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Component 2: Learning Through PlayDelivery of this componentComponent 2 links closely to Component 1, where students gained an understanding of a child’s growth, development and milestones. In Component 2, students will build on their prior knowledge by considering how a child will gain skills and knowledge over time. This will include learning the stages and organisation of play. Students will then discover how adults can promote learning through play activities based on the age of a ponent 2 should be taught after or alongside Component 1 and before Component 3. This will enable students to maximise their knowledge and understanding before completing their synoptic external assessment.It is recommended that students have access to real childcare environments in order for them to apply their knowledge. However, this may not be possible for some students. Guest speakers (e.g. childminders, nursery nurses, etc) would be beneficial but again this may not always be possible. Videos, case studies, role plays and presentations can also support students in consolidating their understanding. Assessment guidanceThis component is internally assessed. Teachers will need to provide students with an assignment brief. For this component, it is recommended that the first assignment is given to students after delivering Learning aim A and the second assignment after Learning aim B. The work must be the students’ own and can be completed in the classroom or as homework. Learning will be assessed on the student’s ability to demonstrate their own knowledge and understanding.Assignment briefs should have a vocational context and therefore it is advisable that they are introduced through case studies. Questions should be clear and unambiguous, enabling students to apply their learning and achieve all criteria listed in the component. It is useful for students to be given time to practice mini-assessments in order for them to understand how to apply their knowledge.Pearson provides authorised briefs, which are available on the Pearson qualifications website, and these may be adapted to meet local needs and the individual needs of students. Students may present their evidence through written tasks, oral presentation supported by questioning or a combination of these. Where oral presentations or questioning and role play are used, students must be adequately prepared and teachers must consider how they can clearly present the evidence on which they base their decisions, for example, video or audio recording and/or detailed notes against ponent titleComponent 2: Learning Through PlayGuided learning hours36 Number of lessons36Duration of lessons1 hourLessonTopic from specificationSuggested activitiesClassroom resourcesLearning aim A / Teaching content A1: Stages of children’s play1A: Understand how children playIntroductory activityStudents think about the activities they played when they were younger. They consider which of the activities they played on their own and when they started to be interested in playing with others. Students write a list and compare with a partner. Main session activities Students are given a case study:Deborah is concerned about Harrison, who is 20 months old. She is worried that he is not joining in play with other children in the same way as his brother who is 3 and a half.Students make notes on how they could advise Deborah to reassure her that his stage of play is expected at this age. Plenary activity Students identify the age group for unoccupied and solitary play and give an example for each stage that identifies the characteristics of that play. Describe how solitary play can give children the chance to use their imaginative skills and be able to explore. Website: Pathways (search for ‘how kids learn to play: 6 stages of play development): Bucket of Toys (search for ‘the benefits of solitary play for children’) study about Deborah2A: Understand how children playIntroductory activityStudents make a list of social skills they think a child would need in order to play with others. Main session activitiesIn groups, students create a role play that shows spectator/onlooker play and present it to the rest of the class. The groups give an example of how a 2-year-old might be playing and the skills a child may develop from parallel play. Plenary activity Students identify some examples of parallel play, explain the social skills a child might use when in the parallel play stage and describe how parallel play can help a child to learn new skills. Stages of play:Website: Pathways (search for ‘how kids learn to play: 6 stages of play development) play: Search ‘parallel play’ on YouTubeSocial skills:Website: Kid Sense (search ‘play and social skills’): Understand how children playIntroductory activityStudents work in small groups to make a list of games/activities they played with other children when they were younger. Main session activitiesStudents design a leaflet for parents/carers that explains the different stages of play and gives examples of how children are playing at each stage. Plenary activity Students describe the difference between associative and cooperative