Learning Partnerships, Unit Catalogue 2008/09 |
AS20065 Foundation stage mathematics |
| Credits: 5 |
| Level: Intermediate |
| Semester: 1 at Wiltshire College |
| Assessment: EX 100% |
| Requisites: |
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Learning Outcomes: On completion of this unit the learner will be able to: * Apply the theory of how mathematical skills, knowledge and understanding of the world develops. * Analyse the impact children's physical, intellectual, emotional and social development can have on the acquisition of mathematical skills. * Identify the nature and role of mathematics, its place within the curriculum and the importance of mathematical language in developing children's mathematical knowledge and skills. * Recognising their role in supporting children's development and progression towards the Early Learning goals in mathematical development and their knowledge and understanding of the world. * Apply methods, techniques and processes in devising a curriculum for Mathematics, which meets the expected learning outcomes for all children. Skills: Use and develop their own mathematical and scientific skills and capabilities to ensure the efficient and effective delivery of mathematical and scientific skills to children, as required by the specific curriculum regulations for the age group involved. The professional practice for this unit is that the student must demonstrate whilst working as a Senior Practitioner that they can: * Plan the foundation stage curriculum in mathematical development and knowledge and understanding of the world * Implement a planned curriculum that will enhance each child's opportunity to achieve the Early Learning Goals for mathematical development and knowledge and understanding of the world. * Monitor, assess and record children's progress in mathematics and their knowledge and understanding of the world. Content: 1. Significant and emerging theories and principles of: a) how children develop, including theories related to play, and the value of these in understanding children's mathematical development and knowledge and understanding of the world b) how children learn, including theories of motivation, sociological perspectives, psychological perspectives and philosophical dimensions relating to the development of mathematical skills and knowledge and understanding of the world in foundation stage children c) how mathematical skills and knowledge and understanding of the world develops and how and why such development can be positively and negatively affected by children's physical, intellectual, emotional and social development d) the nature and role of mathematics, its place within the curriculum and the importance of mathematical language in developing children's mathematical knowledge, understanding and skills e) the role and use of skills, knowledge and understanding of the world as a foundation for children's later work in science, history, geography, design and technology and ICT f) the planning, development, implementation and evaluation of the curriculum to support, foster, promote and develop foundation stage children's mathematical skills and their knowledge and understanding of the world, including: * how to organise the content to maximise positive attitudes and dispositions towards learning, motivation, concentration and attention, development and participation in mathematical learning, thinking and language and knowledge of the world activities, opportunities and experiences * how to make informed choices in the selection of, and how to organise activities, materials and resources, that will enhance children's development and learning and maximise their choice and involvement in mathematical and knowledge of the world activities, including where children might have special needs in relation to mathematics or exploring, examining and making sense of the world * how to evaluate learning and play materials, resources and environments to maximise learning and involvement in activities that develop mathematical skills and knowledge and understanding that will enable children to make sense of the world * how and when to assess children's mathematical skills, development and language and in their ability to make sense of the world g) the importance and development of self image and self esteem in a child's mathematical development, thinking and language and their ability to make sense of the world, and the positive and negative effects of the expectations of others h) the regulatory and legislative framework for: * Early Years * the foundation stage as part of the National Curriculum * children, parents and others i) the rights of children, parents and individuals for protection and safety j) how family and other values, beliefs and attitudes may affect the mathematical development of children and their ability to make sense of the world k) the role of the adults in relation to the mathematical development, thinking and language of children and in their ability to make sense of the world l) Early Years and play value and belief systems, including those relating to anti-discriminatory practice and equality of opportunity 2. Methods, techniques and processes relating to: a) identifying children who require extra support or specialist provision in mathematical development, thinking and language and in their ability to understand and make sense of the world b) supporting children's development and progression towards the Early Learning Goals in mathematical development and their knowledge and understanding of the world including: * selecting and using appropriate, enjoyable and imaginative activities based on first-hand experience that encourage exploration, problem solving, prediction, critical thinking and discussion * providing an environment with a wide range of activities inside and outside that attract children's interest and curiosity * developing their understanding of number, measurement, pattern, shape and space * providing a broad range of contexts in which children can explore, enjoy, learn, practise and talk about number, measurement, pattern, shape and space c) how young children's mathematical knowledge, understanding, language and skills and their knowledge and understanding of the world can be developed through play d) evaluating and using ICT for children's mathematical development and to improve their knowledge and understanding of the world e) how to involve children with sensory and visual impairments, physical disabilities or motor impairments in group activities and other supplementary activities that will encourage their mathematical development and in activities to promote the children's knowledge and understanding of the world f) health and safety issues and requirements for any work undertaken with, and by children g) assessment and assessment systems related to developing a child's knowledge and understanding of the world, mathematics, its language and mathematical thinking h) working and interacting with children, parents, other adults and professionals to improve children's mathematical development, thinking, skills and language and their ability to make sense of the world i) the implementation of legislation and regulations about equal opportunities and anti-discrimination j) the evaluation of the effects of self on practice and the children k) record keeping and reporting procedures for mathematical development and for the development of children's knowledge and understanding of the world 3. Information and facts about: a) national programmes, requirements, strategies and expected outcomes in mathematical development, thinking and language, language and knowledge and understanding of the world for foundation stage children b) how ICT can support the Early Years worker and children to develop mathematical skills, thinking and language and to understand and make sense of the world c) child welfare legislation, regulations, requirements and guidance regarding mathematical development, thinking and language and knowledge and understanding of the world for foundation stage children d) the potential effect of your own attitudes, values, behaviour on work with children, parents, colleagues within the organisation and those with whom you need to work from outside the organisation e) the legislation, regulations and guidance about equal opportunities and anti-discrimination f) the assessment of risk relating to in and outdoor activities for personal, social, emotional and physical development g) data protection, confidentiality and security of information. |