Supporting holistic learning and development through the areas of the Early Years Curriculum

Y meysydd dysgu ar gyfer dysgu, chwarae a datblygiad cyfannol plant a datblygu'r Gymraeg

Toddlers playing with water together

The statutory Foundation Phase framework offers a curriculum which focuses on the needs of each individual child. The practitioner must understand that children need to be given opportunities to develop skills and the ability to develop their physical, social, emotional, cognitive and linguistic skills. Children will constantly be learning and the curriculum offers them opportunities to practise their skills in different situations.

The areas of the curriculum include:

  • personal and social development, well-being and cultural diversity
  • language, literacy and communication skills
  • mathematical development
  • Welsh language development
  • knowledge and understanding of the world
  • physical development
  • creative development.

Personal and social development, well-being and cultural diversity

By providing opportunities for children to participate in a variety of activities they will develop these skills across all areas of learning. Children will learn about themselves, be encouraged to develop self-esteem and consider how they build a relationship with other children and adults. There will be a focus on others, thereby developing children's understanding that everyone has different needs, abilities, cultures and religions. As a result children will develop a better understanding of different cultures and learn more about their own culture. Children should be given experiences which allow them to identify their personal beliefs and values.

Language, literacy and communication skills

Children will develop their skills by undertaking a variety of language activities. The activities will offer opportunities to converse, communicate and listen. Children will be encouraged to share their feelings and thoughts as they play and learn individually, as well as in a group. They will be given a choice of reading material and will be encouraged to familiarise themselves with different print in books. There will be opportunities to enjoy making marks which will lead to different ways of writing. Children should be made aware that there are two main languages in Wales, Welsh and English, and that Wales is therefore a bilingual country. Children should also be encouraged to respect others who use languages other than Welsh and English.

Mathematical development

With a variety of activities and experiences children will learn and develop mathematical concepts. This will happen through play, verbally and practically. They will be given opportunities to use ICT to develop their mathematical skills creating patterns, data, playing games and exploring numbers. They will develop mathematical language by asking and answering questions and explaining how they have solved problems and completed tasks. They will develop their own approaches to completing mathematical tasks by experimenting and understanding the logic involved in mental arithmetic. Indoor and outdoor exploration will give them the opportunity to develop their understanding of mathematics by solving problems and developing their understanding of measuring, sorting, arranging and patterns.

Welsh Language Development

As Wales is a bilingual country, children should be encouraged to use the Welsh language in all areas of learning. Children should be given an opportunity to hear the Welsh language on a regular basis so that they learn to use it naturally every day. In encouraging children to express their needs in Welsh they will develop the confidence to use it during play. They need to hear audio material and undertake ICT activities in Welsh. Children's Welsh speaking skills will help them to read and should encourage them to choose Welsh books to read. Speaking and reading will help them when they are making marks and starting to write in Welsh.

Knowledge and understanding of the world

Children should be given ample opportunity to experiment and explore the environment in order to develop their knowledge of the world around them. By offering experiences which increase their curiosity they will develop their understanding of how things work, for example how a caterpillar transforms into a butterfly. They can use their senses to discover answers and they should be encouraged to explore, experiment and ask questions. They need to learn how working with others and sharing ideas and views can be effective. By participating in activities and experiences which encourage them to use their imagination and their creativity they will learn from these experiences, responding as required.

Physical development

Children should be encouraged to use their energy to move and use their bodies effectively. In doing so they will develop awareness of space, balance, coordination and motor and manipulative skills. In having opportunities to use large and small resources and equipment children will develop control of their bodies. They will develop their fine and gross motor skills, mobility and spatial awareness across all areas of learning. This will develop their confidence and contribute to their health, well-being and safety. Children need to learn about the importance of a healthy diet, rest, sleep and physical activity and their impact on them in the short-term and long-term.

Creative development

If children are given opportunities across the curriculum to develop their imagination and creativity they will be curious and confident to learn through play. Children need to be given the opportunity to discover the different properties of materials, and the process of creating something is what matters to the child, rather than the end result. Both indoor and outdoor activities and experiences should be offered which stimulate the senses. The adult needs to provide a variety of materials and opportunities to play including music, dancing, collage, painting, drawing, modelling rubbish, wood work, sand and water in order to allow children to develop and practise their creative skills. This will allow them to express ideas and solve problems experimenting with new ideas and different mindsets.