play (with examples), explain why language skills are important to support children in associative play and describe the social skills children need to take part in cooperative play. Paper or use of computer software for students to make leafletsWebsite: Pathways (search for ‘how kids learn to play: 6 stages of play development’) for the Seriously Kids website, then search it for ‘stages of play’Learning aim A / Teaching content A2: How play can be organised to promote learning 4A: Understand how children playAdult-led playIntroductory activityStudents discuss what they think ‘adult-led play’ means and write down a list of ways an adult could lead an activity and why they would do it. Main session activitiesStudents are given a case study:Mark is planning activities for a group of 3-year-olds. He is working with the children to create a shape display. The children will cut out different shapes and paint them and he will talk to them about the activity and ask questions.Students consider the benefits and potential disadvantages of Mark leading the activity. Plenary activity Students explain the term ‘adult-led play’ and describe two potential benefits and two potential disadvantages of adult-led play. Case study about MarkSearch ‘preschool small group teacher led activity’ on YouTube5A: Understand how children playAdult-initiated playIntroductory activityStudents describe the type of resources that could be left out to encourage mark making and consider if they think children would play with them in the way that was intended (explaining their answers). Main session activitiesStudents are given a case study:Taryn is 3 and has just started nursery. Her mum isn’t sure how the adults at the nursery will provide adult-initiated play and what benefits it will bring. Students create a leaflet for Taryn’s mum, which describes adult-initiated play, gives examples of activities and describes the benefits of the activities. Plenary activity Students consider the ways that adult-initiated play encourages new skills and concepts, explain the potential disadvantages of adult-initiated play and describe the difference between adult-led and adult-initiated play. Case Study about TarynPaper or use of computer software for students to make leaflets6A: Understand how children playChild-initiated play[Link to Component 1 Learning aim A]Introductory activityStudents think about the games and activities they enjoyed when they were younger and make a list of the ones that were child-initiated. Main session activitiesStudents draw a table on A4 paper with three columns and three rows. They list the three learning styles and outline the advantages and disadvantages of each. Plenary activity Students define the term ‘child-initiated play’, consider why some children may not achieve learning goals through child-initiated play and explain how this type of play can develop social skills. PaperWebsite: Armathwaite Community School (search for ‘child-initiated Independent learning’) armathwaite.cumbria.sch.ukLearning aim / Teaching content A3: The role of adults in promoting learning through play7A: Understand how children playOrganise a variety of activities[Link to Component 1 Learning aim A]Introductory activityStudents make a list of five activities that children aged 0–5 could do and then consider which ones could be indoor and which outdoor.Main session activitiesStudents are asked to put together a report for a new nursery helping them to plan the outside space. They are asked to detail a) what needs to be taken into consideration when planning outdoor spaces b) why outdoor play is important for children’s learning. Students then create a poster for the nursery that shows activities for one day for children aged 18 months–3 years. Against each activity they outline the role of the adult. Plenary activity Students outline why it is important that adults plan some activities to take place outdoors, describe sensory play and the role of the adult in adult-initiated sensory play. Types of equipment and play activities:Website: Early Years DirectActivity planning:Website: Rainbow Nursery (search for ‘activity and planning ideas’)home/Sensory play:Website: Learning 4 Kids (search for ‘list of sensory play activities’)8A: Understand how children playExplaining and demonstrating how equipment and resources workAdapting activities to suit personal interestsIntroductory activityStudents consider how they would feel if they were given a game to play but no one explained the rules. In pairs, students discuss the ways adults can help children when they are completing activities. Main session activitiesStudents are given a case study:A local nursery has staff that need guidance to better explain and demonstrate activities as well as considering the personal interests of children. In pairs, students identify the resources and equipment needed, detail how the adult should explain and demonstrate how to use resources and equipment and explain how to adapt the activities for children who have delayed fine motor skills.Students then present their work to the class, demonstrating their explanations. Plenary activity Students describe why adults need to explain