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In a nursery setting there are different types of learning styles:
Now I will discuss the learning styles:
Visual learning is a very good learning style and helps key workers understand every child’s learning method. This learning style is for children who get distracted by sound and talking easily, children often find it difficult to concentrate when there is a crowd around them. These types of children enjoy art and drawing and learn more from diagrams, they love to learn from a picture which gives children knowledge of the world.
When I discuss more on Auditory learning style, I learn that this is more about thinking and listening. Children like to learn from listening to nursery rhyme tapes and tapes which helps them to think just as sounds. I found out children who are in the auditory category this helps children be more clever.
Children like to listen to staff members reading to them and they like to choose interesting and long books so they can listen and look and think most of the day in the nursery environment.
Finally when I discuss kinaesthetic learning style I find that this is more about children who cannot keep still at all, key workers have to keep them still during activities. These types of children are very active and enjoys playful all the time and never listens to anything else. They love activities where no one bothers them, such as playing physical for example running slow but not so fast.
These learning styles are based on the early year’s foundation curriculum stage one of which is knowledge of the world, other one which is numeracy, literacy and so on.
Visual learning activities can be:
- Listening to a story book but the child concentrating on other staff members cleaning after children’s playtime.
- One child distract from listening to nursery rhymes, as the key worker was communication with a parent outside.
Auditory learning activities:
- A child can be distracted by another child shouting while playing a guessing game of thinking what instrument sound it could be.
- Child cannot think of what to play with because of so much shouting
- Cannot keep still during an outdoor play activity, such as practising how to stand straight in a line.
As a key worker we ensure children can concentrate when they join an activity, we help children by reminding children to play, we ask children questions on what children are playing. If there is a crowd around children we ensure we settle children down and stop children from crowding around children who are sitting down and playing. We also ensure we give children confidence to speak up when they cannot concentrate.
We also give children time to think when we ask children questions. This is why we tell all children to listen. We support children’s listening and thinking by providing children with activities such as games so that they learn how to think and we read story books so they learn how to listen. We ask children to have silent time to think and listen to nursery rhymes quietly.
If children never listen we keep a naughty chair for them to sit on. We help children who are very playful. We make sure we give these types of children different types of activities, we also help them by telling them please behave. We give behaving activities and songs to help children behave. If children behave we give them a well done star when they listen.
Analyse the effect that detrimental issues can have on learning:
Reference 2: study guide
The meaning of detrimental issue is if a child is having difficulties in every day learning such as numeracy the child might need professional support a personal key worker to teach numbers. 1-10.
Detrimental issues can be things like a child having mental health problem:
The child will need a special caring key worker who is always with this child, the child will need to be observed to help the child with his development, the child will also need activities based on sam’s age, Sam will need to carry out same activities until he has mastered these activities to help sam reach to school and his higher studies. If we do not help sam, sam will loose his confidence and will become like no one cares.
Sam might need professional help because he can be clever but sufferining from illness such as he might not be hearing well and this can make him weak. The key worker’s ensure all children are aware of Sam’s illness and give children knowledge on his illness so that Sam himself feels confident and so does children who play with Sam. Sam can sometimes loose his confidence, Sam can lose his self esteem, Sam can come across tiredness, and Sam can lose his high quality work to poor quality work as Sam looses confidence. Sam might also worry about what children can think of him this can also make him weak in his learning. To help sam we talk louder, use sign language and write words and sentence down to help sam understand.
Sam can also have disability, sam still would need a key worker to support him, if it is extreme then sam will need his parent to stay with him and his key worker to ensure sam is in safe hands. Until sam is not confident he can not be left alone.
Diabetics: if sam was to have this issue then his parent will have to tell every information to the person in charge and his key worker will need to be fully trained in how to care for sams health.
If sam is on any medication the key worker needs to know asap such as if he has aathma, then the key worker will need to know when sam needs to take his medication.
We as a nursery help Sam to be very confident when Sam start’s primary school. We give him as much support we can to build his confidence; we also help Sam know he will have this support during his school life. As a nursery we are very professional as we can be when it comes to a child being ill in their health. We ensure we train all our key worker’s and support all other staff member to help the key workers.
These issues can lead a child to lose of confidence, less of self esteem, tiredness and poverty if they are not properly cared for.
