How to meet the learning needs of mixed age groups in the home-based setting Essay

One of the colossalgest advantages of entangled age groups is that they make us au thuslytically analyse the individual needs, interests, and temperaments of each child in the group. We ass then plan and fork up for the next steps in attainment, by acquire to know our group of children very well, and making c beful observations on them, as individuals, what they do and how they interact with others. This knowledge erect then be mapped to the EYFS exercising Guidance over the six areas of Learning and Development and used to phrase individual learning plans by assessing activities, opportunities and experiences based on their individual development, interests and needs. vigilant planning and organisation are critical factors in meeting the learning needs of different age groups. Each ply area, including outside, must provide the maximum of learning opportunities for all ages in your care, using barriers e.g. gates and big cushions only where needed for safety so that infant s and toddlers feel included whenever possible.A good idea is to go through the house looking at the room from the childs level. What would the baby see first, what would the toddler or pre-schooler see first? What appeals to the school-age child? You can create small flirt areas for special activities, e.g. using a sturdy fillpen or hall as an office for aged children when they want to colour, do a puzzle, adopt a card game or do something without overhaul from toddlers. The littler ones can then watch without interfering with the activity.A range of unrestricted multiple-use resources should be used, that can be played with in different shipway according to stage, such as balls and bricks and Lego. Toys that are safe for children of all ages can be kept on low shelves easily accessible, e.g. blocks, board books, robesing-up clothes,dolls, stuffed animals, materials to play house, and a collection of heuristic play items (plastic containers, measuring spoons, funnels, et c.), which should be changed close to frequently.It is possible to use the same activity to support the learning of mixed age groups, with modifications. This is differentiating the curriculum, by extending or adapting the original play into more particular(prenominal) areas of learning, as per the aims and targets pock for each child. For example, younger children can handle gloopy tonality to explore colour and texture, while older children use the same tonality materials to express their feelings and ideas. Each child does the bit of the activity that he is position and keen to do.If one child in the group is using a schema e.g. Enveloping, this can be used as the ground of a plan for the whole group e.g. to make a den, dress up or wrap up some presents. It is important to set up these activities for shared learning, as children develop socially when they have opportunities to receive and play with those who forget play differently due to being older or younger. Being at different stages of their learning journey should miserly that all will be able to share other viewpoints and richer experiences. This will booster them be co-operative, and for the group to gel. NEC 733.000 08/516573 Ruth DickersonThe older members of the group can help to meet the younger ones learning needs, e.g. by communicating pulling faces with babies, reading to preschoolers, putting on a play or a puppet show, or teaching a board game. They do often enjoy being valued for their input, but their help should be volunteered, not relied on, and they should have lots of opportunities away from the babies, since being your accomplice can be a way for older children to avoid their take in age group, and a way to escape peer conflicts.Unplanned opportunities are also very useful as they can often set out off the kind of conversations and reminiscences about other experiences, and sharing of ideas, that just wouldnt have happened unless that event had occurred.They encourage c ommunication and social skills which the smaller ones can pick up on and everyone can share. We can also help children to think about ways to include each other in their play, e.g. if the older children are playing house you could ask As you are the daddy, could you read Tom and me a book?(710)