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About lisa88

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  • Birthday 05/09/88

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    West Yorkshire

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  • Your interest in Foundation Stage education
  1. E100 Ema

    Hi, I just checked my Assessment guide (2010/2011) and this is what it says for the ECA The assignment You need to write an account of the way in which your role as a practitioner has developed over the past year. To do this, show how your understanding has changed and developed in relation to: * the ways in which children learn and develop * the ways in which early years settings support children’s learning and development. Refer back to the main themes of your four TMAs to support your arguments. Include how your practice and understanding have developed in the following areas: * communication with children and their families * child development * safeguarding children and promoting their welfare * transitions * multi-agency working * sharing information. Support your view with evidence from observations of and interactions with the children you support. Outline ways in which you would like to see your setting develop in the coming year, using the course materials and other resources to support your arguments. Finally, outline the way you plan for your own role and career to develop in the medium to long term and the steps you will take to support these plans. If your assignment question is the same as above - then yes that is the correct checklist. let me know lisa
  2. E100 Ema

    Hi, Show how your understanding of the way children learn and develop and the way early years settings support that learning and development may have changed Identify one specific key issue and finding that was highlighted in the following TMA 2 – Children as unique individuals TMA 3 - Your understanding of observation and assessment TMA 4 - How children develop and learn How has your practice and understanding developed in the following areas? * Communication with children and their families * Child development * Safeguarding children and promoting their welfare * Transitions * Multi-agency working * Sharing information Identify one piece of evidence from your observations or interactions with the children to support each area discussed Outline 2 ways in which you would like to see your setting develop in the coming year. Identify the course materials and other resources (e.g. TMA research activities) that you can refer to to support your arguments. Also attached is a ECA checklist - make sure you talk about and include the topics listed on there. ECA_Marking_checklist.doc
  3. Hi, okay so iv found an activity to do with healthy eating. doing a powerpoint slideshow about healthy eating. and then an activity 'healthy lunchboxes' the children have to sort out what food is healthy and which is unhealthy and there are two lunchboxes to put it into. is this appropriate for nursery and reception children? This may sound abit silly, but iv never planned in this area before (espically not alone and this is the setting planning sheet- not used to it )so i need help in what to write on the plan sheet: Learning objectives: How will you introduce the activity: how will you assess the children: childrens interest that this activity could meet: questions that support children learning: Please please help.. my interview has been changed to tommorow afternoon now thanks lisa
  4. Hi, thanks for the replies I asked the Early years manger today and she said right now were concentrating on Eating healthy. I have about 20mins to do the activity - with both nursery and reception children Any suggestions.. i really dont know what to do. the children enjoy being outside- so are there any outdoor activites that involve healty eating concepts? thanks lisa
  5. Hi Everyone, So i have been called back on Tuesday 17th May to plan and delivery an activity. All i have been told is i can choose any topic/theme i like - as they want to see how i can respond to the children/setting. I did spend the whole day there on friday - from my view the children are quite active and love to play espescially outside. I have no idea what area/theme to go into and what kind of activity to prepare. it should be from 15-25mins long. the plan should be quite detailed, learning objectives, how i will introduce the activty to the children, how i will assess them, what tragets/interests can this activity meet, questions that can support childrens learning... etc etc I have just finished my course, so i am still new to all this and iv never planned anything by myself.(Always has help from thr team) I would love peoples ideas, opinions and hey even filled in plans. I really really need the job as i need to pay for my course, so please please help as much as you can. i would be very grateful thanks in advance lisa xxx
  6. E243/e214

    Hi Everyone.. This question goes out to everyone who has studied the course E243- it has now changed to E214 and the questions have changed but still similar in a way i guess. I am in the process of writing up TMA 02 + TMA 03 Tma 02 - Responding to a scenario and Tma 03 - Preparing for an interview I am stuck on both tmas - as they both need to be handed together on 17th may. i dont know who to interview, why and what to ask? could some one help me pleasee... i would be very grateful thanks lisa xxx
  7. D240

