Session 6

• Early years
• Lower Secondary (Key Stage 3)
• Further Education (Key Stage 5)

Performance outcome 1

Support and promote children's play, development and early education. 

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Session 6 

T - level in Education and Early Years - Year 2 

Learning objectives

By the end of the session all learners will be able to: 

Recap and recall information from PO1 session 4 to reflect on how speech and language can be supported for children in Early Years. (K1.4) 

Understand the importance of how daily exposure to stories and rhymes supports communication and vocabulary (K1.6) - Link to assignment 2 (Structured Observation 1)

Create a resource to support and promote children's speech, language and communication. 

Starter (Recall & Review)

During session 4 (30.09.24), we discussed the importance of language acquisition, drawing on underpinning theoretical knowledge from Element 2 & 7 in year 1. 

In your groups mind map the theoretical perspective of Noam Chomsky. 

We will actively feedback as a group. 

Key information to remember: 

- Key terminology associated to the relevant theory . 

Recall the serious case review of Genie Wiley & the impact that occurred on her language acquisition.  

Supporting healthy language development for children

When supporting development of healthy language acquisition for children in their early years, it is proven to help 'shape the brain'.  It allows time for the stages of pruning and myelinisation. 

For this reason when embedding a natural occurrence of stories and rhymes with young children, it supports early literacy skills for all age ranges. 

As educators you would alter your practice to meet the individual needs of the children. (Link to assignment 2 - structured observation 1) 

Lets spend time reflecting on your Early Years placements and discuss examples

Mind map task 

Last week you handed in your structured observation 1 first draft, but information in that planning was evidently designed to support  healthy literacy development. 

Lets recall - What was the requirement of your structured observation 1 planning? 

Follow on mind map task:

In pairs mindmap the benefits of reading a story with rhymes and synthetic phonics to a child aged between 3 -4  years. 

(Link to cognitive development, literacy skills, PSED development and physical development)

Peer feedback 

Swap your paper with the pair on your table. 

Using a different coloured pen, provide the pair feedback on their mind map. 

What went well?

Is there an area of development your could suggest? 

How could they extend there answers?

Is there examples?

Do you have additional ideas to support the other pair?

Project based learning (S1.25 / S1.32) 

You now have time to start project 2 for PO1. 

Hand in date: Thursday 14th November 2024. 

For this project, you are required to create a resource to help support speech and language for children of a selected age range. 

You must consider opportunities for equity, diversity and inclusion. 

Use this opportunity to practice the resources you will need for your structured observation 1 to support the role play criteria. Even if you intend on creating resources with the children, I would advise practicing how you intend on these to look. 

Shape, size and presentation is key. 

Plenary - Exit ticket

On a post it note, document one key piece of information you have taken from the session and how this will inform your planning for structured observation 1.