Early Years Six Areas Of Learning

[Sandra]

AREAS OF LEARNING AND EXPERIENCE AND DESIRABLE OUTCOMES

What follows is not an exhaustive list of competences. It sets out areas of learning and experience and desirable outcomes within them. It is not a self-contained checklist against which children can be tidily matched. Not all children will be able to do all of these things. But most children should be able to do most of them. Children with limited mobility or sensory impairment should not be excluded from these areas of learning, but may need alternative strategies to demonstrate their capabilities. The quality of provision should be aimed at achieving the desirable outcomes.
These areas of learning are not discrete, separate subject areas but rather integrated and over-lapping areas of experience. Beginning to understand the uses of money, for example, is a mathematical experience as much as it is a social experience and it has also to do with understanding the world about us. Similarly, understanding spatial relationships - that is where things are in relation to other things - needs effective language experiences, but also a grasp of mathematical and scientific ideas which may, in turn, need physical skills to realise.

[Sandra]

Language, Literacy and Communication Skills

Competent use of language is the most fundamental of human skills. It is a decisive factor in making progress in other areas of learning. The acquisition of language in early childhood is a complex process. If a child has a wide range of language experiences, that acquisition should become well established and the child's intellectual, emotional and social learning will be enhanced.

By the time they are five, the experiences that children have had should enable them to:

listen to a good story

listen, respond to, and recall songs, nursery rhymes, poems and jingles

communicate needs

ask questions and listen to responses

relate the broad thrust of the story

re-tell their own experiences, broadly in the order in which they occurred

discuss their current individual and group play and refer to their intentions

express opinions and make choices

identify and explain events illustrated in pictures

choose a book and hold it the right way

understand that written symbols have sound and meaning

understand some of the functions of writing

enjoy marking and basic writing experiences - using pencils, crayons, etc

use marking implements for a range of purposes: painting, drawing, writing,scribbbling.

[Sandra]

Personal and Social Development

Under-fives will be learning about themselves. They will be learning about relationships with other children and with adults, and about the esponsibilities that are involved. They will be learning about the world outside the family, about how people live and work, about the past and about people and places outside their direct experience, including people from different cultures and backgrounds. They will be learning about standards of good behaviour and developing appropriate attitudes.

By the time they are five, the experiences that children have had should enable them to:

feel confident and be able to form relationships with other children and with adults

demonstrate care, respect and affection for other children and adults

begin to show sensitivity to others and to those with difficulties

concentrate for lengthening periods when involved in appropriate tasks

explore and experiment confidently with new learning opportunities

acknowledge the need for help and seek help when needed

begin to take responsibility for personal hygiene (for example, washing hands after using the toilet, before handling food and so on)

dress themselves,if given time and encouragement

take turns, share and begin to exercise self-control

understand that all living things should be treated with care, respect and concern

respond positively to a range of new cultural and linguistic experiences.

[Sandra]

Mathematical Development

Beginning to understand mathematical processes and concepts is the foundation of numeracy. Children need to see the processes in action. For example, they need the concept of number to be visual, concrete and practical. They need to see it done and do it themselves.In order for mathematical ideas to be meaningful, they must first be understood in the context of an activity.

By the time they are five, the experiences that children have had should enable them to:

use mathematical language in relevant contexts: shape, position, size and quantity recognise and recreate basic patterns recall a range of number rhymes, songs, stories and counting games

sort, match, order, sequence, compare and count familiar objects

begin to understand mathematical concepts such as "less" and "more"

begin to understand the mathematics of money

begin to recognise numbers and begin to match number to sign and sound.

[Sandra]

Knowledge and Understanding of the World

Children should have experiences of other cultures, of past events, of the work people do, of the use of money, of the environment, of animals and other living things.
They should be encouraged to enjoy pulling, pushing, turning, experimenting, pouring, testing, digging, building and generally finding out how things work.
These will often be the experiences which will be the foundation of onfidence in science and technology and its enjoyment.

By the time they are five, the experiences that children have had should enable them to:

talk about home and where they live begin to understand about different places such as the countryside and the town

have a basic understanding of the seasons and their features

begin to understand the idea of time: meal times, times of the day (morning, bedtime), sequencing (yesterday, today and tomorrow)

identify some kinds of workers by characteristics of work: for example, dentist, doctor, farmer, teacher, postal worker, factory worker, mechanic

have a basic understanding of the purpose and use of money

begin to find out about outcomes, problem-solving and decision-making

begin to understand the use of a variety of information sources (for example: books, television, libraries, information technology)

begin to appreciate the importance of the environment begin to understand about food and where it comes from begin to appreciate the differences in and uses of a range of materials

make choices and select materials from a range, exploring their potential, cutting, folding, joining and comparing.

[Sandra]

Physical Development

Under-fives need to understand the concepts of health, hygiene and safety. They need to begin to understand the importance of diet, rest and sleep.
They will be developing physical control, mobility, awareness of space and a range of manipulative skills. They will need a range of experiences and should have access to safe and stimulating outdoor play.

By the time they are five, the experiences that children have had should enable them to:

have an awareness of their own bodies and their growth move confidently, with increasing control and co-ordination

use a range of small and large equipment with increasing skill and confidence (for example: bikes, balls, climbing frames)

handle small tools and objects with increasing control and for appropriate purposes (for example: pencils, paintbrushes)

understand, appreciate and enjoy the differences between running, walking, skipping, jumping, climbing and hopping

understand and respond to suggestions about spatial relationships (for example: behind, underneath and below, on top of and above).

[Sandra]

Creative Devellopment

Under fives will be continulally developing their imagination and creativity. Their ability to communicate and express that imagination and creativity will also be developing. Children with limited mobility or sensory impairments should not be excluded but may need alternative strategies for creative expression.

By the time they are five the experiences that children have had should enable them to:

respond to and enjoy rhythm in music and music-making with a range of instruments and with their voices.

use a range of materials to create representational images (for example: pictures, drawings, construction).

make choices about colour and medium

respond to suggestions for dance and imitative movements.

discuss work in progress and completed (for example: painting, instrument making)

begin to enjoy role play and imaginative drama.

begin to observe and appreciate the work of others.

begin to differentiate sounds without visual clues (for example: animals, instruments, voices)