1.1 Within early years, free play is an integral part of the curriculum as it allows the children to socially interact with each other, investigate, use their imaginations and work within their own capabilities. However, for the child to be able to work at a higher level, within the zone of proximal development ((Vygotsky) Daly et al, 2006, p. 111) it is crucial that the adult helps the child to become a successful learner. The adult scaffolds the child’s learning through working in partnership with the child and having knowledge and understanding of what the child is capable of achieving with help and support and where they would be if left unaided. This can be achieved through careful observation and planning of activities based around a
…show more content…
Some children will display their lack of communication skills through negative behaviour such as biting, hitting, pushing etc. whereas others will be quiet, withdrawn, reserved and possibly not use eye contact. Through carefully observing the children and their chosen behaviours and through using assessment tools such as Flying from the Start it can become evident as to the area of communication where the child has the greatest need. This is when the role of the practitioner becomes paramount in being able to identify the needs of the child and to put early intervention strategies in place which will support the child’s language and communication development. Universal strategies as discussed above in 1.1. are used to develop all children’s communication skills through using general good practice interactions and offering activities to support a child’s development based on their interests and level of learning. However, those children who have been identified as requiring targeted support will require individual strategies putting in place which are based around the child’s area of development and a support plan will be put in place to assess the progress of the child which can be monitored using SMART targets for each individual strategy identified. The …show more content…
This is particularly evident from findings from the EPPSE Report (2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/351496/RR354_-_Students__educational_and_developmental_outcomes_at_age_16.pdf which suggests that high quality pre-school has the potential to help narrow the equity gap in achievement between those from well-educated families and those whose parents have more modest qualifications. Therefore, identifying a child’s learning needs and responding quickly to their difficulties through putting in place targeted support strategies will help to improve their social skills, self- esteem and most importantly their communication skills, which in turn will bridge the gap in achievement for children from different economic backgrounds. Quality pre- school practitioners also value the support from parents as home learning enables the parents to play an integral role in their child’s development and is essential in providing children with continuity of support strategies.
Early intervention can lead to improvements in behaviour, reduction in violent crime, higher educational attainment, better employment opportunities and more responsible parenting of the next generation. Failure to intervene early can create more problems later on, which are more expensive to cope with, and difficult, or impossible, to remedy. “ (The
Some children will display their lack of communication skills through negative behaviour such as biting, hitting, pushing etc. whereas others will be quiet, withdrawn, reserved and possibly not use eye contact. Through carefully observing the children and their chosen behaviours and through using assessment tools such as Flying from the Start it can become evident as to the area of communication where the child has the greatest need. This is when the role of the practitioner becomes paramount in being able to identify the needs of the child and to put early intervention strategies in place which will support the child’s language and communication development. Universal strategies as discussed above in 1.1. are used to develop all children’s communication skills through using general good practice interactions and offering activities to support a child’s development based on their interests and level of learning. However, those children who have been identified as requiring targeted support will require individual strategies putting in place which are based around the child’s area of development and a support plan will be put in place to assess the progress of the child which can be monitored using SMART targets for each individual strategy identified. The …show more content…
This is particularly evident from findings from the EPPSE Report (2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/351496/RR354_-_Students__educational_and_developmental_outcomes_at_age_16.pdf which suggests that high quality pre-school has the potential to help narrow the equity gap in achievement between those from well-educated families and those whose parents have more modest qualifications. Therefore, identifying a child’s learning needs and responding quickly to their difficulties through putting in place targeted support strategies will help to improve their social skills, self- esteem and most importantly their communication skills, which in turn will bridge the gap in achievement for children from different economic backgrounds. Quality pre- school practitioners also value the support from parents as home learning enables the parents to play an integral role in their child’s development and is essential in providing children with continuity of support strategies.
Early intervention can lead to improvements in behaviour, reduction in violent crime, higher educational attainment, better employment opportunities and more responsible parenting of the next generation. Failure to intervene early can create more problems later on, which are more expensive to cope with, and difficult, or impossible, to remedy. “ (The