The area of learning which develops the Welsh language links to every area of learning within the Curriculum. In the Foundation Phase Framework, the Welsh Government states:

"The Foundation Phase contributes to the Curriculum Cymreig by developing children’s understanding of the cultural identity unique to Wales across all Areas of Learning through an integrated approach. Children should appreciate the different languages, images, objects, sounds and tastes that are integral in Wales today and gain a sense of belonging to Wales, and understand the Welsh heritage, literature and arts as well as the language."

This helps the child feel that they belong to their local community and Wales, and helps them develop their understanding of Wales. By recognising and supporting the Welsh language and Welsh culture, children will enjoy opportunities to celebrate Wales' special cultures, languages and traditions whilst also respecting other cultural values. They will also develop knowledge of their own communities; their values and traditions. By learning about Wales' history and geography, children will develop their understanding of life and community today and in the past.

The Curriculum aims to focus on each individual child's learning stages within each area of learning so that they can progress at their own pace and only when they are ready to do so.

Play is an integral part of the areas of learning and offers direct experiences where children are seen reinforcing their learning. In this way, they will develop self-awareness and awareness of the world around them. The areas of learning provide for learning indoors and outdoors with the aim of ensuring that both areas are available on a regular basis with children moving freely from one to the other. Great emphasis is placed on the outdoor environment so that children are able to develop independently when exploring and making their own decisions.

The Curriculum considers children's experiences, their prior knowledge and what they have already learned, which allows the adult to plan appropriately in order to support learning further. The adult's role is to support children's development and learning by providing suitable resources and materials which cover every area of learning. The framework highlights the need to balance structured activities (activities planned by adults) and spontaneous activities (activities planned by children).

The areas of learning support children's holistic development by focussing on:

  • holistic development
  • promoting equality and diversity
  • direct activities
  • building on previous learning
  • considering the needs of each individual child
  • the child's development stage
  • the outdoor area
  • developing self-image and self-worth
  • building a partnership with parents/carers.

Further reading:

https://hwb.gov.wales/curriculum-for-wales-2008/foundation-phase/

Mae fframwaith statudol y Cyfnod Sylfaen yn cynnig cwricwlwm sy’n canolbwyntio ar anghenion pob plentyn unigol. Mae’n hanfodol bod yr ymarferwr yn deall bod angen darparu cyfleoedd i blant ddatblygu sgiliau a’r gallu i feithrin eu sgiliau corfforol, cymdeithasol, emosiynol, gwybyddol ac ieithyddol. Bydd plant yn dysgu trwy’r amser ac mae’r cwricwlwm yn cynnig cyfleoedd iddynt ymarfer eu sgiliau mewn sefyllfaoedd gwahanol.

Mae’r meysydd cwricwlaidd yn cynnwys:

  • datblygiad personol a chymdeithasol, lles ac amrywiaeth ddiwylliannol
  • sgiliau iaith, llythrennedd a chyfathrebu
  • datblygiad mathemategol
  • datblygu’r Gymraeg
  • gwybodaeth a dealltwriaeth o’r byd
  • datblygiad corfforol
  • datblygiad creadigol.

Datblygiad personol a chymdeithasol, llesiant ac amrywiaeth ddiwylliannol

Wrth roi cyfleoedd i blant gymryd rhan mewn amrywiaeth o weithgareddau byddant yn datblygu’r sgiliau hyn ar draws pob maes dysgu. Bydd plant yn dysgu am eu hunain, yn cael eu hannog i ddatblygu hunan-barch ac ystyried sut maent yn adeiladu perthynas â phlant ac oedolion eraill. Caiff sylw ei roi i eraill gan ddatblygu dealltwriaeth plant fod pawb yn meddu ar anghenion, galluoedd, diwylliant a chrefyddau gwahanol. Yn sgil hyn bydd plant yn datblygu gwell dealltwriaeth o ddiwylliannau gwahanol gan ddod i adnabod eu diwylliant eu hunain yn dda. Dylai plant gael profiadau fydd yn caniatáu iddynt adnabod eu credoau a’u gwerthoedd personol.

