Session 7

• Early years
• Further Education (Key Stage 5)

Performance outcome 1

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

Session 7

T Level in Education & Early Years

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Learning Objectives 

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

1. Recap and refresh information on Janet Moyles - Spiral of play (refer to session 5).
2. Explore language acquisition features to include, holophrastic stage, two word stage and revisiting the telegraphic stage. 
3. Begin researching Birth to 5 Matters 2021 and its requirements.
4. Understanding different forms of mathematical skills and how observations before and after can inform this.

Starter 

For Performance outcome 1, session 5 we looked at 3 different 3 philosophical approaches. 

Spend time in pairs, recalling information on 

Janet Moyles - Spiral of play.

Language acquisition in EY

• Language acquisition is a term used to describe when children make grammatical errors during communication 'I Sawed'. Starts from about 1 year of age. The often use this 1 word to convey all of their feelings and emotions. 

What is the difference between the pre - linguistic and linguistic stage?

Holophrastic stage

This stage is known as the 'one word stage' this is when children begin to enter the stages of language acquisition. This is catergorised as a tranisiton from the pre - linguistic stage to the linguistic stage.

Independent research

https://assets.publishing.service.gov.uk/media/5f9be9c48fa8f57f3b4cb075/BSSLC_Supporting-evidence.pdf

Use the link above to research and understand importance of supporting speech and language. 

Page 12 - Multilingual Learners (MLL) and English as an Additional Language (EAL) 

Page 13 - Core principles for best practice in supporting children’s speech, language and communication

Understanding correct mathematical language

Commentary​ - This is where the practitioner will talk to the children to see what they are doing. ​​

Questioning ​- Asking the child questions to encourage them to think about how and what they are doing.​

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Repetition ​- Repeating concepts and words, for example: a practitioner might repeat a size to help children understand the difference.​

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Helping to link concepts to experiences ​- Encourage children to think about how what they are doing links with their previous experiences at home or nursery.

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Planning and organising numeracy provision so children receive ample opportunities. 

Extend their vocabulary!

When we are supporting children’s developing knowledge and understanding of shape, space and measures, we can introduce specific vocabulary and use questions that extend learning and enabling statements that will support children’s thinking.

Try the following:

● What can you say about the weight of this car?

● I wonder if anything weighs more than the red car

● Which bag feels the heaviest?

Research task 

As part of your exams this year you need clear knowledge of the 3 relevant curriculum's and frameworks used in Early Years.

Research Birth to 5 Matters 2021 (Gov.UK)

You need to make notes of: 

What is Birth to 5 Matters 2021?

Are there are any similarities between this framework and Development Matters 2023?

Are there links to any other legislation's?