Tuesday, December 4, 2012
Friday, November 2, 2012
What's Halloween?
Halloween (All Hallows's contraction ' Eve, ' On Eve of All the Saints '), also known as Night of Bruges or Night of Deceased, is a holiday of Celtic origin that celebrates principally in the United States, Canada, Ireland, the United Kingdom and in not Anglo-Saxon countries as Mexico and Colombia in the night of October 31. It has origin in the Celtic festivity of the Samhain and the festivity christens of the All Saints' Day. Largely, it is a secular celebration though some of them think that it possesses a religious background. The Irish immigrants transmitted versions of the tradition to North America during the Great Irish famine of 1840.1.
The day associates often with the colors orange, black and purple and is strongly tied to symbols as Jack - Or '-lantern. Halloween's typical activities are the famous trick or treatment and the holidays of disguises, besides the bonfires, the visit of delighted houses, the jokes, the reading history of fear and the viewed one of movies of terror.
Areas of Learning and development
THE
NATIONAL STRATEGIES
AREAS
OF LEARNING AND DEVELOPMENT
Introduction
The EYFS is
made up of six areas of Learning and Development. All areas of Learning and
Development are
connected to
one another and are equally important. All areas of Learning and Development
are underpinned by theprinciples of the EYFS.The areas of Learning and
Development are:
• Personal,
Social and Emotional Development
•
Communication, Language and Literacy
• Problem
Solving, Reasoning and Numeracy
• Knowledge
and Understanding of the World
• Physical
Development
• Creative
Development.
Learning and Development
• The six
areas of Learning and Development together make up the skills, knowledge and
experiences
appropriate
for babies and children as they grow, learn and develop.
• Although
these are presented as separate areas, it is important to remember that for
children everything links
and nothing is
compartmentalised.
• The
challenge for practitioners is to ensure that children's learning and
development occur as an outcome of
their
individual interests and abilities and that planning for learning and
development takes account of these.
Effective Practice
Each area of
Learning and Development card shows how settings can effectively implement that
particular area by
ensuring that
children have appropriate experiences and are supported by:
• Positive
Relationships
• Enabling
Environments
Requirements
There are
separate requirements for each area of Learning and Development shown in
'Requirements' on each of the
areas of
Learning and Development cards. The requirements set out what practitioners
must provide in order to support
babies' and
children's development and learning in each aspect and area of Learning and
Development of the EYFS.
Personal, Social and Emotional Development
A) Personal, Social and Emotional Development
Requirements
Children must
be provided with experiences and support which will help them to develop a
positive sense of
themselves and
of others; respect for others; social skills; and a positive disposition to
learn. Providers must ensure support for children's emotional well-being to
help them to know themselves and what they can do.
Aspects of Personal, Social and Emotional Development
Personal,
Social and Emotional Development is made up of the following aspects:
Dispositions and Attitudes – is about how
children become interested, excited and motivated about their learning.
Self-confidence and Self-esteem – is about
children having a sense of their own value and understanding the need for
sensitivity to significant events in their own and other people's lives.
Making Relationships– is about the importance
of children forming good relationships with others and working alongside others
companionably.
Behaviour and Self-control – is about how
children develop a growing understanding of what is right and wrong and why,
together with learning about the impact of their words and actions on
themselves and others.
Self-care – is about how children
gain a sense of self-respect and concern for their own personal hygiene and
care and how they develop independence.
Sense of Community – is about how children
understand and respect their own needs, views, cultures and beliefs and those
of other people.
What Personal, Social and Emotional Development means for children
• For
children, being special to someone and well cared-for is vital for their
physical, social and emotional health and well-being.
• Being
acknowledged and affirmed by important people in their lives leads to children
gaining confidence and
inner strength
through secure attachments with these people.
• Exploration
within close relationships leads to the growth of self-assurance, promoting a
sense of belonging
which allows
children to explore the world from a secure base.
• Children
need adults to set a good example and to give them opportunities for
interaction with others so that
they can
develop positive ideas about themselves and others.
• Children who
are encouraged to feel free to express their ideas and their feelings, such as
joy, sadness, frustration and fear, can develop strategies to cope with new,
challenging or stressful situations.
