Discuss about the Practitioner Perspectives on the Importance of play in Early Years Setting?
This report shall identify how the early year practitioners can help and support learning through fun and play and shall also analyse the importance of this approach as a whole. The important and significant areas of the discussion shall be learning with the help of role play, and the children have to be supported with the additional significant needs (Jarvis, 2007). Early education with high quality and childcare helps in the children’s development and also provides a strong base for their success in future at school and also in the later life (Allingham, 2003).
The childcare and early year practitioners play a very important role in helping the children’s from the birth to the age where they reaches the school with the full potential, which can be done by encouraging the development. For making the early years and the provisions of the child care more accessible, many of the initiatives are to be taken by the government and for this to happen there is always an increased demand of the trained and the qualified practitioners, who can provide the better and the high quality services to the children’s.
Senior and learned Psychologists believes that children’s are to learn from experiences which are given by their parents and other adults to shape up them and help them mould themselves in a very good atmosphere (Kellar-Guenther et al., 2013). The learned Practitioners are also required for explaining the behaviour boundaries to the young children’s for them so as to encourage the sense of self control and also enabling them to learn and to think about ones nature and behaviour.
A very wide and high range of the provisions of the childcare is noticed within some early years. Children’s who are aged between three and four or even a bit elder are likely to attend all kinds of formal childcare providers like the nurseries, and other schools of kindergartens and playgroups.
The research finding report explains the design, context, plus the conduct of all kinds of inquiry into the practitioners’ dealings and the Early Years of the Foundation Stage experiences (Langstaff, 2007).
The study has broadly posed basically three broad of questions which lies in the overarching of the theme to describe the practitioners’ findings of the EYFS:
What are the factors by which EYFS influence the daily practice with the children’s and also with their families?
How has EYFS made arrangements for the improvements in care as well as the education which the practitioners offered?
What obstacles or difficulties do the practitioners come across in effectively using the EYFS?.
This study basically focuses and also aims of main two areas:
All types of broad themes plus the principles that underpin Early year foundation stage; and
As specified in the early year foundation stage the requirements details for the development, care, welfare and the learning.
The framework of the EYFS is mainly dependent on the four principles, to which many of the participants related to research have many times referred. Mainly these principals are categorised under the four major headings: the single Child, affirmative and the Positive Relationships, Enablement of the Environments, and five Development, Learning (McGee, 2007). Each and every principles of this is dependent and based on the research examples, plus evidence which deals all about the early development and also informing a big strand of the practice guidance. It also is completely understood, all of the four principles and the themes which are very much inter connected to each other, to possible extent and amount which it shall not be much possible to obey to a single one without accepting the others (Wilde and Sage, 2007).
The practitioners of the early years, who said that they had the availability of the technology of the touch-screen in their setting, were questioned if they are using any of the below discussed activities for the scaffold children’s technology (McCree, 2014):
Selection or suggestion of the exact programme
The use of technology to be explained
Alternative actions to be suggested
Provide feedback
Demonstrate how the tools to be used, for an example, how to erase
Children to be moved towards the perfect level
Helps by an offer after the errors
Almost every third of the practitioner engages itself in the above discussed activities while the children’s are to be supported with the use of the technology. The practitioners are engaged in such practices or activities where the most frequent is a programme to be suggested to use (84.6%) (Solvason, 2013), using a programme is to be explained (79.5%) (Solvason, 2013) and after errors offering helps (67.9%) (Solvason, 2013). It is also highlighted by the practitioners that how the software is identified to be used on tablet computers is the main focus of the group.
The happiness of the children’s is to be determined with their engagement (attention, interests and abilities) and how the adult engages themselves with the books (Payler, 2007). We also have the interest in knowing why the practitioners believe that the children’s may enjoy using the technology, which are the tablet and the computers.