    HI everyone Has any one done the above course, through open university? i want to register for this course in may, but not sure what the course will be like, work load etc so if anyone has done D240, or knows anyone that has done it, please let me know.. i will be very grateful THANKS lisa88
  8. Dia is told by her daughter, Ann, who is in year 3, that her teacher has informed the class that she is celebrating a civil partnership with her (female) partner over the summer holiday. Dia is uncomfortable knowing that her daughter’s teacher is a lesbian and feels it is inappropriate for her to share her sexuality with the children. She goes to the head teacher to complain that this is another example of inclusion going too far. The head teacher, Pat, is very proud of the inclusive ethos that has built up in the school. ‘Everyone is welcome here’ is the school motto. She has been keen to build up a diverse staff group within the school and has the reputation of being very supportive of her staff. Dia is going to dicuss this with Pat, How do you think Dia's concerns should be addressed? what questions could be asked? Most likely Pat will describes how the school views inclusion and what that means for Dia, her daughter and those who work at the school. What response do you think will be made by the headteacher, and will Dia be convinced? about how she now feels about what should happen next. i want to hear peoples opionions and thoughts on the above matter, keeping in mind the child is in year 3 (7/8yrs old). and the schools inclusion policy. thanks in advance
  9. Hello everyone i am studying the course E214 (previously known as E243) im workin on TMA 02 thought id hear some of the people who have done the above course, their opinions and views on the question below. any tips, advice, suggestions - will be great help to me ok so the question is relating to Perspectives on equality and diversity, respect, Participation in practice, Boundaries to inclusion etc This assignment asks you to explore at least one perspective other than your own while demonstrating that you have critically considered the relevant issues raised in the module. In order to maintain the flow of your scenario and the voice of your characters, you can provide the brief critical discussion and evidence of your study in footnotes or by some other form of distinctly separate text. The footnotes should be short entries that demonstrate critical thinking or evidence of understanding, e.g. ‘Bilingual staff are central to Bangabandhu too – See E214, Unit 11, p. 169 or ‘This statement demonstrates the tension between notions of integration and inclusion’ I HAVE CHOOSEN Scenario 1 Eli is told by her daughter, Mary, who is in year 3, that her teacher has informed the class that she is celebrating a civil partnership with her (female) partner over the summer holiday. Eli is uncomfortable knowing that her daughter’s teacher is a lesbian and feels it is inappropriate for her to share her sexuality with the children. She goes to the head teacher to complain that this is another example of inclusion going too far. The head teacher, Kath, is very proud of the inclusive ethos that has built up in the school. ‘Everyone is welcome here’ is the school motto. She has been keen to build up a diverse staff group within the school and has the reputation of being very supportive of her staff. write the discussion which takes place between Eli and Kath. In your dialogue, set out Eli’s concerns first of all. Then write Kath’s response, in which she describes how the school views inclusion and what that means for Eli, her daughter and those who work at the school. Make Kath’s description an honest one: do not attempt to idealise the school. Remember to think about how each person might address the other. Your work should conclude with a brief response from Eli, setting out how she now feels about what should happen next. SO DOES ANYONE HAVE ANY IDEAS IN WHAT I CAN INCLUDE? HOW TO START, WHAT I SHOULD DISUSS ABOUT? ANY LINKS RELATING TO THE ABOVE MATTER? MOST OF ALL DOES ANYONE HAVE ANY EXPERINCE ON THE ABOVE? THANKS TO ALL lisa xxx
  10. E100 Tma 04 Help