B) Communication, Language and Literacy ommunication, Language and Literacy
Requirements
Children's
learning and competence in communicating, speaking and listening, being read to
and beginning to read and write must be supported and extended. They must be
provided with opportunity and encouragement to use their skills in a range of
situations and for a range of purposes, and be supported in developing the
confidence and disposition to do so.
Aspects of Communication, Language and Literacy
Communication,
Language and Literacy is made up of the following aspects:
Language for Communication – is about how
children become communicators. Learning to listen and speak emerges out of
non-verbal communication, which includes facial expression, eye contact and
hand gesture. These skills develop as children interact with others, listen to
and use language, extend their vocabulary and experience stories, songs, poems
and rhymes.
Language for Thinking – is about how children
learn to use language to imagine and recreate roles and experiences and how
they use talk to clarify their thinking and ideas or to refer to events they
have observed or are curious about.
Linking Sounds and Letters – is about how
children develop the ability to distinguish between sounds and become familiar
with rhyme, rhythm and alliteration. They develop understanding of the
correspondence between spoken and written sounds and learn to link sounds and
letters and use their knowledge to read and write simple words by sounding out
and blending.
Reading – is about children
understanding and enjoying stories, books and rhymes, recognising that print
carries meaning, both fiction and fact, and reading a range of familiar words
and simple sentences.
Writing – is about how children
build an understanding of the relationship between the spoken and written word
and how through making marks, drawing and personal writing children ascribe
meaning to text and attempt to write for various purposes.
Handwriting – is about the ways in
which children's random marks, lines and drawings develop and form the basis of
recognisable letters.
What Communication, Language and Literacy means for children
• To become
skilful communicators, babies and young children need to be with people with
whom they have
warm and
loving relationships, such as their family or carers and, in a group situation,
a key person whom
they know and
trust.
• Babies
respond differently to different sounds and from an early age are able to
distinguish sound patterns.
They use their
voices to make contact and to let people know what they need and how they feel.
They learn
to talk by
being talked to.
• All children
learn best through activities and experiences that engage all the senses.
Music, dance, rhymes
and songs
support language development.
• As children
develop speaking and listening skills they build the foundations for literacy,
for making sense of
visual and
verbal signs and ultimately for reading and writing. Children need varied
opportunities to interact
with others
and to use a wide variety of resources for expressing their understanding,
including mark-making,
drawing,
modelling, reading and writing.
C) PSRN (Problem Solving, Reasoning and Numeracy)
roblem solving, reasoning and numeracy (PSRN)
Requirements
Children must
be supported in developing their understanding of problem solving, reasoning
and numeracy (PSRN) in a broad range of contexts in which they can explore,
enjoy, learn, practise and talk about their developing understanding. They must
be provided with opportunities to practise and extend their skills in these areas
and to gain confidence and competence in their use.
Aspects of PSRN (Problem Solving, Reasoning and Numeracy)
PSRN is made
up of the following aspects:
Numbers as labels and for counting – is about how
children gradually know and use numbers and counting in play, and eventually
recognise and use numbers reliably, to develop mathematical ideas and to solve
problems.
Calculating – is about how children
develop an awareness of the relationship between numbers and amounts and know
that numbers can be combined to be 'added together' and can be separated by
'taking away' and that two or more amounts can be compared.
Shape, space and measures – is about how
through talking about shapes and quantities, and developing appropriate vocabulary,
children use their knowledge to develop ideas and to solve mathematical
problems.
What (PSRN) means for children
• Babies' and
children's mathematical development occurs as they seek patterns, make
connections and
recognise relationships
through finding out about and working with numbers and counting, with sorting
and
matching and
with shape, space and measures.
• Children use
their knowledge and skills in these areas to solve problems, generate new
questions and make
connections
across other areas of Learning and Development.
D) Knowledge and Understanding of the World ding
of the World
Requirements
Children must
be supported in developing the knowledge, skills and understanding that help
them to make sense of the world. Their learning must be supported through
offering opportunities for them to use a range of tools safely; encounter
creatures, people, plants and objects in their natural environments and in
real-life situations; undertake practical 'experiments'; and work with a range
of materials.