Sgiliau iaith, llythrennedd a chyfathrebu

Bydd plant yn datblygu eu sgiliau drwy ymdrin ag amrywiaeth o weithgareddau iaith. Bydd y gweithgareddau yn cynnig cyfleoedd i siarad, cyfathrebu a gwrando. Bydd plant yn cael eu hannog i rannu eu teimladau a’u meddyliau wrth iddynt chwarae a dysgu’n unigol yn ogystal â mewn grŵp. Byddant yn cael dewis deunyddiau darllen ac yn cael eu hannog i ymgyfarwyddo â gwahanol brint mewn llyfrau. Bydd cyfleoedd i fwynhau gwneud marciau a fydd yn arwain at ffyrdd gwahanol o ysgrifennu. Dylid tynnu sylw plant at y ffaith bod dwy brif iaith yn bodoli yng Nghymru, sef y Gymraeg a’r Saesneg, a bod Cymru felly yn wlad ddwyieithog. Dylid hefyd annog plant i barchu eraill sydd yn defnyddio ieithoedd ar wahân i’r Gymraeg a’r Saesneg.

Datblygiad mathemategol

Gydag amrywiaeth o weithgareddau a phrofiadau bydd plant yn dysgu a datblygu cysyniadau mathemategol. Bydd hyn yn digwydd trwy chwarae, ar lafar ac yn ymarferol. Byddant yn cael cyfleoedd i ddefnyddio technoleg a gwybodaeth (TGCh) i feithrin eu sgiliau mathemategol gan wneud patrymau, creu data, chwarae gemau ac archwilio rhif. Byddant yn datblygu iaith fathemategol trwy ofyn ac ateb cwestiynau ac egluro sut maent wedi datrys problemau a chyflawni tasgau. Byddant yn meithrin dulliau eu hunain i gyflawni tasgau mathemategol trwy arbrofi a dod i ddeall y rhesymeg wrth wneud gwaith pen gyda rhifau. Wrth archwilio yn yr amgylchedd dan do ac yn yr awyr agored cânt gyfle i ddeall mwy am fathemateg wrth ddatrys problemau a datblygu eu dealltwriaeth o fesur, didoli, trefnu a phatrymau.

Datblygu’r Gymraeg

Gan fod Cymru yn wlad ddwyieithog dylid annog plant i ddefnyddio’r Gymraeg ym mhob maes dysgu. Dylai plant gael cyfle i wrando ar y Gymraeg yn rheolaidd fel eu bod yn dysgu i’w defnyddio’n naturiol bob dydd. Wrth annog plant i fynegi eu hanghenion drwy’r Gymraeg byddant yn datblygu hyder i’w defnyddio wrth chwarae. Mae angen iddynt glywed deunydd clywedol ac ymgymryd â gweithgareddau TGCh yn y Gymraeg. Bydd sgiliau llafar Cymraeg y plant yn eu cynorthwyo i ddarllen a dylid eu hannog i ddewis llyfrau darllen Cymraeg. Bydd siarad a darllen yn gymorth wrth iddynt wneud marciau a dechrau ysgrifennu yn Gymraeg.

Gwybodaeth a dealltwriaeth o’r byd

Dylai plant gael digon o gyfle i arbrofi ac archwilio’r amgylchedd er mwyn datblygu eu dealltwriaeth o’r byd o’u hamgylch. Trwy gynnig profiadau iddynt sy’n cynyddu eu chwilfrydedd byddant yn deall yn well sut mae pethau yn gweithio, er enghraifft sut mae lindys yn troi’n bili pala. Gallant ddefnyddio eu synhwyrau i ddod o hyd i atebion a dylid eu hannog i archwilio, arbrofi a holi cwestiynau. Mae angen iddynt ddysgu sut mae gweithio gydag eraill a sut mae rhannu syniadau a safbwyntiau yn medru bod yn effeithiol. Wrth gymryd rhan mewn gweithgareddau a phrofiadau sy’n eu hannog i ddefnyddio eu dychymyg a’u creadigrwydd byddant yn dysgu o’r profiadau hyn gan ymateb yn ôl yr angen.