Evaluate the positive effect that differentiation has in the nursery setting:
Differentiation – Difference’s of children
Differentiation comes under different categories:
- Place learning intention
- Behaviour and vocabulary modelling
- Adaption of equipment
- Peer teaching
- Differentiated equipment depending on needs
When I read all my information my finding of this question is that a child liking one thing and another child liking another thing, or one child doing one thing and another child do the other thing.
I have also been to a few nurseries to learn so that I can carry out my research on this question. I learnt that a girl called Esha enjoyed talking so much and a boy called Siyan hated talking he loved to be quiet. I asked Esha so many question’s and she answered to every the question however Siyan was still sitting their quietly. I found out that Siyan needed more support in communication so I organised more activities based on communication, I noted down to pass on to my manager that he improved on talking to me more as the days went by. It is important that we help children reach their goals because talking gives children confidence and socialise with other children and play with other children. We organised alphabet activities and number activities and also brought interesting books from the libraries, to help children be around me and talk to me as a new member of staff. We have talking out loud activities such as saying out words loud for children to speak more. Children that speak so much we provide them with silent times to help them speak less and help them to control their talking.
I also so that children were left handed and some were using normal right handed so I supported these children by giving them the correct scissors and helped children to cut and give children the confidence and more paper. As children got good with cutting I provided children with difficult cutting such as dot to dot picture cuttings. This is most important as children can lose their confidence and their emotions can change. If the correct resources is not provided then children will not be able to improve and will be left with no playful activities. Children develop from their age and what they are able to do. If they feel they can go up a level they go up a level if they cannot they do not go up a level. It is important to put children straight up as some children might feel lonely as they are left handed and they see other children as normal.
I find that Children can also be working at different goals in their work books; this can be based on how fast children are at their learning and also shows who needs support and who does not need support. Some children may pick things up straight away in a group activity of vocabulary and assessing of behaviour, some children may be left behind in speaking out loud when they have to answer to questions some might shout the answers out some might be polite and wait.
When working in a nursery i also found that children needed one to one support during I.T as some children pressed any key on the computer. We give one to one tutoring on computer for left handed children
I also went to the activity cupboard to pick out easy play activities for children who need development as they are still weak and pick out difficult activities for the clever children.
The result I found was that some children needed improvement some needed to be pushed up to the higher level. I had written a report of all children and passed on to the Management to help the children with their development.
Discuss the positive effect that planning can have on learning and the ways in which formative and summative contribute to this:
Planning can be brilliant for a child’s learning and would help a child learn better and help children with their development.
- Children will gain good marks
- Children will concentrate more
- If we add more pre-school images children will learn more from looking at pictures
- Helps children to reach their goals
- Helps children to make improvements
- Helps children understand their weaknesses
- Helps children with encouragement to learn more
- To keep the child’s learning up to date
To give children confidence we use:
Now I will discuss the two assessments:
As a nursery we use formative assessment:
This helps the nursery to see how children are improving on their development in childcare. A child can be playing with Lego and other toys that are laid out. We use coloured paper to observe children.
We write down how children play, we write down everything children play with, we write down what children talk about as they play, we write observations according to the curriculum.
We also take pictures on what the child has played with for the day and everything they have done. We write down as much as we can to help children improve on the development in a nursery. We even organise a video to take of every child so that we can see how to develop children to a higher level.
Observing could be gathering in your mind what you see from a child as their key worker then discussing this at the meeting how to improve the child’s development.
Summative assessment – we gather all the above information from formative assessment and write up reports to discuss with parents. The above information will help the nursery stand out from others. It will keep the nursery organised, well presented, will bring clever children, will give smart and clean children and help the nursery be more lively.
To do all the above we plan, we do this by organising every day morning meetings. Staff are fully trained to carry out these jobs.
As a nursery we ensure our planning is well organised to help children reach their goal at the correct time and correct level for children.
Reference 1 : http://learningguide.org/learningstyles.htm - I used the meaning and also wrote in my own words.
Reference 2: study pack – page 72 and 73
Reference 3: I used the hand book page 76 – 78 for meaning of what they are then wrote into my own words.
Reference 4: I used the hand book page79-80 to find the meaning and wrote into my own words.
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