'Development levels and record Essay\r'

'To ac friendship Lydia during a creative â€Å"choosing” session. I will afflict to observe her development levels and record how she interacts with other children and the adults most her. Setting The primary school, in which I am working in, is hinge uponuated on a campus with a sports centre, a community school and a sixth form college. It has 6 junior figurees and 3 infant classes. There is a class room partner and a teacher for each class. On a Thursday and a Friday there argon 2 students working in the infants. There ar a various number of parent supporterers in on distinguishable days of the week. Lydia is 6 years 11mths old and is in yr. 2. She has comely completed her SATS. She is in the initiatory (higher) dance orchestra for math and in the 2nd (middle) go under for literacy. She has many fri closing curtains and enjoys school, ascertaining new things.\r\nLydia has 3 friends who she ordinarily plays with and works with in class. They are any girls a nd altogether in year 2. Hannah, Shannell Erica and Lydia al counselings do the resembling activity compensate off if they don’t all agree. English is Shannell’s second address and she roundtimes has trouble with the language barrier mingled with the girls in the group. I will observe Lydia on the 27th of July 2002 for 45mins during a creative choosing session. There are several activities set up in the class rooms and the children may choose which activity they worry to participate in. Some of these activities include painting, drawing, junk models and montage work.\r\nObservation I will make notes during my posting, so copy it up into a written report. Lydia heads consecutive for the art table at the far end of the classroom where a painting session has been set up. Her and many of the yr2 girls send-off collecting sheets of paper. Lydia, Hannah, Erica and Shannell adopt me what they can paint as I sit down at the end of the table. I notify that they d raw each other. So the girls pair up.\r\nHannah and Lydia start to paint Shannell and Erica. Lydia looks closely at Erica’s features and tries to copy down all the details. She notes the freckles, the dimples the small earrings and the way her hair is put up. She miss judges the size of it of Erica’s nose and as a consequence the picture looks out of place. She mixes up the tinct to fill in for Erica’s fur tone. Erica sits slightly impatiently fidgeting slightly. Lydia still concentrates on the painting and ignores Erica impatience and continues to concentrate enceinte on the colour mixing. I ask her some questions.\r\nâ€Å"Lydia, what colours make green?” â€Å"That’s easy, you just mix blue with sensationalistic But you deem to put yellow in first ’ make blue is darker and you have to put loads of yellow in to make it a lighter colour.” â€Å"Ok, how nearly purple?” â€Å"Oh Miss Carr, that is fountainhead easy, don ’t you know?” â€Å"I’m just beholding if you do, so that if you don’t know I can teach you.” â€Å"Oh, -thinks hard- ok. It’s blue and loss. Isn’t it?” â€Å"Yes well done, How about brown?” â€Å"Yellow, blue and red!”\r\n \r\nI learnt a lot from with class 1 / 2 K and this was a typical session. Everyone in the class has different view on things and even though there are definant societal groups any one is friends with everyone else. The teachers and other staff need to exert anti-discriminatory and anti-bias practice. It is important to portray equal opportunities. Children are to be treated equally but at the same time their personal needs need to be taken into consideration. In class 1 / 2 K there are friends who are in definite social groups then there are groups that inter-change and mix with the whole of the infant’s school. This observation points out how the girls work together to the get tas ks completed. They all work together to form a expert team up. It is a clear that the team works well; they all have roles to play. There’s the team leader Hannah, the quick thinker Erica and the â€Å"do-er” Lydia who evermore works hard to complete necessary tasks. Shannell is a hard worker and tries to fit in even if she doesn’t always understand.\r\nI learnt to set up and clear away activities with the children’s help how to boost exploration of colour and creativity. I managed to gain the children’s confidence and by helping them to reach their full-of-the-moon potential. All four girls developed their fine drive skills and creativity in this exercise. They practice painting techniques and different colours and styles. They learned how to co-operate and communicate with each other. They learn to trust opinions of the adults they work with, they learn to respect their knowledge and experience. I think that in the future the children could be put into groups to help them to mix into different social groups and form new relationships. Lydia could have, in the future, extra help during task’s which involve thinking though intricate theories, and she has trouble understanding some complicated concepts.\r\n'