2) ensure parents support the plans for their child 3) evaluate planned routines and activities and revise plans to meet the changing needs of each child 4) monitor and record plans, activities and progress 5) file information regarding each child's development according to the confidentiality and security procedures of the settings B) Develop, implement and evaluate programmes to promote intellectual and language development in each child, for this they must: 1) develop and implement for each child: * a stimulating environment that meets their developmental needs * daily routines which incorporate periods of play, rest, interaction and sensory development appropriate to their individual needs and which meets safety requirements * play plans which provide opportunities for outdoor play appropriate to the child's developmental level, their health, the weather conditions and the nature of the setting 2) develop and stimulate each child's curiosity, motivation and enthusiasm to learn 3) promote each child's intellectual development, language and communication in: * everyday routines and activities * planned activities and experiences 4) ensure that programmes are inclusive, treat children with equal concern and meet the needs of all children 5) implement equal opportunities and anti-discriminatory practice throughout 6) evaluate programmes, routines, activities, experiences and play plans and take appropriate action to make them more effective C) Monitor, evaluate and report each child's learning, development and progress, for this they must: 1) maintain records of each child according to the confidentiality and security procedures of the setting 2) monitor and assess each child's learning, development, progress and enjoyment of the activities, routines and programmes 3) identify and report to others in the setting and to parents on any child experiencing difficulties or any change in behaviour or involvement. Content: 1. Significant and emerging theories and principles of: a) the "milestones" foor children's sensory, perceptual, intellectual and language development within the first three years of life, including visual and auditory acuity b) how children learn and perceive the world in the first three years of life c) the effects of early experiences on learning d) how children's language and communication develops in the first three years of life, and any reasons why this may be delayed e) the links between the physiological development of the brain and the child's early development and the precursors to language development f) how children under three develop an "internal world" and the beginnings of thought g) how creativity and representation develops in children under three h) curriculum planning for children under three, that is stimulating and conducive to intellectual and language development and meets the needs of child i) the role of play in intellectual and language development j) the importance of close links with parents and continuity of experience and care k) the need for children under three to be settled and content to maximise development and learning opportunities l) how to observe in order to assess development and identify possible delay m) signs and symptoms of possible early hearing or language impairment/developmental delay 2. Methods, techniques and processes relating to: a) developing, planning, implementing and evaluating the intellectual and language development opportunities available for children under three b) using everyday routines and events as learning opportunities to promote language and a range of rhymes, finger plays, songs and word plays c) how to use verbal and non verbal communication and how to respond to language cues with children under three d) the use of conversation and everyday interactions to promote language development e) the assessment of intellectual and language development f) the creation of a stimulating environment that encourages the children's curiosity and enables them to experiment, investigate and explore in safety g) observing children including, time sampling, target child, naturalistic, etc. and the recording of them, for example, checklists, pre-coded categories, diagrams, etc. h) objective assessment i) the evaluation of your own experiences, values, beliefs and attitudes and how they can affect your own behaviour and objectivity j) the development of individual plans linked to the setting's overall curriculum plans and the child's developmental level k) the evaluation of provision and your own performance 3. Information and facts about: a) curriculum requirements, frameworks and regulations b) evidence based activities such as treasure basket and heuristic play that stimulate and interest children under three c) the use and value of circle time d) how the system of values, beliefs and assumptions with reference to race, culture, disability and gender affect the way people perceive and interpret the behaviour of other and how this could influence observations and assessments and explanations of child development e) the difference between objectivity and subjectivity, and the effects these have on any assessments made and their recording f) local and national sources of specialist advice and guidance g) data protection and confidentiality and security of information. |