Datblygiad corfforol

Dylid annog plant i ddefnyddio’r egni sydd ganddynt er mwyn symud a defnyddio’u cyrff yn effeithiol. Trwy hyn byddant yn datblygu ymwybyddiaeth o ofod, cydbwysedd, eu sgiliau cydsymud a sgiliau echddygol a llawdriniol. Wrth gael cyfleoedd i ddefnyddio adnoddau ac offer mawr a bach bydd plant yn datblygu rheolaeth dros eu cyrff. Byddant yn datblygu eu sgiliau echddygol manwl a bras, symudedd ac ymwybyddiaeth o le ar draws yr holl feysydd dysgu. Bydd hyn yn datblygu eu hyder ac yn cyfrannu tuag at iechyd, lles a diogelwch plant. Mae angen bod plant yn dysgu am bwysigrwydd diet iach, gorffwys, cysgu ac ymarfer corff a’r effaith y caiff hyn arnynt yn y tymor byr a’r tymor hir.

Datblygiad creadigol

Os caiff blant gyfleoedd ar draws y cwricwlwm i ddatblygu eu dychymyg a’u creadigrwydd byddant yn chwilfrydig ac yn hyderus i ddysgu trwy chwarae. Mae angen rhoi cyfle i blant ddarganfod priodweddau gwahanol ddefnyddiau, a'r broses o greu rhywbeth sy'n bwysig i'r plentyn yn hytrach na'r canlyniad. Dylid cynnig gweithgareddau a phrofiadau yn yr ardal dan do ac yn yr ardal allanol sy’n ysgogi’r synhwyrau. Mae angen i'r oedolyn ddarparu amrywiaeth o ddefnyddiau a chyfleoedd chwarae gan gynnwys cerddoriaeth, dawnsio, collage, peintio, llunio, modelu sbwriel, gwaith pren, tywod a dŵr i alluogi i blant ddatblygu ac ymarfer eu sgiliau creadigol. Bydd hyn yn caniatáu iddynt fynegi syniadau a datrys problemau gan arbrofi gyda syniadau newydd a ffyrdd gwahanol o feddwl.

Mae’r maes dysgu sy’n datblygu'r Gymraeg yn cysylltu â phob maes dysgu o fewn y Cwricwlwm. Dywed Llywodraeth Cymru yn Fframwaith y Cyfnod Sylfaen;

“Mae’r Cyfnod Sylfaen yn cyfrannu at y Cwricwlwm Cymreig drwy ddatblygu dealltwriaeth plant o hunaniaeth ddiwylliannol unigryw Cymru ar draws yr holl Feysydd Dysgu. Dylai’r plant werthfawrogi’r gwahanol ieithoedd, delweddau, gwrthrychau, synau a blasau sy’n rhan annatod o Gymru heddiw, a meithrin ymdeimlad o berthyn i Gymru, a dylent ddeall treftadaeth, llenyddiaeth a chelfyddydau Cymru yn ogystal â’r iaith”.

Mae hyn yn gymorth i’r plant deimlo eu bod yn perthyn i’w cymuned leol a Chymru ac yn gymorth iddynt ddatblygu eu dealltwriaeth o Gymru. Drwy gydnabod a chefnogi’r Gymraeg a diwylliant Cymru bydd plant yn cael cyfleoedd i ddathlu diwylliannau, ieithoedd a thraddodiadau arbennig Cymru gan hefyd barchu gwerthoedd diwylliannau eraill. Byddant hefyd yn datblygu gwybodaeth am eu cymunedau eu hunain; eu gwerthoedd a’u traddodiadau. Drwy ddysgu am hanes a daearyddiaeth Cymru, bydd plant yn datblygu eu dealltwriaeth o fywyd a chymuned heddiw ac yn y gorffennol.

