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Development for 5-6 years - Coggle Diagram

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      - Vytgotsky – ZPD - 1) the ZPD allows practitioners to understand the level a child is at and learning can be scaffolded. 2) As a practitioner, pair children up so they can help each other. For example, putting children into groups so a more developed child helps a child who finds the task difficult. With this you have to make sure the more capable child doesn’t take over the task and allows the other to have a chance as well allowing them to learn, develop their skills and deepen their understanding.
        
        PRACTITIONERS - 1) the practitioners did a risk assessment, then planned out when, and where it was happening. This allows the children to do the activity in a safe environment. 2) Additional Support was also used. 3) Communicating with parents/ carers finding out about food allergies.
        
        MONTESSORI APPROACH - 1) Everything in the classroom is child-sized as this makes them feel like the classroom is theirs and that it’s not owned by the teachers making it child-centred practice. 2) Child led as the children were the ones who suggested the activity in the first place
    - - evaluation
        
        a positive could be that the practitioner included ASN for the activity by taking into account their requirements and needs.
        
        a negative
      - Equipment used for baking. For example, bowls, weighing scales, wooden spoons etc.
      - Ingredients
      - Additional support, getting classroom assistants in to help
      - Any requirements/arrangements that children with ASN may need.