The purpose of this report is to explain how legislation, policy and guidance reinforce the values and principles behind frameworks and guidance for the support for play, learning and development and how these are used in my placement. The legislation that will be explored in this report will be the Children and Young People (Scotland) Act 2014 and how this reinforces Getting It Right for Every Child (GIRFEC), Curriculum for Excellence (CfE) and UN Convention on the Rights of the Child. (UNCRC). This report will examine how these frameworks support the role of play, pedagogical approaches, evaluation of play, learning and development, children’s individual needs and reflective practice.
Children and Young People (Scotland) Act 2014 was made …show more content…
Play is also able to help develop important skills for learning, life and work. This can be done through observation during play. Part of this is when children are learning to develop fine motor skills for example doing jigsaws. This allows them to turn the shapes to work out what part fits in which section of the jigsaw. This then helps them to develop further into gross motor skills which allows them to be able to stand and do the jigsaw. (Education Scotland, n.d.)
Part of the CfE is the approach which is in active learning. Active learning is used as a way for children to develop skills and understanding. Part of active learning is “engaging children and challenging them using real-life and imaginary situations”. “This is done by spontaneous play, planned and purposeful play, investigating and exploring, events and life experiences, and focused learning and teaching; this is supported when necessary through sensitive intervention to support or extend …show more content…
GIRFEC supports children, young people and their families to work with services to help them. (Scottish Government, n.d.)
Getting it Right for Every Child (GIRFEC) is part of a single planning framework called The Child’s Plan this makes sure that there is a consistent approach to how different support is planned, delivered and organised to a child’s specific needs and their circumstances. The plan is made with the child and their parents. This is established by using SHANARRI which consists of the well-being wheel which has 8 indicators.
These wellbeing indicators support play in a way that it can assess whether the children’s needs are being met. Part of this is in play, play helps a child to develop social skills, build confidence and self-esteem. We can monitor this using the Achieving and Active indicators. Part of the curriculum used in my placement is that children do a “daily mile” in the morning. This sets them up for the day, during the daily mile, children are given the opportunity to choose what they would like to do as part of their daily mile. During this time, they can suggest games they enjoy playing, it is then decided amongst them which game they would like to play. Using Dr Maria Montessori’s philosophy, it can be determined that this
Children and Young People (Scotland) Act 2014 was made …show more content…
Play is also able to help develop important skills for learning, life and work. This can be done through observation during play. Part of this is when children are learning to develop fine motor skills for example doing jigsaws. This allows them to turn the shapes to work out what part fits in which section of the jigsaw. This then helps them to develop further into gross motor skills which allows them to be able to stand and do the jigsaw. (Education Scotland, n.d.)
Part of the CfE is the approach which is in active learning. Active learning is used as a way for children to develop skills and understanding. Part of active learning is “engaging children and challenging them using real-life and imaginary situations”. “This is done by spontaneous play, planned and purposeful play, investigating and exploring, events and life experiences, and focused learning and teaching; this is supported when necessary through sensitive intervention to support or extend …show more content…
GIRFEC supports children, young people and their families to work with services to help them. (Scottish Government, n.d.)
Getting it Right for Every Child (GIRFEC) is part of a single planning framework called The Child’s Plan this makes sure that there is a consistent approach to how different support is planned, delivered and organised to a child’s specific needs and their circumstances. The plan is made with the child and their parents. This is established by using SHANARRI which consists of the well-being wheel which has 8 indicators.
These wellbeing indicators support play in a way that it can assess whether the children’s needs are being met. Part of this is in play, play helps a child to develop social skills, build confidence and self-esteem. We can monitor this using the Achieving and Active indicators. Part of the curriculum used in my placement is that children do a “daily mile” in the morning. This sets them up for the day, during the daily mile, children are given the opportunity to choose what they would like to do as part of their daily mile. During this time, they can suggest games they enjoy playing, it is then decided amongst them which game they would like to play. Using Dr Maria Montessori’s philosophy, it can be determined that this