Pwrpas y Cwricwlwm yw canolbwyntio ar gamau dysgu pob plentyn unigol o fewn pob maes dysgu fel eu bod yn medru symud ar gyflymder eu hunain a dim ond pan fyddant yn barod.

Mae chwarae yn rhan annatod o’r meysydd dysgu ac yn cynnig profiadau uniongyrchol ble gwelir plant yn atgyfnerthu eu dysgu. Trwy hyn byddant yn datblygu ymwybyddiaeth o’u hunain a’r byd o’u hamgylch. Mae’r meysydd dysgu yn caniatáu dysgu yn yr ardal dan do ac yn yr awyr agored gyda’r bwriad bod y ddwy ardal ar gael yn rheolaidd gyda phlant yn symud o un i’r llall yn wirfoddol. Mae pwyslais mawr ar yr amgylchedd awyr agored fel bod plant yn medru datblygu’n annibynnol wrth ddarganfod a gwneud penderfyniadau eu hunain.

Mae’r Cwricwlwm yn ystyried profiadau plant, y wybodaeth sydd ganddynt a’r hyn maent eisoes wedi ei ddysgu, sy’n caniatáu i’r oedolyn gynllunio’n briodol er mwyn cefnogi dysgu ymhellach. Rôl yr oedolyn yw cefnogi datblygiad a dysgu plant drwy ddarparu adnoddau a deunyddiau addas sy’n cwmpasu pob maes dysgu. Mae’r fframwaith yn pwysleisio bod angen cydbwysedd rhwng gweithgareddau strwythuredig (gweithgareddau sydd wedi’u cynllunio gan oedolion) a gweithgareddau digymell (gweithgareddau sydd wedi’u cynllunio gan blant).

Mae’r meysydd dysgu yn cefnogi datblygiad cyfannol plant drwy ganolbwyntio ar:

  • ddatblygiad holistig
  • hyrwyddo cydraddoldeb ac amrywiaeth
  • gweithgareddau uniongyrchol
  • adeiladu ar ddysgu blaenorol
  • ystyried anghenion pob plentyn unigol
  • gam datblygiad y plentyn
  • yr ardal allanol
  • ddatblygu hunanddelwedd a hunanwerth
  • adeiladu partneriaeth gyda rhieni/gofalwyr.

Darllen pellach:

https://hwb.gov.wales/cwricwlwm-cymru-2008/cyfnod-sylfaen/

Continuous provision and active learning

Darpariaeth barhaus, dysgu gweithredol a dysgu drwy brofiad

Children playing outdoors

Continuous provision

Continuous provision is what is provided to children every day within the learning environment. This can be in the form of areas including:

  • reading corner
  • mark making
  • building
  • water
  • creating area
  • painting/art area
  • small world – indoors and outdoors
  • maths/mathematics
  • come and explore
  • music
  • role play.

Areas within the setting must include appropriate resources so that identified learning can take place. It is not enough to merely establish the areas and let the children play in them. The adult has a responsibility to meet the needs of every child by modelling, expanding and promoting learning.

Action learning

Action learning allows the child to become a core part of the process. Giving children choices and allowing them to make their own decisions contributes towards their holistic development. If children play an active role in their learning, then they can plan activities in line with their interests and participate in play which appeals to them. Action learning will encourage children to develop independently and allow them to move their learning forward when they are ready. The practitioner needs to understand how important it is to offer a combination of opportunities to children which includes those planned by the adult and those led by the children. In order to allow children to participate in action learning the practitioner should:

  • plan the environment in accordance with the child's interests
  • offer plenty of challenges
  • create structured activities for the children
  • promote activities initiated by children
  • offer indoor and outdoor experiences.

Learning through play

The early years' curriculum should provide activities for children within each area of learning where they can enjoy direct experiences. As a result they will be given an opportunity to develop an understanding of themselves and the world around them, developing and learning holistically. When proving experiences, the child goes through the process of observation, discovery or encountering something for the first time. The experience will be reinforced as the child encounters the same experience again time after time. They will persevere with the task if they did not succeed the first time. Some children will have had more experience than others of encountering numerous risks while playing. This may depend on where children play when they are not at their settings. They may spend time in outdoor areas such as forests, gardens or parks where they will have had opportunities to explore and investigate the environment.