All the practitioners were confident about the settings in the supporting learning with both the boys and girls, although many of them referred the difficulties of the boys in achieving their targets of the literacy and mainly the targets of the writing (Durden and Dangel, 2009). Only the setting manager and the two childminders argued for the children to be treated as similar and the rest of them are to be offered with the variety of offers with the successful description of their practices. The very common practices which were used were the external environment, which was found to be mainly focused by all the practitioners.
The act and the power relations nature lies between the toddlers, babies and all young children also practitioners, who were met at the times of the needs to be acknowledged well in the situation of the assessment. The influence or the power of the adult plus the dependency of the children’s makes it much imperative that the issues which are ethical are to be provided with very honest and serious consideration by all of the practitioners (Beith, 2002). It is very much imperative that the practitioners consider so many issues that are ethical when they assess children’s early period of learning. For assessing the learning of the young children plus their development culturally, it is significantly important that the practitioners are competent culturally (Gray, 2012).
As an early year practitioner one has to plan the activities and to observe the children’s for meeting the development needs of the each and every child. He also has to ensure that the activities are to be risk assessed before to take the place. To create an environment of the home for the babies and to also follow the routines provided by the parents. Also to provide the communication books to the parents, so as to communicate verbally with the parents about the progress of the child progress.
In the discussed report a very clear and honest throughout is made, and also in the accordance with a series of the recent surveys performed by the Early year of the foundation stage, that so many of the practitioners in the workforce of children have accommodated the beliefs of their own found them to be very broadly compatible and adaptable (Holman, 2015).
Thus, the practitioner has many roles in supporting the learning with and through play. They are well described as the facilitators who enable learning to happen. On the other hand, they should also have a regard to maintaining a balance of the activities which are lead by the children’s and by the adults (Parry, 2014).
Allingham, S. (2003). Setting clear objectives in the early years.Early Years Educator, 4(11), pp.18-20.
Beith, K. (2002). The role of day care practitioners in crucial first year.Early Years Educator, 4(1), p.ii-viii.
Claessens, A. and Garrett, R. (2014). The role of early childhood settings for 4–5 year old children in early academic skills and later achievement in Australia.Early Childhood Research Quarterly, 29(4), pp.550-561.
Durden, T. and Dangel, J. (2009). Forming ethical identities in early childhood play.Early Years, 29(3), pp.296-298.
Gray, C. (2012). Policy issues in the early years.International Journal of Early Years Education, 20(3), pp.309-310.
Holman, K. (2015). Research in action: Outdoor play in a childminding setting.Early Years Educator, 16(12), pp.46-52.
Jarvis, P. (2007). Dangerous activities within an invisible playground: a study of emergent male football play and teachers’ perspectives of outdoor free play in the early years of primary school.International Journal of Early Years Education, 15(3), pp.245-259.
Kellar-Guenther, Y., Rosenberg, S., Block, S. and Robinson, C. (2013). Parent involvement in early intervention: what role does setting play?.Early Years, 34(1), pp.81-93.
Langstaff, S. (2007). Setting up a nursery.Early Years Educator, 9(1), p.xiv-xvi.
McCree, M. (2014). International perspectives on forest school: natural spaces to play and learn.Early Years, 34(3), pp.318-319.
McGee, P. (2007). Ethical Issues in Research in a School Setting.Research Ethics, 3(4), pp.130-130.
Parry, J. (2014). Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting.Early Years, 34(3), pp.301-314.
Payler, J. (2007). Opening and closing interactive spaces: shaping fourâ€Âyearâ€Âold children’s participation in two English settings.Early Years, 27(3), pp.237-254.
Solvason, C. (2013). Research and the early years practitioner-researcher.Early Years, 33(1), pp.90-97.
Wang, S. and Heffernan, N. (2009). Ethical issues in Computer-Assisted Language Learning: Perceptions of teachers and learners.British Journal of Educational Technology, 41(5), pp.796-813.
Wilde, M. and Sage, R. (2007). Developing the communicative competence and narrative thinking of four and five year olds in educational settings.Early Child Development and Care, 177(6-7), pp.679-693.
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