Extending children’s learning and thinking in early years settings
A/506/9353
Qualification: TQUK Level 3 Diploma for the Children's Workforce (Early Years
Educator) (RQF)
Unit Title: Extending children’s learning and thinking in early years settings
RULES AND REGULATIONS
Plagiarism is presenting somebody else’s work as your own. It includes: copying
information directly from the Web or books without referencing the material;
submitting joint coursework as an individual effort; copying another student’s
coursework; stealing coursework from another student and submitting it as your own
work. Suspected plagiarism will be investigated and if found to have occurred will be
dealt with according to the procedures set down by National Academy.
Students are advised to review the module content before attempting to address any
of the tasks
ASSIGNMENT REGULATIONS
1. Learners are required to submit their work using the National Academy
Assessment cover sheet.
2. You are required to submit your assignment by the date shown in your VLE
Calendar
3. If you have any special requirements these must be communicated to your tutor
prior to the commencement of the assignment
Assessment task: Extending children’s learning and thinking in early years’ settings
Task 1 (assessment criteria 1.1 and 1.2)
Understand strategies to extend children’s learning and thinking: -
Explain a range of strategies that can be used to extend children’s learning and thinking to include sustained
shared thinking
Early childhood education has as one of its goals aiding children in learning and thinking. To do this, teachers must
employ a variety of strategies to push students' learning and thought beyond their current developmental level.
One of these strategies is continuous shared thinking, in which a meaningful dialogue is held with the child on topics
of mutual interest and the child is supported in exploring his own ideas, questions and reasoning. Continuous shared
thinking can promote children's cognitive and language development, as well as their social and emotional skills.
Some strategies that can be used to extend children's learning and thinking through sustainable shared thinking
include:
, - Ask open-ended queries that enable youngsters to explain their reasoning, such as " In what ways do you know this?"
or "Exactly what do you think will happen after that?" For example, when a child is playing with blocks, the teacher
can ask how they decided to build their structure or what they think will happen when they add blocks.
- providing feedback that acknowledges children's efforts and encourages them to think further, such as "That's an
interesting idea. "Could you tell us a little more about it?" Alternatively, "What if you attempted something else?"
When a youngster draws a picture, for example, the instructor might applaud his creativity and invite him to expound
on his tale or propose another way to use the material.
- Demonstrate cognitive abilities and methods that youngsters might emulate, such as "I'm just not sure how to deal
with this problem." Maybe I can try this way." or "I've noticed this pattern repeating itself. Do you see it too?" For
example, if a child sorts objects by color, the teacher can show them how they can use trial and error to find the best
way or show similarities and differences between objects.
- Use appropriate language and vocabulary that match children’s understanding and extend their knowledge, "This
form is called a hexagon, for instance. There are six sides and six angles on it. "This is a thermometer," etc. It gauges
an object's temperature. For instance, a teacher can offer new vocabulary and concepts to a student learning forms or
show him how to operate a temperature gauge.
- Giving youngsters the chance to discuss ideas with their peers and work together to discover solutions. Such a
question might be, "What in particular do you think others round you are doing at the moment?" also "Can you work
together to come up with a solution?" For example, if a child is playing with puzzles, the teacher can encourage him to
discuss his strategies with a friend or invite him to join another group of children working on another puzzle.
Analyze the benefits of developing sustained shared thinking in children
Continuous or sustained shared thinking is a process of meaningful dialogue with children, where both parties
participate in the conversation and trust each other's ideas. It is a key part of quality early childhood education as it
supports children's cognitive and social development as well as language and communication skills.
Some of the benefits of developing sustainable thinking skills for children include:
- It encourages children's curiosity and creativity as they explore different topics and perspectives with an adult.
- It boosts children's confidence and self-esteem when they feel valued and appreciated for their thoughts and
opinions.
- It boosts children's critical thinking and problem solving as they learn to discuss, justify and evaluate their own and
others' points of view.
- It supports children's learning across the curriculum as they connect existing knowledge with new knowledge and
experiences.
To expand children's learning and thinking through sustainable shared thinking, teachers should adopt some effective
strategies such as:
- Ask open-ended questions that encourage children to clarify and explain their thinking.
- give feedback that acknowledges children's contribution and encourages them to think further.
- Use appropriate language that matches children’s understanding and introduces new vocabulary.
- Showing interest and enthusiasm for children's ideas and experiences and relating them to a wider context.
- Encourages children to collaborate and share their opinions with peers and facilitate group discussions.
Task 2 (assessment criteria 2.1 and 2.2)
Be able to plan and implement strategies to extend children’s learning and
thinking: -
Plan learning experiences and activities to extend children’s learning and thinking to include sustained shared
thinking
Functional joint reasoning also called as sustained shared thinking refers to the cooperation between children and
adults and broad intelligence that creates higher-order thinking such as problem solving, basic decision making, and
ingenuity. Consider the following steps when organizing learning meetings and exercises that extend children's
learning and thinking through supported shared reflection.
-Select Important and Locks in Themes: Select themes that intrigued children and are significant to their encounters
and educational modules. Doing so makes a difference keep members locked in and inquisitive all through the action.