In order to allow children to learn through experience, the activities or play opportunities need to be spontaneous, and initiated by children. In order for this to happen, the environment will need to provide situations that encourage children to learn through their experiences. The practitioner's role is to provide suitable materials, equipment and resources within each area of learning that will allow this to happen successfully. The indoor and outdoor space should be flexible to enable children to change the space for different uses. The outdoor area can encourage children to explore and encounter challenges that they would not face in the indoor area. Learning through experience in the outdoor area will help children to increase their physical development, by practising fine and gross motor skills. By looking at the environment in a different way, perhaps by hanging upside down from a tree or by using a mirror to look at things differently, the child will start to understand and learn about the world around them.

It is important that children and young people are offered activities and opportunities that are suitable for their age and stage of development and that give them pleasure. Children will learn through play if they are interested in the activity.

By using the child-centred approach to learning, children will learn by doing rather than be taught.

Play helps children:

  • feel good about themselves
  • come to understand themselves by taking part in activities and experiences that contribute to the development of their physical, intellectual and linguistic skills
  • learn about others around them and the wider environment
  • build self-confidence and self-esteem
  • experiment with different feelings
  • show feelings in different situations
  • use their imagination
  • build socialisation skills
  • understand what they can accomplish independently
  • know when support is needed.

It seems that children learn far more when taking a direct part in play. By experimenting and exploring they will learn how things work and why things happen. This will give children control over their actions and will allow them to experiment with new activities in new situations as they get to know themselves better. When role playing or playing with friends, the child will be able to put themselves in a specific situation. They may imitate the behaviour of an animal they have heard about or read about in a story book. They will see some of their own characteristics come alive in the animals, and their personality and understanding of themselves will develop as a result.

Further reading:

https://bit.ly/2m1nJV7

https://bit.ly/2ka7xk3

https://bit.ly/2kpA3hM

Darpariaeth barhaus

Darpariaeth barhaus yw’r hyn sy’n cael ei ddarparu i blant bob dydd o fewn yr amgylchedd ddysgu. Gall hyn fod ar ffurf ardaloedd gan gynnwys:

  • cornel ddarllen
  • gwneud marciau
  • adeiladu
  • dŵr
  • ardal greu
  • ardal beintio/celf
  • byd bach - tu mewn a thu allan
  • mathemateg
  • dewch i ymchwilio
  • cerddoriaeth
  • chwarae rôl.

Rhaid i’r ardaloedd o fewn y lleoliad gynnwys adnoddau priodol er mwyn i’r dysgu a nodwyd ddigwydd. Nid yw’n ddigon sefydlu’r ardaloedd a gadael i’r plant chwarae ynddynt. Mae gan yr oedolyn gyfrifoldeb i gwrdd ag anghenion pob plentyn a hynny trwy fodelu, ehangu a hyrwyddo’r dysgu.

Dysgu gweithredol

Dysgu sy’n caniatáu i’r plentyn fod yn rhan ganolog o’r broses yw dysgu gweithredol. Bydd cynnig dewisiadau i blant a gadael iddynt wneud penderfyniadau eu hunain yn cyfrannu tuag at eu datblygiad cyfannol. Os ydy plant yn weithredol yn eu dysgu, yna gallant gynllunio gweithgareddau yn ôl eu diddordebau a chymryd rhan mewn chwarae sydd yn apelio atynt. Bydd dysgu gweithredol yn annog plant i ddatblygu’n annibynnol ac yn caniatáu iddynt symud eu dysgu ymlaen pan fyddant yn barod. Mae angen i’r ymarferwr ddeall pa mor bwysig yw cynnig cyfuniad o gyfleoedd i blant sy’n cynnwys rhai sy’n cael eu cynllunio gan yr oedolyn a rhai a ysgogir gan y plant. Er mwyn gallu caniatáu i blant ddysgu’n weithredol dylai’r ymarferwr:

  • gynllunio’r amgylchedd yn ôl diddordebau’r plentyn
  • gynnig digon o heriau
  • lunio gweithgareddau strwythuredig ar gyfer y plant
  • hyrwyddo gweithgareddau a gychwynnir gan blant
  • gynnig profiadau dan do ac yn yr awyr agored.