activities to children, consider how demonstrating an activity can help a child to understand what they should do and explain how taking a child’s personal interests into account to plan an activity can affect a child’s learning.Case study about a local nursery Fine motor delay:Website: Brain Balance Achievement Centres (search for ‘signs of fine motor delay and how to improve fine motor skills’)Adapting activities:Website: Hands on as we grow (search for ‘how to adapt an activity for your child’): Understand how children playChoosing equipment and resources that motivate children to engageIntroductory activityStudents think about activities they took part in when they were younger and whether or not they enjoyed them and would learn from them. If they didn’t, they consider why not. Main session activitiesStudents are given a case study:Akram is 3 and gets bored very quickly. His mum is worried that he may not be learning through play as much as other children. She has asked for advice. Students give reasons why Akram may not engage with the equipment and resources he is given, explain why it is important to choose resources and equipment that challenge him, and give examples of equipment and resources that can encourage him to ask questions.Plenary activity Students identify three types of equipment/resources suitable for outdoor play and describe how these can motivate children to explore. They also explain the disadvantages of giving children resources that they don’t have time to use or explore fully in their activity.Case study about AkramOutdoor equipment:Website: Early Years Resources (search for ‘outdoor playground equipment’)earlyyearsresources.co.uk10A: Understand how children playModelling communicationJoining in with play activitiesAwareness of health and safety[Link to Component 3 Learning aim B]Introductory activityStudents think of the lesson they are in and are asked if they would be able to shout out an answer or talk over someone. They write a list of rules for communication for the classroom.Main session activitiesStudents are given a case study about Health and Safety Week at a nursery. They are asked to produce an A3 poster focusing on how staff at the nursery should consider health and safety when planning activities. Posters are presented to the class. Plenary activity Students explain why adults should join in play with young children, give some examples of how an adult could join in with play and describe the adult’s role in promoting turn taking across ages 0–18 months, 18 months–3 years and 3–5 years. Case study about Health and Safety WeekHealth and safety in nurseries:Website: Teach Early Years (‘search for ‘health and safety in the nursery’)Search ‘nursery safety is no accident’ on YouTube11–13A: Understand how children playStudents prepare for their assignment.14–16A: Understand how children playStudents complete their assignment in class or for homework.Learning aim B Teaching content B1: Planning play opportunities for children, B2: Physical play and learning, B3: Cognitive and intellectual play and learning, B4: Communication and language play and learning, B5: Social play and learning, B6: Emotional play and learning 17B: Demonstrate how children’s learning can be supported through playPlanning play opportunities for children[Link to Component 2 Learning aim A, Adult-initiated play]Introductory activityStudents are asked if they know the difference between a nursery and a pre-school or a reception class and a community group. They write down how they differ from each other. Main session activitiesStudents create a mind map showing different learning environments and a summary of how they differ. In groups of three, students make a list of all of the nurseries, pre-schools, reception classes and community based groups and add these to the mind map. Students make a poster to advertise the different play opportunities at one of the learning environments, including the name and how children are able to learn through play whilst there. Plenary activity Students consider the best environment for a child who is nervous about leaving their parents (explaining their answer), explain how community groups are beneficial for new parents and describe how play differs between a reception class and a community-based setting. Use of internet to locate different learning environments within the local area18B: Demonstrate how children’s learning can be supported through playPhysical play and learning 0–18 months[Link to Component 1 Learning aim A]Introductory activityStudents close their eyes and try to pick up their pen. They then try to walk over to the opposite desk and pick up a pen.Students consider how having limited spatial awareness presents challenges.Main session activitiesStudents create a table for non-mobile and mobile babies, which describes toys/activities that children can play with to support their fine and gross motor skills. Students write down how an adult could make brushing teeth a fun activity for an 18-month-old child. Students make a poster that shows a play activity for a 12-month-old to promote special awareness.Plenary activity Students suggest physical activities to help a 