Aspects of Knowledge and Understanding of the World
Knowledge and
Understanding of the World is made up of the following aspects:
Exploration and Investigation – is about how
children investigate objects and materials and their properties, learn about
change and patterns, similarities and differences, and question how and why
things work.
Designing and Making – is about the ways in
which children learn about the construction process and the tools and techniques
that can be used to assemble materials creatively and safely.
ICT – is about how children find out about and
learn how to use appropriate information technology such as computers and
programmable toys that support their learning.
Time – is about how children find out about
past and present events relevant to their own lives or those of their
families.
Place – is about how children become aware of
and interested in the natural world, and find out about their local area, knowing
what they like and dislike about it.
Communities – is about how children
begin to know about their own and other people's cultures in order to
understand and celebrate the similarities and differences between them in a
diverse society.
What Knowledge and Understanding of the World means for children
• Babies and
children find out about the world through exploration and from a variety of
sources, including their
families and
friends, the media, and through what they see and hear.
• Babies and
children need regular opportunities to learn about different ways of life, to
be given accurate
information
and to develop positive and caring attitudes towards others.
• Children
should be helped to learn to respect and value all people and learn to avoid
misapprehensions and
negative
attitudes towards others when they develop their Knowledge and Understanding of
the World.
• Children
should be involved in the practical application of their knowledge and skills
which will promote selfesteem through allowing them to make decisions about
what to investigate and how to do it.
E) Physical Development Physical Development
Requirements
The physical
development of babies and young children must be encouraged through the
provision of opportunities for them to be active and interactive and to improve
their skills of coordination, control, manipulation and movement. They must be
supported in using all of their senses to learn about the world around them and
to make connections between new information and what they already know. They
must be supported in developing an understanding of the importance of physical
activity and making healthy choices in relation to food.
Aspects of Physical Development
Physical
Development is made up of the following aspects:
Movement and Space – is about how children
learn to move with confidence, imagination and safety, with an
awareness of
space, themselves and others.
Health and Bodily Awareness – is about how
children learn the importance of keeping healthy and the factors that contribute
to maintaining their health.
Using Equipment and Materials – is about the
ways in which children use a range of small and large equipment.
What Physical Development means for children
• Babies and
children learn by being active and Physical Development takes place across all
areas of Learning
and
Development.
• Physical
Development helps children gain confidence in what they can do.
• Physical
Development enables children to feel the positive benefits of being healthy and
active.
• Physical
Development helps children to develop a positive sense of well-being.
• Good health
in the early years helps to safeguard health and well-being throughout life. It
is important that
children
develop healthy habits when they first learn about food and activity. Growing
with appropriate weight gain in the first years of life helps to guard against
obesity in later life.
F) Creative Development
Requirements
Children's
creativity must be extended by the provision of support for their curiosity,
exploration and play. They must be provided with opportunities to explore and
share their thoughts, creativity, ideas and feelings, for example, through a variety
of art, music, movement, dance, imaginative and role-play activities,
mathematics, and design and technology.
Aspects of Creative Development
Creative
Development is made up of the following aspects:
Being Creative – Responding to Experiences, Expressing and
Communicating Ideas – is about how childrenrespond in a variety of
ways to what they see, hear, smell, touch or feel and how, as a result of these
encounters, they express and communicate their own ideas, thoughts and
feelings.
Exploring Media and Materials – is about
children's independent and guided exploration of and engagement with a widening
range of media and materials, finding out about, thinking about and working with
colour, texture, shape, space and form in two and three dimensions.
Creating Music and Dance – is about
children's independent and guided explorations of sound, movement and music. Focusing
on how sounds can be made and changed and how sounds can be recognised and repeated
from a pattern, it includes ways of exploring movement, matching movements to
music and singing simple songs from memory.
Developing Imagination and Imaginative Play – is about how
children are supported to develop and build their imaginations through stories,
role-plays, imaginative play, dance, music, design, and art.
What Creative Development means for children
• Creativity
is about taking risks and making connections and is strongly linked to play.
• Creativity
emerges as children become absorbed in action and explorations of their own
ideas, expressing
them through
movement, making and transforming things using media and materials such as
crayons, paints,
scissors,
words, sounds, movement, props and make-believe.
• Creativity
involves children in initiating their own learning and making choices and
decisions.
