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Diverse ways in which children develop and learn: Creating graphic scores to visually portray sounds                                               

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Diverse ways in which children develop and learn: Creating graphic scores to visually portray sounds                                               

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In this lesson, the children were tasked with creating a graphic score or image which most reflected the playback of the audio demonstrated. Ideal for younger children as its blends creativity with education (Davies, 2011), and it is interesting to see everyone's individual perception of what visual represents the score heard.

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Diverse ways in which children develop and learn: Mixing primary colours to create secondary colours.

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Diverse ways in which children develop and learn: Mixing primary colours to create secondary colours.

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In the year 2 class, the children had an art lesson in which they are mixing primary colours to create secondary colours allowing them to be innovative with their colour variations. Within the primary curriculum, art lessons are encouraged to be engaging and challenging to allow them a space to experiment with creating their own works of art (Department for Education, 2013). Children are also unique and each have individual ways of learning which can be discovered through these varied classes. White, 2015, as cited in Georgeson, J., Moyles, J. & Payler, J., 2017 states that if children are to be understood they should be able to demonstrate their perception through various ‘creative strategies’ which can further show the complexities of their minds. A precedent for children to achieve this could be through art lessons. This allows the lesson to be free flowing without an apparent structure making the lesson more personalised to cater to individual abilities. The learning experience needs to be interactive as children learn more through discussion and hands-on projects than by passively receiving information (Carnie, 2017).

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Diverse ways in which children learn and develop: Using magnetic construction kits to achieve desired shapes

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Diverse ways in which children learn and develop: Using magnetic construction kits to achieve desired shapes

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During golden time, children are provided an opportunity to independently decide which activity they want to participate in. While some choose drawing or technology, geometric construction kits are also a popular contender. This is an engaging form of mathematics which can help support cognitive development and spatial skills (Mohamed & Kandeel, 2023).

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Diverse ways in which children learn and develop: Empowering creative expression

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Diverse ways in which children learn and develop: Empowering creative expression

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Drawing from my placement experience, I recognise the importance of integrating evidence-based approaches when working to support children. This includes implementing mindfulness activities. Children with learning difficulties or behavioural challenges have allocated time away from the rest of the class and have a time to focus on their barriers and practice what skills they already possess. According to Bowen, et al., (2004), this works as an intervention which can benefit them, as it focuses on the students interests, rather than being reprimanded. Under a teacher's guidance, this allows them to receive personalised help with a certain topic or a time for self expression. Lev Vygotsky’s (1978) theory conceptualised the idea of the zone of proximal development (ZPD) which is the distance between what a learner can achieve individually and what can further be achieved under guidance from an experienced learner (Vygotsky, 1978). This theory emphasises how social interaction is central to learning (Kriewaldt, 2006) and creates an atmosphere of engagement and collaboration which helps build the child’s confidence. Overall, this demonstrates the impact the environment has on the learner in fostering growth and development by establishing a nurturing environment where individuals needs are addressed through empowerment.

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Providers have responsibility to maintain a safe, confidential, and inclusive environment when working with children and families, and appropriate safeguarding measures must be in place. In doing so it allows a space for a safe environment where sensitive information can be shared.

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Within Middleton Primary, they are a UNICEF accredited school, in which they enforce a rights respecting culture which directly aligns with the UNCRC. The school ethos also consciously aligns with article 29 of the UNCRC where education shouldn’t only focus on academic learning, but also on fostering the overall growth and well-being of the child where human rights are taught (United Nations, 1989).

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Bowen, J., Jenson, W. R. & Clark, E., 2004. School-Based Interventions for Students with Behavior Problems. New York: Kluwer Academic/Plenum Publishers.

Coalition, C. a. Y. P. M. H., 2023. [Online]
Available at: https://cypmhc.org.uk/punitive-school-behaviour-policies-are-harming-childrens-mental-health-says-new-report/
[Accessed 02 05 2024].

Collier, K., 2023. 3 Surprising Benefits of Reading Journals in the Classroom Home. [Online]
Available at: https://inspireteachgrow.com/3-surprising-benefits-of-reading-journals-in-the-classroom/#:~:text=Reading%20journals%20can%20improve%20academic%20success%20in%20a%20variety%20of,those%20concepts%20at%20higher%20rates.
[Accessed 2 May 2024].