10-month-old baby who is currently crawling to start walking, explain how promoting fine and gross motor skills to a child under 18 months can help them to take care of themselves, and discus which fine and gross motor skills are used when taking part in play activities that promote staying healthy. Non-mobile:Search ‘baby playing in a baby gym/activity mat’ on YouTubeMobile:Search ‘best infant to toddler toy, sit to stand walker update’ on YouTube19B: Demonstrate how children’s learning can be supported through playCognitive and intellectual play and learning 0–18 monthsIntroductory activityIn pairs, students discuss what they think a baby would learn playing with paper cups. Main session activitiesStudents plan two play opportunities to support numeracy skills. They should be presented as two A4 posters.Plenary activity Students explain how ‘this little piggy went to market’ improves a child’s listening and attention skills, and how a story such as ‘Goldilocks and the three bears’ promotes numeracy skills for an 18-month-old. 20B: Demonstrate how children’s learning can be supported through playCommunication and language play and learning 0–18 monthsIntroductory activityIn pairs, students write a sentence about themselves that their partner will not know and take it in turns to read it out to their partner. They read it twice, once quickly and once slowly, and discuss the version that they got more information from. Main session activitiesStudents design a lift-the-flap book for an 18-month-old child. It should be 2–3 pages long and must be colourful and easy to follow. There should be a flap on every page with new information or an image under it. Plenary activity Students explain why listening skills are so important in the communication process, detail how improving the listening skills of young children can help them to improve their speech, and list the differences in how children of 6 months and 18 months may express emotions. Lift-the-flap book:Search ‘Daddy and me, a lift-the-flap book’ on YouTubeSearch ‘big and little, a lift-the-flap book’ on YouTubeMake a lift-the-flap book:Search ‘how to make a lift-the-flap book’ on YouTube21B: Demonstrate how children’s learning can be supported through playSocial play and learning Emotional play and learning 0–18 months[Link to Component 1 Learning aim A]Introductory activityStudents are asked to remember how they felt when they first started school and think about why they had those feelings. Main session activitiesStudents write a script for a puppet show to perform for the rest of the class. It should be based on promoting independent behaviour to a child under 18 months. Students design puppets, making them large and colourful. Each student performs and the class assesses how much a child may have learned from it. Plenary activity Students explain how an adult can involve a 10-month-old child in a sharing activity and how taking part in sharing activities can help promote the social development of children aged 18 months. Card stockGlueLolly sticks/strawsColours22B: Demonstrate how children’s learning can be supported through playPhysical play and learning 18 months–3 years[Link to Component 1 Learning aim A]Introductory activityStudents stand up, sit down, touch their nose and shake hands with the person next to them, then consider the muscles they have used. Main session activitiesStudents consider the gross motor skills that are promoted when a child rides a tricycle then create a mind map showing how riding a tricycle can promote each of the other areas of development (social, emotional and cognitive). Plenary activity Students describe an activity/resource to encourage a child who refuses to eat vegetables and detail an activity to promote learning and development of fine motor skills for a child who has had an injury to their hand. Riding a tricycle:Search ‘kid learning and playing: riding red radio flyer tricycle’ on YouTube23B: Demonstrate how children’s learning can be supported through playCognitive and intellectual play and learning 18 months–3 yearsIntroductory activityIn small groups, students discuss how a child’s imagination may have developed since birth. Main session activitiesStudents imagine that they are a trip coordinator at a nursery who needs to decide where to take a group of 2-year-olds so that they can explore a new environment. Students write a letter to parents to explain where the children will be taken on the trip and why it will promote learning. Plenary activity Students explain how cognitive/intellectual activities help to promote emotional development and how technology can be used to teach children about colours.Use of internet to research local environment suitable for 2-year-olds24B: Demonstrate how children’s learning can be supported through playCommunication and language play and learning 18 months–3 years[Link to Component 1 Learning aim A]Introductory activityStudents consider how using a toy telephone can improve fine motor development and how this could promote social development. Main session activitiesStudents create an A3 ‘word-sound’ poster with the theme of either animals or transport and draw pictures of the theme they have