Session 11

• Early years
• Further Education (Key Stage 5)

Performance Outcome 1

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

Session 11 

T Level in Education & Early Years 

Manpreet Phagura 

Session learning objectives 

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

Understand and assess how daily exposure to stories and rhymes supports communication and vocabulary development. K1.6

Explain the long term implications to holistic development if atypical development is not recognised. K1.7

Understand the range of pedagogical strategies that can be used to support early literacy. (Link SO1 - K1.10

Mind map 

Spend time creating a mind map to establish all of the pedagogical strategies a practitioner may use to support literacy development.

This is one of the criteria in your SO1 - Reflect and consider how you responded to S1.29 criteria to support the development of your mind map.

We will then feedback on the board as a group.

You will have the opportunity to add to your mind map.

How daily exposure to stories and rhymes supports communication and vocabulary development. K1.6

It is important as we know from planning for SO1 that exposing children to stories and rhymes has a significant amount of benefits. 

• It supports the development of early literacy and language development, often in young babies the introduction of sounds and engaging in receptive language contributes to their future vocabulary development. 
• When children enter reception, it is important as EYE's we prepare them for their upcoming reception baseline assessment and future year 1 phonics screening test. (Both summative assessments)
• It is important we help children hear the use of syllables in words [Sto - ry]
• Supporting children in establishing syntax during stories. (Grammatical structure of linguistics & correct way of communication)
• Allowing room for recall and recap is essential, stories help children recall specific words and be able to use them in context. 

Effectively by exposing children to stories and rhymes you are stimulating their synapses, preventing pruning and promoting recall. 

Discussion

In structured observation 1 it is important you plan as well as clearly discuss how you are promoting extending learning, promoting peer learning and understanding individualised learning during the story time and rhymes. 

Spend 10 minutes discussing how you will use the information we just discussed to better inform your planning and PD preparations for structured observation 1.

Why do practitioners need to recognise atypical development & promote individualised learning? K1.7

Spend time researching and reading all 3 websites. This will help enhance your understanding of EYE 1.4

Early Years Careers

https://www.earlyyearscareers.com/eyc/send-support/identifying-and-supporting-all-childrens-individual-needs/

A Neuroscience perspective 

https://my.chartered.college/early-childhood-hub/why-are-early-identification-and-intervention-important-for-children-developing-atypically-a-neuroscience-perspective/

Early Identification 

https://www.ldonline.org/ld-topics/early-identification/early-identification-normal-and-atypical-development

Feedback will then be done as a whole class. 

Pedagogical strategies to support children's development of early literacy (S1.29)

Role play

Quiet areas with books and props

Mark making resources

Guided reading

Synthetic phonics

Synthetic phonics

• All schools in England use synthetic approach of phonics. 
• This is a form of letter and sound recognition for children, the reason it is known as 'synthetic' is because it is a structured approach. 
• It is important you are aware when embedding phonics, all EY setting's start with S-A-T-P-I-N. Once these letters are taught children begin to blend to create 'sat' 'at' 'tap'.
• The reason for this, it helps children to begin reading simple words. 
• It is important we encourage children to break words down in to syllable's and then adding them to build it up again.
• Children are encouraged to learn small units of sound (Phonemes) which are then followed by the written letter (graphemes).
• Children are then encouraged to learn to use both Phonemes & graphemes) 

Project tasks - PO1 final project tasks 

Theory Booklet 

Spend time completing your theory booklet. 

• Have this printed. 
• Check for Spag. 
• Ensure you have references.

Design 2 x outdoor play environments for Babies 0 - 1 years, 2 - 5 years. (Birds eye view)

You must then write 1 rationale where you talk about your designs for all 2 age ranges as well as including the following:

• Providing learning and play opportunities in line with the learning and development requirements of the early years curriculum
  
• Providing supervision in line with setting policies and procedures
  
• Carrying out risk assessments
  
• Ensuring children have appropriate clothing for the outdoor conditions
  
• Selecting appropriate resources and equipment
  
• Incorporating the natural environment into planning.
  
• Using natural resources in activities.
  
• Ensuring frequent access to the natural environment