Teaching and Learning in Schools

(P1)

The Communication area of development 3-7 Year old

The acronym S.P.I.C.E.S will be used to describe the different ways a child develops during sessions in play.

The Development Values of S.P.I.C.E.S

Social, Physical, Intellectual, Communication, Emotional and Spiritual.

3 Year Old Communication Development

A child can usually inform of their age, explain their wants and needs.

A child will enjoy partaking in make believe games, imitating or pretending by recall.

4 Year Old Communication Development

There’s a noticeable progressions to speech, ability to communicate on a higher level and an ability to forge new friendships with their vocabulary advances.

5 Year Old Communication Development

This age usually brings the ability to communicate in social and domestic environments.

6 Year Old Communication Development

Children should now be made aware of social acceptance by discouraging anger and encouraging humour.

7 Year Old Communication Development

Children are now usually able to communicate all their emotions, such as contentment, happiness and excitement, impatience, anger, sadness.

(P2)

Factors Which May Affect Development of Communication

Poor lighting, visual noise, general noise, distance, echo, distraction, intimidation, posture and position, unfamiliarity with surroundings or people can all pose an affect on a child’s ability to develop their communication skills.

Lack of careful planning that is shown by an adult, peer, teacher or care worker could lead to confusion or misinterpretation from the child and this in turn could complicate the development of communication skills.

If a child’s holistic values are approached with ignorance to either a their culture, belief, language financial stature in the community from either adults, care workers, teachers or peers then there is a high probability that the child may become withdrawn, feel isolated and lose their confidence, self worth and self esteem.

(P3)

Identifying the Holistic Linking of Communication Development

Communication development in a child is about the child’s ability to express them self. A child may point to a toy or a cup expressing their want for that particular item. A child interacting in a social environment may push or hug another child or person expressing their positive or negative emotion in the way of physical contact. In the way of emotional expression a child will either laugh or cry to show their feelings.

Through repetition, intellectually a child learns what to do or say to indicate their wants, needs .etc. a child will nod their head to answer yes, point to an object they desire or say “I want” whilst pointing to their favourite teddy.

(P4)

Activities Assisting in the Development of Communication

Story telling assists in the area of communication as the child develops their understanding of language skills. Expressions of emotions such as happiness, sadness and also words and their meanings such as associating the word “sun” with the idea of warmth, the word “tea” with the idea of food or hot drink. Another activity which assists in a child developing communication skills is role play. The child is encouraged to interact with others. If the child was in the role of a shop keeper then the child would be using their memory for the re-enactment a scene, recalling the products from memory and describing them, adding and subtracting monies, the child is conversing and learning etiquette when speaking to another.

(P5)

The T.A will gather the children, explain in an appropriate manor the guidelines of the activity and the rules of the activity area, such as the children should share the available resources, they should be polite amongst themselves. These rules will assist in the children’s social learning. The T.A will instruct the children not to run; this will assist the child intellectually as they are advised of consequence. Under constant supervision, the children will be learning through play.

Teaching assistant teaching methods

Questioning

During the activity the T.A can randomly ask questions to the children

Numeracy Learning Example

How many items, customers, colours, shapes, pennies etc are there?

Language Learning Example

What do you say when the shopkeeper assists or helps you, can you describe that for me please

(M1)

Role of a Teaching Assistant in Motivating To Ensure Children Stay On Task

What is motivation?

· Motivation is encouragement for the children

· Motivation prompts children to be inquisitive

· Motivation is something to keep the children intrigued

· Motivation is a way to keep the children feeling involved

· Motivation is a way of staying on task if delivered appropriately

What	How	Why
Praise	Praise can be given to children using a number of methods. Praise can be given in the forms of verbal, gestures, body language .etc.	Children thrive on praise and if given appropriately, praised children can find self-motivation
Fun	Using fun activities keeps children motivated to remain on task. There are various was that learning can be made fun	Key words can encourage children’s listening skills. Whilst children are having fun, they are sub-consciously listening and learning
Encouraging Delivery Techniques	A T.A can give encouragement to a child in many different ways, smiles, thumbs, clapping, relaxed body language and ways of speech .e.g. “that is fantastic, I am very impressed, well done”.	While using story time, key words can be used such as “stand up, sit down”, by keeping the children feeling involved they have the opportunity to learn as instructions are delivered in a strategic manor.

(P6)

How Does Role play Link to the National Curriculum

Role play Links to the National Curriculum in the Following Ways

The curriculum is important for children to follow. During role play the children will be learning various parts of the curriculum. In this first example the development of communication, language and etiquette skills will be learned. The children will be prompted to use their imaginations whilst they are conversing with others. They will be encouraged to describe the way in which they are playing and what they are using and why that particular choice. The children will also be learning maths during play as again questions will be given to the children. The children may be asked to count the materials or imaginary items they are using and from their answer a basic sum can be given to the child.

