I have learnt that there is a fine line between when a child moves between stages, the stages do have age ranges, but are only guidelines, I have learnt that although the stages are usually the correct order of development all children are different and develop at their own rates. I have discovered that children aged between two and three years learn best through being active and doing an activity that they are learning about and that children aged between one and two years learn better while they are playing, so there needs to be equipment set out which will encourage them to learn and that is relevant to the stages they are at.

Jean Piaget (1896-1980) states that children learn thorough play that they think in a different way to adults Piaget is the main theorist that has developed the understanding of how children learn and the curriculum has taken. Piaget has his own stages of development the children over the age of two are at the pre-operational stage, were children seem to be taken in by how things appear therefore it is important that pictures and stories are correctly projected to them.

I have learnt that although activities may be appropriate for some children in an age range it wont be for others and that although an age range such as eighteen months to three years, one and a half years (in this case) may seem quite small, there is a lot of different examples of stages some children at a lower stage just beginning and children at a higher stage about to move up a group. I now have an understanding of the Birth to Three Matters Framework and how to use it to find out if activities are suitable for the children.

Along with this I now know a big factor is to record and report the child’s progress so that everyone (practitioners, carers, parents) knows what stage they are at making it easier to plan appropriate activities and experiences for the child. From carrying out these activities I have found that communication is a key with children. They will still learn without, but with encouragement, vocabulary and questions from a practitioner/adult they will learn to interact better with adults and children as well as being more involved and having a better understanding of the activity in hand.

I now understand how much time for planning goes into each activity and how everything needs to be organised and thought through before it even has a time set to carry it out. Doing this curriculum plan has also improved my organisational skills as I can see how mach better things work out when they have pre-planned before hand. I also understand all the different areas that have to be planned out and why e. g. anti-discriminatory/anti-biased practice, health and safety etc.

overall this curriculum plan has taught me a lot about children aged nought to three years old and the framework suitable for them and also taught me things about planning that I can use in the future for similar work and working with children aged nought to three years. Recommendations For future times carrying out the eggheads activity I would try to get the children to draw with felt tips instead of sticking shapes as this is a little more difficult and takes a higher level of fine motor control. I would also (if using small groups) allow the children to help with the explaining e.

g. let a child crack the raw egg, cut the boiled egg in half etc. I could also extend this activity by talking about other animals that lay eggs e. g. snakes any of the other activities in week one would accentuate this activity especially ‘ life cycles’ This activity links to the Birth to Three Matters framework as it helps the children to have a realization of her own individuality, which includes a growing awareness of self, have own personal characteristics and have knowledge about what she can do.

It encourages them to enjoy being with others and have positive relationships with them, and is able to make needs known and be a confident and competent language user. Able to use language to label, describe and share. Enjoying finding out about the environment and other people. Having the opportunity to play imaginatively with materials using all her senses having the chance to explore and discover a range of creative mediums.

Be able to make her own choices and decisions and discover her own likes and dislikes. As the children will be acquiring a range of physical skills and gaining control of the body and knowing when and how to ask for help. When asked after the activity was finished I discovered that the children could remember the names of things that were used such as egg, the pictures (chicken, hen, chick) they had also learnt were the egg comes from and what grows in the egg. For carrying out the ‘I’ve Lost My Mum!

‘ game I would set up on a table rather than the floor either that or be in a room alone or with less people, this would make it easier to carry out and would make it easier to communicate with the child and ask questions. To extend this activity for when the children have developed more I would make more cards with animals that are a bit more unusual to know what the babies are called e. g. tiger and cub, frog and tadpole etc. or instead of having all picture cards have names instead but for the names that are simple e. g. cat, dog. Instead of the pictures use plastic toys of each animal and baby.