They are all connected and examples of why you cant have one without the other, for example my daughter is unable to communicate with written words because her fine motor skills are developing rather slowly and she really struggles to control a pencil.
I then described expected sequence and rate of development in social, emotional and behavioural, communication, intellectual and cognetive, moral and physical aspects, doing an age group at a time, i.e 0-3 months, 3-6 months….right up to 19 years old.
a lot of skills are inter-dependent such as writing – to hold and control a pencil a child needs to develop their gross motor skills throwing balls, twirling ribbons in the air; writing does not just come from the wrist/hand.
children may play board games (or anything really) with other children or an adult – they may be gaining valuable psrn skills as they count the spots on the dice and move their piece around the board, but they are also gaining
valuable concentration skills – helping them to be able to sit, concentrate on listening (be it a story etc) and contributing to discussions – having the ability to concentrate furthers their learning, understanding and development. So one area of development is often inter -dependent on each other.
Holistically is when you are going to plan incorporating all areas of learning into a childs learning plan, but you wouldnt necessary incorporate inter-dependent skills into your planning – they may not be at the stage or it may not be their preferred way of learning. You would be planning around the child and a child may need just tiny stepping stones of learning – rather than us saying …well have to play/keep that child on something they can concentrate on so he sits and listens at storytime.. That child may be building his concentration skills up when he is at an activity of his choice say sand – he may love to spend quite some time watching the sand go through the wheel, but it doent mean he is able to (or want to) sit through a whole story, his cognitive ability has to be developed etc. so yes one area is dependent on the other, but depending on the age and stage inter-dependent and holistic is related but not always the answer – it depends on the child. 065 1.1 6 Areas of Learning and Development
1. Personal social and emotional development, children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. self confidence and self esteem, behaviour and self control helping children to understand their emotions and how to express those emotions, self care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. Statutory framework 2.7
2. Creative development allows for curiosity, exploration and play, sharing of thoughts and feeling, imagination and role play activities, maths. Allows children to explore and express their feelings children need sensory materials as well as traditional materials. Music and dance and expressing their enjoyment, imagination and role play help children understand and use objects for other things than intended. Statutory framework 2.17
3. Physical development helps improve coordination, control, manipulation and movement using senses to learn about the world around them and to make connection between old and new information, understand the importance of physical exercise and healthy living. Spatial awareness and explore different spaces, helping children make healthy choices like food or hygiene , helping hand eye coordination and fine motor skills as well as gross motor skills. Statutory framework 2.15
4. Knowledge and understanding of the world knowledge, skills and an understanding which will help them understand the world they live in like using tools, encountering creature??™s safety, people, and plants in their environment and in real life situations. Giving children model making materials, ICT using the computer to learn about history time or games to improve things like memory. Children need to know about the place they are living in and their communities and hoe people can be different. Statutory framework 2.13
5. Problem solving, reasoning and numeracy, understanding of problem solving, reasoning and numeracy learning to count and written numbers be learning songs, learning a mathematical vocabulary, shapes, spaces and measures treasure baskets , measuring rice and oats to see the scale move. Statutory framework 2.11
6. Communication, language and literacy learning to be competent in communicating, speaking and listening, being able to read and write. Using language to socialise and express their needs, learning to figure things out, being able to link sounds to the letters in phonics, reading children love books this is a great way to learn, writing/mark making mark making is the being of writing children need lots of practice this can lead to writing and then onto hand writing developing formation of letters. Statutory framework 2.9
065 unit outcome 1 .2-3 describe the documented outcomes for children that form part of the relevant early years framework and how the documented outcome are assessed and recorded
The eyfs was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year.