• Children's
responses to what they see, hear and experience through their senses are
individual and the way
they represent
their experiences is unique and valuable.
• Being
creative enables babies and children to explore many processes, media and
materials and to make
new things
emerge as a result.
Thursday, June 7, 2012
Diarrhoea
Diarrhoea
Diarrhoea is
pretty common in young children. It usually passes after a day or two.
Causes
The most common cause of diarrhoea in children is a viral infection, such as in gastroenteritis (sometimes called ‘gastro’). Like vomiting, diarrhoea can go along with many infections, both bacterial and viral. Less commonly, it might be a sign of a more serious illness such as appendicitis.Chronic or persistent diarrhoea might follow a bout of gastroenteritis. In this case, the diarrhoea might be caused by lactose intolerance. During a bout of gastro, the lining of the bowel wall is temporarily damaged, so that it can’t absorb complex sugars, including lactose, which is a part of milk. Lactose intolerance causes watery, often sweet-smelling diarrhoea, which might burn your child’s bottom.
Other causes of chronic diarrhoea include Giardia (a parasitic infection), coeliac disease, irritable bowel syndrome in older children, and other less common conditions. Some toddlers with chronic diarrhoea might be drinking too much fruit juice.
In many toddlers, no cause for the diarrhoea is found. This is called toddler’s diarrhoea.
Symptoms
Your child will have large, runny, frequent or watery poos. The colour of the poo might vary from brown to green, and the smell can be really nasty.Diarrhoea might also be associated with tummy cramps or pain.
The most serious problem associated with diarrhoea is the possibility of it leading to dehydration.
When to see your doctor
It’s always a good idea to see your doctor if your child has diarrhoea, especially if your child is under three months old.Tests
If the diarrhoea is caused by a specific virus, germ or parasite, a test of your child’s poo can reveal which of these is the problem.Treatment
The most important thing when treating diarrhoea is to make sure that your child has enough to drink. Give your child only small drinks, but give drinks often. The best fluid to use is an oral rehydration fluid such as Gastrolyte, which can be bought over the counter from the chemist. Make sure that you make up the liquid carefully according to the instructions on the packet.If you can’t get Gastrolyte, you can use diluted lemonade or fruit juice. Use one part of lemonade or juice to four parts of water. An alternative is to mix one level teaspoon of sugar in 120 ml of water. Full-strength lemonade or fruit juice might make the diarrhoea worse and can be harmful.
If you have a young breastfed baby, continue breastfeeding but offer extra oral rehydration fluid between feeds. If your baby is bottle-fed, give him oral rehydration fluid for the first 24 hours and then reintroduce full-strength milk, but give extra oral rehydration fluids between feeds.
Your child might refuse food to start with. But if your child’s hungry, you can give her food at the same time as oral rehydration. It’s generally best to start with bland foods such as plain biscuits, bread, rice, potato or jelly. Other foods can be added gradually.
Don’t treat your child with antidiarrhoeal agents. There’s no evidence to show that these treatments change or improve symptoms. Also, even if your child has diarrhoea caused by a bacterial infection, antibiotics aren’t normally necessary. In every case, your doctor will advise you about the best treatment option for your child.
If your child is very dehydrated, he might need fluids to be given intravenously (directly into the vein) or through a tube that goes up his nose and into his stomach. In this case, he’ll have to go into hospital.
For diarrhoea associated with lactose intolerance, use a lactose-free milk (unless your child is still breastfed) until the diarrhoea improves. This condition usually sorts itself out within a few weeks as the lining of the bowel wall heals.
COLDS
Colds are a type
of upper respiratory tract infection. These infections are the most common
cause of illness in children (as well as in adults).
Young children are particularly prone to colds because they haven’t had a chance to build up immunity to the many viruses that cause colds. As your child grows older, he’ll gradually build up his immunity and get fewer colds.
Causes
Most colds are caused by a virus. In fact, there are over 200 types of virus that can cause the common cold. This is why you can’t be immunised against a cold.The viruses that cause colds are spread by sneezing, coughing and hand contact.
Colds are more common in the winter months. Cold weather by itself doesn’t increase the chance of getting a cold, but people are in closer contact with each other because they stay indoors. This means they’re more likely to infect each other. Similarly, getting wet or chilled doesn’t cause a cold.