    So what might you see? Evidence of: Schema Piaget’s stages of development Learning from a ‘knowledgeable other’ Language acquisition Communication through body language Laever’s involvement Well-being Cognitive development Physical development Creative development Possibility thinking Independence Autonomy How do you know it is ‘new learning’? What do you know about the child’s present stage of learning and development? Where did this information come from? The child Parents Child’s interests Previous observations Colleagues observations / conversations IEPs/IPPs You are asked to relate your findings to: relevant parts of the course materials (i.e. from Block 5), the setting-based evidence you have gathered in preparation, the curriculum framework or guidance adopted by your setting. You should consider the child’s use of ICT and other technologies, their play, creativity, use of language and other symbols. Your account should relate a range of setting-based evidence to appropriate parts of the course materials and the curriculum framework or guidance in use in your setting Additional resources you might use to consider a child’s use of - ICT and other technologies... http://nationalstrategies.standards.dcsf.gov.uk/node/175104 http://ictearlyyears.e2bn.org/ Their play... http://nationalstrategies.standards.dcsf.gov.uk/node/242798 Their creativity... http://nationalstrategies.standards.dcsf.gov.uk/node/85178 Their language... http://www.literacytrust.org.uk/talk_to_your_baby Their use of other symbols... http://nationalstrategies.standards.dcsf.gov.uk/node/132558 part 2 Through a second analytical account, show how your planning and organisation of the learning environment promote opportunities for learning. In this section you will need to: identify the place of your chosen subject or area of learning in the curriculum your setting follows, outline the implications of this both for the way you work with children and for the environment you plan and create. refer to planning for the subject as well as giving examples of the support you provide. include evidence of both these things, as well as of your observations in one or more appendices How, in your setting, do you promote the area of Learning and Development that you have examined in Part 1? How do you interpret this area of Learning and Development and create opportunities for learning in your setting? What does this interpretation of the EYFS look like in your setting? How do you achieve this? How do you plan to achieve this – both individually and as a team? How does the environment support the way you work with children? How do you communicate as a team to ensure children’s needs are met within the environment? How do you create an ‘Enabling Environment’? Do you follow Local Authority guidance? Do you access a Local Authority website? http://www.birthtofive.org.uk/earlyyearsfo...tmaterials.aspx By working with Early Years Advisors? This will show how, through your actions as a practitioner, you act as the link between your setting’s curriculum framework or guidance and the learning environment offered. In particular, consider how the environment may provide opportunities to work effectively in partnership with others in and/or beyond your setting. An important element of the assignment will be your analysis of the way in which you work with colleagues and others as appropriate and, where possible, engage with your wider community, to support learning. If you work in a large early years setting, you can probably think of lots of people in a variety of roles who you collaborate with on a regular or occasional basis. Regular reviews of resources Training – together / ‘cascading’ training / from a consultant Individual / group of practitioners with responsibility Communal ongoing ideas board Parents’ / Carers’ ideas board Local community projects Local facilities Children’s Centres Parents’ / Carers’ / family members’ expertise Children’s expertise – dinosaurs / popular culture... If you work in a small setting you will perhaps need to think harder. Do you take the children to a playgroup? Do you go to s tory readings in your local library and perhaps discuss books with librarians or other carers? If your situation is one where it is very rare for you to work with others, you should explain this. Your analysis should be supported by references to the course materials (including the readers) and to an annotated resource list (see below) which includes reference to official policies and related guidance. part 3 An annotated list of resources you have drawn upon in Parts 1 and 2 of the assignment, including: Early Years Foundation Stage Other individual setting guidance if appropriate Every Child Matters The Common Core of Skills and Knowledge ...and may include information from books, articles, readings from magazines, newspapers and professional journals, audio and visual assets accessible through websites such as BBC iPlayer and Teachers’ TV. Check TMA 01 guidance for compiling this list
  11. E100 Tma 04 Help

    overview of TMA 04: you will be Considering one child’s learning and development Highlighting one particular aspect of the curriculum Considering your own role in supporting that learning as you: * implement your setting’s curriculum guidance * work in partnership with others * create a learning environment * engage with the children You will be gathering evidence over more than one week ... part 1 You will need to collect evidence over the course of a week or two about one child’s learning in ONE of the areas that are the subject of the study topics in Block 5 of the course: Communication and language (or language and literacy) Mathematical development, including problem-solving, reasoning and numeracy Knowledge and understanding of the world Personal, social and emotional development, including wellbeing Consider what you might achieve through this opportunity... Will you choose an area you like / are good at / are responsible for / are confident in ... ? ...or use it as an chance to develop your knowledge and understanding of a curriculum area you know less well / do not much enjoy / are less confident in? A chance to develop and reflect. You will be reflecting on how your understanding and practice has developed in the ECA. where will you be looking? where, in your setting, you may find evidence of - Communication and language (or language and literacy) Mathematical development, including problem solving, reasoning and numeracy Knowledge and understanding of the world Personal, social and emotional development, including well-being? Opportunities for observation Anytime/informal unexpected ‘wow’ moments /significant progress Whilst working alongside them. These may be planned or unplanned learning outcomes Plan to stand back and watch a child or group of children at play to observe how they i.e. converse/collaborate/manage physically/problem solve. Contexts of observations Inside/outside play Handover routines – am & pm Child initiated and adult focused activities Small groups/large groups/alone At lunch and playtime! What are the key ways that young children learn?Where will I see evidence of learning? Playing – indoors and out, alone and with others, quietly or boisterously – allows children to find out about things, try out and practise ideas and skills, take risks, explore their feelings, learn from mistakes, be in control and think imaginatively. Playing is an important centre of learning for young children being with other people - As well as developing emotional security and social skills, being with other people – other children and adults – stimulates ideas and involvement that move learning forward. being active: Young children need to move, and learn and remember things by taking experiences in through the senses as they move. Sitting still for too long can disrupt learning. exploring new things and experiences- Children’s deep curiosity leads them to use all their senses to explore in real hands-on activities, and then put the information together in their own minds to form ideas and make sense of the world. talking to themselves In ‘self-speech’ children use out-loud thinking to clarify their thoughts, regulate their activities, take on imaginative roles and rehearse their skills. communicating about what they are doing with someone who responds to their ideas Even before they can talk in words, children are keen to share their ideas through sounds, gesture and body language. Talk helps children to understand what they experience. It is important that they have a chance to express their own ideas, as well as have conversations to hear other people’s ideas, extend their thinking, and use language about learning. representing ideas and experiences Children deepen their understanding as they recreate experiences or communicate their thinking in many different ways – in role-play or small world play, pictures, movements, models, and talk. meeting physical and mental challenges Working out what to do, trying hard, persevering with problems, finding out and thinking for themselves are opportunities for developing real understanding. These challenges may occur in play, or in real-life or planned activities being shown how to do things Children learn skills by watching others or being shown how to do something. Adults or peers may directly instruct, model, guide or demonstrate. practising, repeating, applying skills rehearsing skills in similar tasks or new contexts helps children to build mastery, to enjoy their own expertise, and to consolidate what they can do.
  12. E230