chosen with a word that describes the sound it makes. Students explain how such a poster could help children who are struggling with their communication and language skills. Students consider how it might also help to promote social and emotional development. Plenary activity Students explain how sharing stories can promote cultural and intellectual development and describe how they might try to get a 2-year-old to calm down and try to express their feelings in an appropriate way in a nursery setting. A3 paperColoursImages of animals and transport to support students’ drawings25B: Demonstrate how children’s learning can be supported through playSocial play and learning Emotional play and learning 18 months–3 years[Link to Component 2 Learning aim A, Stages of play]Introductory activityStudents are asked if they have ever heard of the ‘terrible twos’. They write down a brief explanation of what they think it is and share it with the rest of the class. Main session activitiesStudents are given a case study:Jariyah is 2 and a half. Her behaviour has changed since her little brother started nursery, she has become argumentative, has tantrums and wants to be near adults all the time. She doesn’t like it when her brother is picked up and fed, no longer plays with her friends and won’t share.Students explain why Jariyah’s behaviour might have changed, describe how emotion faces could help and how using emotion faces could also promote her emotional and communication and language development. Plenary activity Students describe how group activities can promote compromise, explain how activities that promote compromise can also promote social development and suggest activities to help a shy 2-and-a-half-year-old gain some confidence. Case study about JariyahEmotion faces:Search ‘feelings faces’ on YouTube26B: Demonstrate how children’s learning can be supported through playPhysical play and learning 3–5 yearsIntroductory activityWith the person sat next to them, students discuss playground games that would develop: hopping, jumping, hand–eye coordination, balance, foot/leg coordination, or all of these together. Main session activitiesStudents write a report for a nursery that describes the equipment that should be bought for an outdoor play area to promote learning through physical play for children aged 4–5 in order to improve gross motor skills such as balance, strength, bodily movements and coordination. The report should include one or more resources and outline two activities that children could take part in using the resources. Students choose one activity and describe how it can promote gross motor skills and social and emotional development. Plenary activity Students discuss how this role play can promote a child’s learning across all areas of development and describe the motor skills used when a child is colouring or painting. Equipment:Website: TTS (search ‘fine and gross motor skills’ and ‘balancing toys and equipment’)tts-group.co.ukWebsite: Creative Play (search ‘playground equipment nurseries’): Demonstrate how children’s learning can be supported through playCognitive and intellectual play and learning 3–5 yearsIntroductory activityStudents are asked if they like technology and if they have always liked it. They make a list of pieces of technology that they currently use and consider if they help with learning and confidence. Main session activitiesUsing sheets of paper, students create a set of memory cards to help a child develop their problem-solving skills. They should not contain too many words and should look simple and colourful. There should be six matching pairs. Once the cards are completed, students swap and try out the cards. Plenary activity Students explain why taking a 4-year-old, who finds it difficult to concentrate, to the zoo would help improve listening skills and explain why the development of listening skills is important for cognitive and social development. Paper or card stockColours28B: Demonstrate how children’s learning can be supported through playCommunication and language play and learning 3–5 yearsIntroductory activityStudents try saying a tongue twister out loud and think about why they can be difficult to get right and if they could refine their speech if they took their time. Main session activitiesStudents work in small groups to write down a list of words that children might struggle to say.Using the list, they describe how adults could help to promote communication and language through play in order to help children to say words correctly and consider how supporting speech can help to promote a child’s intellectual, social and emotional development. Plenary activity Students explain why it is important to listen carefully when playing a game like ‘Simon says’ and how puppets can help a child who may find it difficult to control emotions. Tongue twisters:Website: English Tongue Twistersen.htmVideo of mispronunciations:Search ‘funniest kids mispronouncing words compilation’ on YouTube29B: Demonstrate how children’s learning can be supported through playSocial play and learning Emotional play and learning 3–5 yearsIntroductory activityStudents discuss the first friend they can