Children's Development And Learning

Aims and Objectives

Treasure Children Forever aims to support the essential work of parents as first educators and carers of young children, and to provide a safe, secure, stimulating and caring environment where children are supported in reaching their full potential. We want children to feel happy in the absence of their parents and recognise other adults as a source of authority, help and friendship.

AIMS:

1. To provide a secure and stimulating environment
2. To value personal, social and moral development, taught within a broad and balanced curriculum
3.To demonstrate a caring, respectful attitude towards each other within the Pre-School/Nursery and the community
4. To encourage awareness of other opinions and beliefs


OBJECTIVES:

1. To support children in their learning through play within a planned curriculum
2. To consider the whole child when providing a planned curriculum
3. To encourage learning in all areas – encourage holistic learning
4. To provide a safe and friendly environment where each child feels comfortable and safe
5. To provide a variety of opportunities for each child to experience first-hand
6. To strive to provide a child- centred environment that enables autonomy and independence as the child grows

7. To promote good self-esteem and self-worth within each child.
8. To respect each child/adult as an individual
9. To provide a high standard of adult interaction to promote each child’s development

Children's development and learning

We aim to ensure that each child:

  • Is in a safe and stimulating environment;
  • Is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer parent helpers;
  • Has the chance to join in with other children and adults to live, play, work and learn together;
  • Has helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do;
  • Has a personal key person who makes sure each child makes satisfying progress;
  • Is in a setting that sees parents as partners in helping each child to learn and develop; and
  • Is in a setting in which parents help to shape the service it offers.

The Early Years Foundation Stage

The provision for children's development and learning is guided by the Early Years Foundation Stage (DFE 2012). Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage.

A Unique Child

  • Every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured.

Positive Relationships

  • Children learn to be strong and independent through positive relationships.

Enabling Environments

  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

Learning and Development

  • Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early year’s provision including children with special educational needs and disabilities.

How we provide for development and learning

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Development and Learning comprise:

Prime Areas

  • Personal, social and emotional development.            
  • Physical development.
  • Communication and language.

Specific Areas

  • Literacy.
  • Mathematics.
  • Understanding the world.
  • Expressive arts and design.

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.

The Development Matters guidance sets out the likely stages of progress a child makes along their learning journey towards the Early Learning Goals. Our setting has regard to these matters when we assess children and plan for their learning. Our programme supports children to develop the knowledge, skills and understanding they need for:

Personal, social and emotional development

  • Making relationships;
  • Self-confidence and self-awareness;
  • Managing feelings and behaviour.

 

Physical development

  • Moving and handling;
  • Health and self-care.

 

Communication and language

  • Listening and attention;
  • Understanding;
  • Speaking.

 

Literacy

  • Reading;                                     
  • Writing.
     

Mathematics

  • Numbers;
  • Shape, space and measure.

 

Understanding the world

  • People and communities;
  • The World;
  • Technology.

 

Expressive arts and design

  • Exploring and using media and materials;
  • Being imaginative.

 

 

OUR APPROACH TO LEARNING AND DEVELOPMENT & ASSESSMENT

Learning through play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. Our setting uses the Development Matters in the Early Years Foundation Stage guidance to plan and provide a range of play activities, which help children to make progress in each of the areas of learning and development. In some of these activities, children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities, information from 'Development Matters' the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

 

Characteristics of effective learning

We understand that all children engage with other people and their environment through the characteristics of effective learning that are described in the Development Matters the Early Years Foundation Stage guidance as:

  • Playing and exploring - engagement;             
  • Active learning - motivation;
  • Creating and thinking critically.

 

We aim to provide for the characteristics of effective learning by observing how a child is learning and being clear about what we can do and provide in order to support each child to remain an effective and motivated learner.

Assessment

We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they, as parents, are supporting development.

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals, as well as times of transition, such as when a child moves into a different group or when they go on to school.
 

THE PROGRESS CHECK AT YEAR 2

The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development: personal, social and emotional development; physical development; and communication and language; when a child is aged between 24 - 36 months. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.