(P7)

Why teaching assistants should observe young children

It is important for a T.A to observe young children because the teacher has to help the children to reach certain academic targets of development. As part of a team the T.A must observe to find any child whom may be struggling and either advises the teacher of this observation so that if necessary a strategy can be put into place to give the child an equal opportunity to develop in the correct targeted stages. Observations can show the stages of changes in a child, it may be noticed that the child becomes frustrated or starts to isolate themselves from group activities. Upon these observations measures can be taken to find a source of the issue in question and hopefully a resolve.

(M2)

How the T.A Observations can support the teacher

1. When a T.A reports the holistic development of a child, the teacher can take appropriate measures to provide necessary provisions to approach the Childs strengths and weaknesses.

2. Observations of a Childs progression are important for the teacher to be aware of as any problems in the Childs development can be individually monitored.

3. When teachers set a curriculum based activity, it is important for a T.A to observe and report to the teacher on whether the young children are meeting the targeted criteria.

4. Observations can be relayed from a professional practitioner to a parent /carer to discuss any noticeable changes, such as progression of the Childs abilities or if there is any concerns about the young Childs learning.

5. The child may be quiet instead of bubbly; this could possibly be to one of many reasons. The child may have misplaced their favourite toy, measures can be placed and strategies used to assist the child overcome their feeling of loss

6. Observations of a Childs individual and practical needs are needed to assist in the Childs holistic development. If a child is struggling and this goes unnoticed, that area of development becomes met with restrictions.

(P8)

Children between the ages of 3-7 should be given opportunities to play

Children should be given the opportunity to be involved in social play as children learn from peers For example communication skills using verbal courtesy such as “please”, “thank you” also opportunities to learn group building skills. Physical play challenges children but can be made enjoyable in team games such as musical statues as it encourages body control and balance also they develop the understanding of fair play. During play a child develops intellectually, learning to link words into a sentence to make sense such as the cat sat on the mat. In communities play children advance in understanding of acceptable/unacceptable speech and etiquette , “please, thank you” as acceptable, “I want, I need” or demanding being not acceptable. In play activities a child develops linking, a child links emotions to words, children link happy to a smile and unhappy with a frown.

(P9)

How a teaching assistant could assist a child through a transition

A T.A may support a child through the transition of changing class, both directly and indirectly. Before the change of class is made the T.A will support the child directly by visiting the new venue alongside the child to familiarise them with the new surroundings. The T.A will actively take part in the new techniques of learning for the child and encourage them throughout with praise and possible reward. Indirectly the T.A will observe the Childs strengths and weaknesses and pass their observations to the teacher so that learning strategies can be used to assist in the Childs individual learning.

(D10)

Bibliography

(D1)

The roles and responsibilities of a teaching assistant

The roles and responsibilities of a teaching assistant can vary in many different ways and often it is not always the case that any two days will be the same, be this either in order of carrying out their duties, or during their practise with the teacher and learners. Just covering the surface of the expectations for a teaching assistant in the physical sense of responsibilities can involve the setting up of activities for the children such as renewing paints and setting out shape sponges on the easel, sharpening pencils, setting out toys in the sand box and water area, making sure a scientific area is organised (magnifying glasses, shapes, coloured sheets etc.), setting out the food preparation or laundry area, the list goes on. In the learning aspect, a teacher may have many pupils, it is therefore to an advantage having someone at hand that is also able to observe the children and become active on their observations if so required. This may mean spending one to one time with a child and possibly assist with their reading/writing skills, their coordination development if they have been observed to often loose grip of items (pass the parcel, handing the teacher a pen or receiving a colouring pencil from another child) etc. The teaching assistant may also be subject to carrying out responsibilities in group activities such as school plays and assemblies. Just some of the many ways in which a T.A may be expected to make their observation reports accurate are as followed

· Written narrative

A written narrative is a report that provides the exact speech and actions of a child and in the way or manor in which it was said or done.

· Time sample

Using a time grid, a child can be monitored periodically, this could be to monitor their speech and when it was said, monitor their actions and find and explain the reason the child acted in this way such as a child wanting to go to sleep in class and the reason being that they went to sleep late the night before.

· Event sample

A time and date stamped record will assist in keeping track of any repeated patterns in the forms of speech, actions and concentration levels and if there is a pattern to their way of routine and times they may occur.

· On task off task sample

On, off task samples are used to measure a Childs concentration levels and how they keep to tasks they are given, if a child looses concentration on a regular occurrence then this could indicate a problem in their understanding capabilities.

Childcare / T.A - C.A.C.H.E course Levels (lv2, lv1)

Sunday, 13 March 2011

Level 2 C.A.C.H.E Training (WITHOUT ALL SUPPORTING QUOTES)