Symptoms
Cold symptoms are pretty much the same in children and adults. You might see one or more of the following:- a stuffy or runny nose
- sneezing
- sore throat and ears
- cough
- headache
- red eyes
- swelling of lymph glands
- occasionally fever.
The actual symptoms will vary from child to child, and from illness to illness. Usually the symptoms will last anywhere from a few days to a week or more. Your child will usually recover fully without any problems.
Very occasionally there are complications, such as ear infection, laryngitis, croup, or a lower respiratory tract infection, such as bronchiolitis or pneumonia. These are relatively uncommon illnesses compared to the uncomplicated cold, which is widespread.
- a stuffy or runny nose
- sneezing
- sore throat and ears
- cough
- headache
- red eyes
- swelling of lymph glands
- occasionally fever.
The actual symptoms will vary from child to child, and from illness to illness. Usually the symptoms will last anywhere from a few days to a week or more. Your child will usually recover fully without any problems.
Very occasionally there are complications, such as ear infection, laryngitis, croup, or a lower respiratory tract infection, such as bronchiolitis or pneumonia. These are relatively uncommon illnesses compared to the uncomplicated cold, which is widespread.
Wednesday, June 6, 2012
Ms Carla Mad
Direct Employer
Building Blocks Childcare Ltd.
24 Henley Drive, Kingston Upon thamne KT27EB
Kingston
Greater London.
Dear Ms Carla Mead.
I am writing in reply to your advert for the Nursery Assitant Job, which was advertised in Building Block Childcare Ltd on Wednesday 29 February 2012 on Tuesday 30 April 2007, and I enclose my CV in application.
I am graduate in Early Year Higher Techinician. I've always wanted to work with children so for this reason I decide to make these studies. I have good marks in all subjects byt I obtaines an honors degree in cognitive and motor development and in personal autonomy and children health. I am fluent in spoken and written English because I have been studiying English for many years.
The job requires experience in the care of children I have experience in this type of activity because last summer I worked in a summer school as an instructor. Also I have to prepare crafts, fielal trips and esntrain and teach children. Now I coach a basketball team for young children three times a week, organizing daily work, games and matches.
And with my experience with children I have private tution for children whiles I was studiying
This job would give me the opportunity to use my education and skills, improve my experience and work every day with children teaching them and learning what they could offer me every day.
I look forward to hearing from you.
Yours sincerely
Cristina Pulido.
Direct Employer
Building Blocks Childcare Ltd.
24 Henley Drive, Kingston Upon thamne KT27EB
Kingston
Greater London.
Dear Ms Carla Mead.
I am writing in reply to your advert for the Nursery Assitant Job, which was advertised in Building Block Childcare Ltd on Wednesday 29 February 2012 on Tuesday 30 April 2007, and I enclose my CV in application.
I am graduate in Early Year Higher Techinician. I've always wanted to work with children so for this reason I decide to make these studies. I have good marks in all subjects byt I obtaines an honors degree in cognitive and motor development and in personal autonomy and children health. I am fluent in spoken and written English because I have been studiying English for many years.
The job requires experience in the care of children I have experience in this type of activity because last summer I worked in a summer school as an instructor. Also I have to prepare crafts, fielal trips and esntrain and teach children. Now I coach a basketball team for young children three times a week, organizing daily work, games and matches.
And with my experience with children I have private tution for children whiles I was studiying
This job would give me the opportunity to use my education and skills, improve my experience and work every day with children teaching them and learning what they could offer me every day.
I look forward to hearing from you.
Yours sincerely
Cristina Pulido.
Delta Electronics
[ J=Julia; MW= Mr Willard]
J: Delta Electronics. This is Customer Service, Julia speaking. How can I help you?
MW: Oh, hello. Do you sell ePhones?
J: Yes, we do. Would you like a catalogue?
MW: Yes, I would. Thanks.
J: Fine. I'll send you one right away. What´s your name?
MW: Willard.
J: Sorry, could you repeat that, please?
MW: Willard
J: How do you spell that?
MW: W-I-L-L-A-R-D
J: And could I have your phone number, please?
MW: 013348655
Monday, March 12, 2012
Sunday, March 11, 2012
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