D1
D1- provides evidence of how the planned curriculum activities can promote learning.
Planned curriculum activities can promote learning by following the EYFS curriculum and making the children helping them learn communication and language, physical development, personal, social and emotional development and the specific areas of learning are literacy, mathematics, understanding the world and expressive arts and design. The practitioner has to meet these requirements such as I did a floating and sinking activity with groups of children this fell into science as well as communication and language and understanding the world/the world. Every activity has to have some educational meaning behind it but they have to make it fun for the children as well such as going on a bear hunt and learning about bears. This was a good example as they are also learning about the world because they got shown a book full of animals and had to point out the pictures of bears, they then got asked where a polar bear lived and where the brown bear lived and the next day they got asked the same question and they knew the brown bear lived in the woods as they learnt on the bear hunt and the polar bear lives in the snow.
With my sinking and floating activity the children mark made on the sheet I had made with the items that I used stuck to it so they knew what they were so if it sank they would make a mark in red pen in the sink box and if it floated they would do it in green in the float box this then links to writing and getting use to holding a pencil properly.
They also get taught to take turns during an activity which is important when they progress into further education after they finish preschool as well as language skills and have speech therapists in to help children that have speech impairments to improve their quality of speech.
My second activity was a salad spinner paint activity when planning this I had to take into consideration what the children would learn and that
Planned curriculum activities can promote learning by following the EYFS curriculum and making the children helping them learn communication and language, physical development, personal, social and emotional development and the specific areas of learning are literacy, mathematics, understanding the world and expressive arts and design. The practitioner has to meet these requirements such as I did a floating and sinking activity with groups of children this fell into science as well as communication and language and understanding the world/the world. Every activity has to have some educational meaning behind it but they have to make it fun for the children as well such as going on a bear hunt and learning about bears. This was a good example as they are also learning about the world because they got shown a book full of animals and had to point out the pictures of bears, they then got asked where a polar bear lived and where the brown bear lived and the next day they got asked the same question and they knew the brown bear lived in the woods as they learnt on the bear hunt and the polar bear lives in the snow.
With my sinking and floating activity the children mark made on the sheet I had made with the items that I used stuck to it so they knew what they were so if it sank they would make a mark in red pen in the sink box and if it floated they would do it in green in the float box this then links to writing and getting use to holding a pencil properly.
They also get taught to take turns during an activity which is important when they progress into further education after they finish preschool as well as language skills and have speech therapists in to help children that have speech impairments to improve their quality of speech.
My second activity was a salad spinner paint activity when planning this I had to take into consideration what the children would learn and that