The significance for Tommy was that the arbitrary objects that he had selected could be contained within the enclosure he had constructed. She proceeded to pick up handfuls of Shreddies and drop them under the table onto her knee, until all the Shreddies had disappeared from the table. This was not a roguish exploit. Nell was purposefully occupied working on her schema of containing and enveloping.
She used the available items around her Shreddies to pursue her form of thought insideness. Nell put the containable objects Shreddies into an available container pinny. With reference to the EYFS, the observations of Annie, Tommy and Nell above provide insights into the progress of their learning and development. They demonstrate the following characteristics of effective learning:. Additionally, they demonstrate evidence of development from the areas of learning, including many examples from prime areas personal, social and emotional development and communication and language, and specific areas understanding the world, expressive arts and design and mathematical development.
Road Safety Week — November. Curious Fox knows what makes good treasure baskets and collections. Hatching kits from Incredible Eggs. But there are lots of invisible patterns too. Patterns of how we vote in an election, for example, are identified by mathematicians using abstract numerical ideas.
We search, in vain, for patterns of numbers coming up on the lottery and attempt to work out the odds for or against something happening by identifying the patterns in which numbers come up.
Patterns in games of chance are pretty random! Patterns in time, on the other hand, are made visible by seasonal changes in trees and flowers and the changing position of the sun, moon and stars. Where do we find pattern? Since we are by nature pattern-seekers and makers, we find patterns everywhere. In every area of provision and in every aspect of life patterns exist.
There is pattern in flowers, in knots, in animal markings, in stories, songs and seasons. Marcus du Sautoy, an Oxford professor responsible for the public understanding of science and enthusiastic broadcaster and writer on the subject of mathematics, describes the human mind as being 'desperate to find patterns'.
Since the brain is always looking for patterns we sometimes try to find them where none exists. As he reminds us, 'Pattern implies meaning. But sometimes things can be random and without patterns. The human brain has been described as a 'pattern-seeker' and it has been suggested that the human brain thrives on pattern.
We probably all find it easier to identify a pattern than to define it. For mathematicians, pattern refers to the regularities that can be recognised and identified. Whether colouring, threading beads, or making a quilt, repeating patterns are the most common. But there are many other kinds of regularity such as growing patterns, symmetrical patterns and so on see box for further discussion.
Scientists too look for patterns in the data they collect from experiments - attempting to impose order on what they have observed. Does the same action always result in the same response? If there are differences in the patterns of their findings, what causes those differences?
For artists, pattern involves repetition of colours, lines and shapes. In both cases, there is an element of subjectivity - that is to say that a pattern recognised by one person may not be recognised as such by another. The work of artists such as Kandinsky involves a great deal of repetition of colour, line and shape - but is it a pattern? Some people will say 'yes' and others 'no'. But if we look at animal patterns such as a tiger's spots or a zebra's stripes, although they are far from regular, they are instantly recognisable.
Keith Devlin, author of a number of highly readable books on mathematics, comments on this, arguing that 'a bird recognises the black and yellow bands of a wasp, man recognises that the growth of a plant follows the sowing of a seed. In each case a mind is aware of pattern. Australian research into patterning suggests that children have both pattern-detecting and pattern-making areas of the brain and that using them is essential to the development of thinking.
Pattern recognition is part of human survival. Seeing a pattern helps us to make connections or make rapid judgements and guesses - and this, in turn, leads us to look for patterns to help us. If early humans noticed, for example, a pattern in the times at which their predators hunted, they could avoid being taken by surprise and take steps to protect themselves.
Although unlikely to be hunted these days, understanding pattern helps children to predict, to make logical connections, and to reason. Being able to predict the pattern of the day, perhaps through the use of a visual timetable or because there are clear routines, helps children to feel secure and in control. The non-statutory guidance Development Matters in the Early Years Foundation Stage draws attention to the way in which noticing patterns in their experiences helps children to become more effective learners.
A sense of pattern enables them to make links and notice connections between events and ideas, promoting thought and learning. It is also important in developing knowledge of the world as children compare similarities and difference and notice changes. An understanding of pattern makes it possible for children to understand regularity, notice the impact of rules and to generalise. They may identify rules in a sequence visually as when they are building with blocks or aurally when singing a song such as 'Five little ducks' or 'Heads, shoulders, knees and toes'.
Awareness of patterns is particularly important in the development of scientific and mathematical understanding. Being able to identify and create patterns is key to mathematical thinking. Testimonial: Mayfield Primary School, Cambridge. Mayfield Primary School, Cambridge. Fagus is an ideal use of Pupil Premium Plus Funding. Are you ready to get started? Order Fagus. Need an overview of the Fagus framework. Download our brochure. Request a complimentary copy of a sample Developmental Guide.
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It does not store any personal data. Functional Functional. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. Performance Performance. Every practitioner needs to have confidence in their understanding and knowledge of child development and be able to put it into practice. We completed numerous observations and reflected on what the child was doing with our development knowledge.
It has stayed with me ever since. I do feel though that currently, in some instances, child development is being watered down and not effectively taught as part of some qualification courses - based on my experience of practitioner knowledge and what leaders and managers tell me.
Returning to my point about knowledge of child development making everything make sense, we can consider in what ways our knowledge supports us in:. Child development at times gets a little overlooked with the focus on the EYFS.
It is worth noting that the document Development Matters is not child development milestones as such. It is a packaged version, with specific emphasis on certain areas. So where does all this fit in with the new inspection framework? The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. These three can easily be looked at from a child development perspective.
Intent — the milestones of child development that children progress through are a biological process that are supported and influenced by the environment the child is in, their experiences and the adults around them. As part of this process, you have to consider how you can be sure you are meeting the needs of all children. Child development is broken down into areas - physical, intellectual, language, emotional and social. All of these areas are interrelated, and each one impacts on the others.
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