Cottrell, S., 2021. People and Task Management Skills. In: London: Red Globe Press, p. 133.

Davies, N., 2011. Composing with graphic scores and the influence they can have on music, education and the deaf community., University of Huddersfield: s.n.

Department for Education, 2013. The national curriuclum in England - Framework Document. [Online]
Available at: https://assets.publishing.service.gov.uk/media/5a81a9abe5274a2e8ab55319/PRIMARY_national_curriculum.pdf

Kolb, D. A., 1939,2014. Experiential learning experience as the source of learning and development. Second ed. New Jersey: Pearson Education Inc.

Kriewaldt, J., 2006. S Bruner and Vygotsky as well as other. Geographical Education, Volume 19.

Mohamed, D. A. & Kandeel, M. M., 2023. Playful Learning: Teaching the Properties of Geometric Shapes through Pop-up Mechanisms for Kindergarten. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(1), pp. 179-197.

Office for Health Improvement and Disparities and Department for Education, 2015. Promoting children and young people's mental health and wellbeing. [Online]
Available at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing
[Accessed 20 04 2024].

Ofsted, 2024. School inspection handbook (Guidance). [Online]
Available at: https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook-for-september-2023
[Accessed 20 April 2024].

Skinner, B., 1953. Science and Human Behavior. New York: The Free Press.

UK Parliament, 2004. Children Act 2004. [Online]
Available at: https://www.legislation.gov.uk/ukpga/2004/31/contents

United Nations, 1989. Convention on the Rights of the Child (UNCRC). [Online]
Available at: https://www.unicef.org.uk/wp-content/uploads/2016/08/unicef-convention-rights-child-uncrc.pdf

Vygotsky, L., 1978. Mind in Society: The Development of Higher Psychological Processes.. Cambridge, MA: Harvard University Press.

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Skills needed for placement setting role: Ensuring wellbeing and behaviour

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Skills needed for placement setting role: Ensuring wellbeing and behaviour

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During my placement, I have witnessed firsthand the significance of prioritising children’s emotional wellbeing and upholding good behaviour. Ensuring the behaviour and wellbeing of children is of crucial importance, as it fosters and comfortable and collaborative environment for students, which contributes to their development. This principle is outlined in the government document ‘Promoting Children and Young People’s mental health and wellbeing’, which emphasises the integral need for schools and childcare settings in tailoring the approaches to support students’ mental health (Office for Health Improvement and Disparities and Department for Education, 2015). Furthermore, aligning with the latest guidance Ofsted’s school inspection handbook outines the provision of effective pastoral care as a key criterion, recognising it’s pivotal role in nurturing children to ensure their adulthood is filled with mental fortitude (Ofsted, 2024). Children who were disruptive or misbehaved would be reprimanded by having isolated time away from their classmates for a period of time, in the hopes the misbehaviour would not be repeated. This coincides with B.F. Skinner’s theory of operant conditioning, which elaborates the idea of shaping a desired behaviour through reinforcements and punishments, (Skinner, 1953). By temporarily removing the disruption within the classroom, this allows other children to focus more and reinforce positive behaviour. Whilst this can be effective, this method only tackles the issue on a surface level and isn’t directly addressing the root cause of why the behaviour is arising (Coalition, 2023). There may instead be a need for direct support and intervention.

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Diverse way in which children develop and learn: Numeracy and Literacy

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Diverse way in which children develop and learn: Numeracy and Literacy

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The central observations I have made align with the principles outlined in the UK government’s education policies, particularly the National Curriculum Framework. There is a clear focus on literacy and numeracy skills and the children’s ability for ascension, as evidenced by the focus on reading diaries and numeracy activities using physical objects like coins and paper money reflects the government commitment to establishing a core foundation in essential subjects (Department for Education, 2013).

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Diverse ways in which children develop and learn: Reading diaries

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Diverse ways in which children develop and learn: Reading diaries

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Children are expected to regularly keep their reading diaries up to date with daily accounts of how much and what was read of their chosen book. Through recounting their book through their diary, it allows better comprehension of what was previously read, and allows them to develop their critical thinking skills through summarisation and analysing (Collier, 2023).