    Can you think of something that happened (that's related in some way to math, science or language) in the past that you didn't think you could achieve, but you took the bull by the horns and conquered? Block 1 has examples such as decorating, shopping, issues with the bank etc. Try not to think too hard, remember math, science and language is all around us in our daily lives. The study material does give some suggestions on page 23 as jobs, interests, hobbies.
  13. E230

    TMA01 – DO NOT WRITE THE TMA UNTIL YOU HAVE DONE THE RELEVANT STUDY BLOCK. The best way to work is to look at the TMA instructions at the start of each block, then keep the instructions in mind as you work through the stated materials and make notes on anything you want to use in your assignment. Be honest! Yes, talk about your strengths, but admit your areas for development (weaknesses). Part 1 This needs to be sub-divided into the three subjects and address each one equally. You may have more strengths than areas for development (weaknesses) in certain subject areas. Use specific personal examples and try to refer back to course materials to show similarities/differences between examples discussed / achievements in the audits etc (refer to your audit summary Subject audit summary example Subject Strengths Comments on strengths Areas for development Comments on areas for development Language Mathematics Science N.B. You should be able to cut and paste this table onto another blank word document. Then you should be able to type straight into it and it should grow as you do so. REMEMBER Part 1 should be written as prose; the table cannot replace your written account, only support it, so put the table in the appendix. I would suggest using sub-headings and allow approximately 100 words for each sub-section. Part 2 Now you have to choose 2 of the 3 subject areas. Again you need to equally divide them up to ensure balance. You are talking about a positive outcome on your knowledge. Again use sub-headings to keep you on task. It may be something within your professional or personal life e.g. Working with language support with your own children at home / children in your setting Planning a new carpet/ tiling bathroom/ turfing garden etc at home Living within a budget – planning forward i.e. bills and what is left Use of electricity (make savings) / batteries / circuits The list could go on. Part 3 Refer back to the incidents or periods that were your focus in part 2. How has your attitude developed? Building confidence / changing approaches etc. Again use sub-headings to keep you on task. ensure you read the referencing section in your assessment guide.
  14. Hello everyone, i am studying E214 (Was known as E243) for one of my Esaays i have to Choose two resources and examine the contrasting models. The type of model should be apparent . When choosing the materials, examine ways in which the issues are discussed. Examine the thinking behind them and consider the ways in which the language and ideas used represent the particular model. They should offer clear examples of contrasting ways of representing diversity, such as a medical/deficit versus a rights approach.Explore the way in which the ideas/topics are presented and what this tells us about the ways in which the authors of the resources view the people they are writing about. does anyone know any any articles on the above models - that i can write about i want to concentrate on children topics any help would be much appreciated thanks in advance lisa
  15. E100 Tma 04 Help

    Hi, yh sure id be happy to help you i have sent you a private message lisa