To ensure that Confidentiality is kept, the practitioner will be referring to the child as Target Child (TC) following the Data Protection Act 1998 and Children’s Act 2004. This case study will be based on a child the practitioner works with at the setting. TC is 48 moths at the time all 6 interactions were conducted. When TC started at the setting he came in as a rising 3 and has been in Nursery for one year, within the first Term and a half teachers had noticed that TC Speech and Language needs. The school made contact with mum she straight away, she agreed to support TC with getting in touch with the multi agencies and had an assessment booked in by July where TC was offered Speech and Language sessions. TC was set 4 groups sessions to
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The practitioner has observed TC whilst engaging in a mathematical activity appendix 1 line 6 making patterns, here we can see TC has got the concept of making patterns as he follows it through “white, yellow” after repetition of the same activity TC becomes very confident and is able to continue the activity with minimal support, see appendix 1 line 26. Locke (1632) believed that a child's knowledge is acquired through the experience and repetition, he descried practicing as the way to gain skills until they become natural. Also supported by Dewy’s child centred theory (1990s) as he also believed that human beings learn through a “ hands on approach”. This is shown as when TC continues to do the pattern’s he is able to follow it through by himself, and even confident enough to start another one to continue the learning. Within the setting everyday the practitioners ensure the children’ maths experience that offer a wide range of opportunities to support and build on the cild knowledge already and can do. This also bring in parent partnership and the importance of parents to the child's learning, this way they are also able to provide mathematical opportunities at home. In the setting the maths experiences are set o …show more content…
Science is an important part of the curriculum, Science provides children with opportunities to be able t work in groups, explore the class around them, other things, explaining, challenging ideas, developing logical thoughts, therefore exploring the world in a systematic way. Driscoll, Lambrinth & Roden (2015) Seen in appendix 4, when TC is engaged in an activity of making water balloons, here it can be seen that TC has a lot of speech and is able to explain what is happening with the ballon’s . this interaction it can be seen how the practitioner has supported the child's exploration and investigation in a structured way, seen again in appendix 5 as TC explores the frozen ballon’s . This has been done using “ The Spiral of Discovery” it is made up of four stages: involving of exploring by being playful children use all senses and display curiosity and make connections as they come across experiences. TC was able to explore the balloons and see what happened after we put then in the freezer. Asking questions TC was abel to build on the information that was given by the adult also from exploring the ballon’s. The role of the adult is also essential here as the adult ensure to place
The practitioner has observed TC whilst engaging in a mathematical activity appendix 1 line 6 making patterns, here we can see TC has got the concept of making patterns as he follows it through “white, yellow” after repetition of the same activity TC becomes very confident and is able to continue the activity with minimal support, see appendix 1 line 26. Locke (1632) believed that a child's knowledge is acquired through the experience and repetition, he descried practicing as the way to gain skills until they become natural. Also supported by Dewy’s child centred theory (1990s) as he also believed that human beings learn through a “ hands on approach”. This is shown as when TC continues to do the pattern’s he is able to follow it through by himself, and even confident enough to start another one to continue the learning. Within the setting everyday the practitioners ensure the children’ maths experience that offer a wide range of opportunities to support and build on the cild knowledge already and can do. This also bring in parent partnership and the importance of parents to the child's learning, this way they are also able to provide mathematical opportunities at home. In the setting the maths experiences are set o …show more content…
Science is an important part of the curriculum, Science provides children with opportunities to be able t work in groups, explore the class around them, other things, explaining, challenging ideas, developing logical thoughts, therefore exploring the world in a systematic way. Driscoll, Lambrinth & Roden (2015) Seen in appendix 4, when TC is engaged in an activity of making water balloons, here it can be seen that TC has a lot of speech and is able to explain what is happening with the ballon’s . this interaction it can be seen how the practitioner has supported the child's exploration and investigation in a structured way, seen again in appendix 5 as TC explores the frozen ballon’s . This has been done using “ The Spiral of Discovery” it is made up of four stages: involving of exploring by being playful children use all senses and display curiosity and make connections as they come across experiences. TC was able to explore the balloons and see what happened after we put then in the freezer. Asking questions TC was abel to build on the information that was given by the adult also from exploring the ballon’s. The role of the adult is also essential here as the adult ensure to place