A/506/9353
Qualification: TQUK Level 3 Diploma for the Children's Workforce (Early Years
Educator) (RQF)
Unit Title: Extending children’s learning and thinking in early years settings
RULES AND REGULATIONS
Plagiarism is presenting somebody else’s work as your own. It includes: copying
information directly from the Web or books without referencing the material;
submitting joint coursework as an individual effort; copying another student’s
coursework; stealing coursework from another student and submitting it as your own
work. Suspected plagiarism will be investigated and if found to have occurred will be
dealt with according to the procedures set down by National Academy.
Students are advised to review the module content before attempting to address any
of the tasks
ASSIGNMENT REGULATIONS
1. Learners are required to submit their work using the National Academy
Assessment cover sheet.
2. You are required to submit your assignment by the date shown in your VLE
Calendar
3. If you have any special requirements these must be communicated to your tutor
prior to the commencement of the assignment
Assessment task: Extending children’s learning and thinking in early years’ settings
Task 1 (assessment criteria 1.1 and 1.2)
Understand strategies to extend children’s learning and thinking: -
Explain a range of strategies that can be used to extend children’s learning and thinking to include sustained
shared thinking
Early childhood education has as one of its goals aiding children in learning and thinking. To do this, teachers must
employ a variety of strategies to push students' learning and thought beyond their current developmental level.
One of these strategies is continuous shared thinking, in which a meaningful dialogue is held with the child on topics
of mutual interest and the child is supported in exploring his own ideas, questions and reasoning. Continuous shared
thinking can promote children's cognitive and language development, as well as their social and emotional skills.
Some strategies that can be used to extend children's learning and thinking through sustainable shared thinking
include:
, - Ask open-ended queries that enable youngsters to explain their reasoning, such as " In what ways do you know this?"
or "Exactly what do you think will happen after that?" For example, when a child is playing with blocks, the teacher
can ask how they decided to build their structure or what they think will happen when they add blocks.
- providing feedback that acknowledges children's efforts and encourages them to think further, such as "That's an
interesting idea. "Could you tell us a little more about it?" Alternatively, "What if you attempted something else?"
When a youngster draws a picture, for example, the instructor might applaud his creativity and invite him to expound
on his tale or propose another way to use the material.
- Demonstrate cognitive abilities and methods that youngsters might emulate, such as "I'm just not sure how to deal
with this problem." Maybe I can try this way." or "I've noticed this pattern repeating itself. Do you see it too?" For
example, if a child sorts objects by color, the teacher can show them how they can use trial and error to find the best
way or show similarities and differences between objects.
- Use appropriate language and vocabulary that match children’s understanding and extend their knowledge, "This
form is called a hexagon, for instance. There are six sides and six angles on it. "This is a thermometer," etc. It gauges
an object's temperature. For instance, a teacher can offer new vocabulary and concepts to a student learning forms or
show him how to operate a temperature gauge.
- Giving youngsters the chance to discuss ideas with their peers and work together to discover solutions. Such a
question might be, "What in particular do you think others round you are doing at the moment?" also "Can you work
together to come up with a solution?" For example, if a child is playing with puzzles, the teacher can encourage him to
discuss his strategies with a friend or invite him to join another group of children working on another puzzle.
Analyze the benefits of developing sustained shared thinking in children
Continuous or sustained shared thinking is a process of meaningful dialogue with children, where both parties
participate in the conversation and trust each other's ideas. It is a key part of quality early childhood education as it
supports children's cognitive and social development as well as language and communication skills.
Some of the benefits of developing sustainable thinking skills for children include:
- It encourages children's curiosity and creativity as they explore different topics and perspectives with an adult.
- It boosts children's confidence and self-esteem when they feel valued and appreciated for their thoughts and
opinions.
- It boosts children's critical thinking and problem solving as they learn to discuss, justify and evaluate their own and
others' points of view.
- It supports children's learning across the curriculum as they connect existing knowledge with new knowledge and
experiences.
To expand children's learning and thinking through sustainable shared thinking, teachers should adopt some effective
strategies such as:
- Ask open-ended questions that encourage children to clarify and explain their thinking.
- give feedback that acknowledges children's contribution and encourages them to think further.
- Use appropriate language that matches children’s understanding and introduces new vocabulary.
- Showing interest and enthusiasm for children's ideas and experiences and relating them to a wider context.
- Encourages children to collaborate and share their opinions with peers and facilitate group discussions.
Task 2 (assessment criteria 2.1 and 2.2)
Be able to plan and implement strategies to extend children’s learning and
thinking: -
Plan learning experiences and activities to extend children’s learning and thinking to include sustained shared
thinking
Functional joint reasoning also called as sustained shared thinking refers to the cooperation between children and
adults and broad intelligence that creates higher-order thinking such as problem solving, basic decision making, and
ingenuity. Consider the following steps when organizing learning meetings and exercises that extend children's
learning and thinking through supported shared reflection.
-Select Important and Locks in Themes: Select themes that intrigued children and are significant to their encounters
and educational modules. Doing so makes a difference keep members locked in and inquisitive all through the action.