remember, what their name was, where they used to meet and what they used to play. Main session activitiesStudents create a leaflet for a local pre-school to help staff to support children aged 4–5 as they develop the skills they will need to make friends when they start school. The leaflet should include different activities, any resources needed and information about why building friendships is important for all areas of development. Plenary activity Students explain how circle time can help a child who is 4 years old and has just started nursery, does not know any one and is finding it difficult to express emotions in her new environment, and what adults can do to promote friendships through play. Paper or use of computer software for students to make leafletsCircle time emotions:Search ‘great lesson, feelings and emotions, in preschool lesson 5’ on YouTube30B: Demonstrate how children’s learning can be supported through playIntroductory activityStudents discuss how different activities can promote different areas of development. Main session activitiesIn groups, students categorise images of children participating in activities into three age ranges (0–18 months, 18 months–3 years and 3–5 years). They discuss the type of activity and explain how it can promote other areas of development. Groups present the information as a mind map. For every activity written, there should be several links to other areas of development.Plenary activityStudents move around the room in their groups to view others’ mind maps and feedback to the class. Range of images of children participating in activities. Could be from the internet or catalogues. 31–33B: Demonstrate how children’s learning can be supported through playStudents prepare for their assignment.34–36B: Demonstrate how children’s learning can be supported through playStudents complete their assignment in class or for homework.ResourcesWebsitesBrain Balance Achievement Centres: Bucket of Toys: – Fine motor delay: search for ‘fine motor skills and what can happen if there is a delay’. Also details ways to improve fine motor skills if a child has a delay.Kids Sense: – Benefits of solitary play: clearly defines some of the benefits of solitary play.: – Social skills: explains some of the social skills children gain from play and how a lack of social skills can affect a child. Hands on as we grow: – Ideas for matching tasks.: – Adapting activities: discusses the ways adults can adapt an activity to children’s needs.PickleBums: – Stages of development: describes each of the stages of play. Early Years Direct: – Child-initiated play: shows some of the current projects relating to child-initiated play. Enables students to consider different activities.Early Years Resources: earlyyearsresources.co.uk – Range of different equipment to promote learning.Easy Peasy and Fun: – Range of outdoor equipment.Rainbow Nursery: rainbow- – Sensory play: explains sensory play and gives a range of different activities including images.Teach Early Years: – Stages of play: details stages of play and some benefits of each.Mr Twister: en.htm – Different tongue twisters for students to use to understand communication.TTS Group: tts-group.co.uk – Range of equipment to develop balance in children and equipment for physical development (fine motor skills).Videos‘Nursery safety is no accident’ (YouTube) – helps students to identify safety risks for early years children.‘Baby playing in a baby gym/activity mat’ (YouTube) – shows a non-mobile baby physically playing using gross motor skills.‘Best infant to toddler toy, sit to stand walker update’ (YouTube) – shows a mobile child using a walker. Uses gross and fine motor skills as the walker has lights and activities to use.‘Preschool small group teacher led activity’ (YouTube) – shows how an adult-led activity is used in early years.‘Parallel play’ (YouTube) – shows how children play within the parallel play stage.‘Daddy and me, a lift-the-flap book’ (YouTube) and ‘Big and little, a lift-the-flap book’ (YouTube) – both videos show lift-the-flap books. Allows students to understand what one looks like before making one.‘How to make a lift-the-flap book’ (YouTube) – shows how to make a lift-the-flap book.‘Kid learning and playing: riding red radio flyer tricycle’ (YouTube) – shows a young boy on his tricycle and the skills he has developed whilst using it.‘Feelings faces’ (YouTube) – woman discusses the use of emotion faces and shows what they can look like. She identifies ways in which they can help small children with social and emotional development. ‘Great lesson, feelings and emotions, in preschool lesson 5’ (YouTube) – using emotion face during circle time to enable children to understand emotion and how people respond.‘Kids mispronouncing words compilation’ (YouTube) – compilation of children mispronouncing words. Shows how listening skills are important and what adults can do to make children understand.TextbookMarshall, H, Sayce, C and Walker, D, BTEC Tech Award Child Development Student Book, Pearson, 2019, 978 1 292 23102 0 – student book designed to support delivery of this component. ................
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