Dysgu trwy brofiad

Dylai cwricwlwm y blynyddoedd cynnar ddarparu gweithgareddau i blant o fewn pob maes dysgu ble gallant dderbyn profiadau uniongyrchol. Yn sgil hyn cânt gyfle i ddatblygu dealltwriaeth o’u hunain a’r byd o’u hamgylch gan ddatblygu a dysgu’n gyfannol. Wrth dderbyn profiadau mae’r plentyn yn mynd drwy’r broses o arsylwi, darganfod neu ddod ar draws rhywbeth am y tro cyntaf. Bydd y profiad yn cael ei atgyfnerthu wrth i’r plentyn ddod ar draws yr un profiad eto, dro ar ôl tro. Bydd yn dyfalbarhau gyda’r dasg os na wnaeth lwyddo y tro cyntaf. Mae rhai plant wedi cael mwy o brofiad nag eraill gan ddod ar draws risgiau niferus yn eu chwarae. Gall hyn ddibynnu ar ble mae’r plant yn chwarae tu allan i’w lleoliadau. Efallai eu bod yn treulio amser mewn ardaloedd allanol megis coedwigoedd, gerddi neu barciau ble maent yn cael cyfleoedd i archwilio ac ymchwilio’r amgylchedd.

Er mwyn caniatáu i blant ddysgu trwy brofiad mae angen i’r gweithgareddau neu’r chwarae fod yn ddigymell, ac yn rhai sy’n cael eu cychwyn gan blant. Er mwyn i hyn ddigwydd bydd angen i’r amgylchedd annog sefyllfaoedd sy’n hyrwyddo plant i ddysgu trwy eu profiadau. Rôl yr ymarferwr yw darparu deunyddiau addas, offer ac adnoddau o fewn pob maes dysgu a fydd yn caniatáu i hyn ddigwydd yn llwyddiannus. Dylai’r gofod tu mewn a thu allan fod yn hyblyg er mwyn galluogi i’r plant newid at ddefnydd gwahanol. Mae’r ardal allanol yn medru symbylu plant i archwilio a dod ar draws heriau na fyddai’n digwydd yn yr ardal fewnol. Bydd dysgu trwy brofiad yn yr ardal allanol yn fantais i blant gynyddu eu datblygiad corfforol, trwy ymarfer sgiliau motor mân a bras. Wrth edrych ar yr amgylchedd mewn ffordd wahanol, efallai trwy hongian o goeden wyneb i waered neu ddefnyddio drych i weld pethau’n wahanol, bydd y plentyn yn dod i ddeall a dysgu am y byd o’i amgylch.

Mae’n bwysig bod plant a phobl ifanc yn cael gweithgareddau a phrofiadau sy’n addas ar gyfer eu hoed a’u cam datblygiad ac sydd yn rhoi pleser iddynt. Bydd plant yn dysgu trwy chwarae os yw’r gweithgaredd o ddiddordeb iddynt. Trwy ddefnyddio’r dull plentyn-ganolog o ddysgu bydd y plant yn dysgu trwy wneud yn hytrach na chael eu dysgu.

Mae chwarae yn cynorthwyo plant i:

  • deimlo’n dda am eu hunain
  • ddod i ddeall am eu hunain wrth gymryd rhan mewn gweithgareddau a phrofiadau sy’n cyfrannu tuag at ddatblygu eu sgiliau corfforol, deallusol ac ieithyddol
  • ddysgu am eraill o’u cwmpas a’r amgylchedd ehangach
  • adeiladu hunanhyder a hunan-barch
  • arbrofi gyda gwahanol deimladau
  • arddangos teimladau mewn gwahanol sefyllfaoedd
  • ddefnyddio eu dychymyg
  • adeiladu sgiliau cymdeithasu
  • ddeall beth allant gyflawni yn annibynnol
  • wybod pryd bydd angen cymorth.

Gwelir fod plant yn dysgu llawer mwy wrth gymryd rhan uniongyrchol mewn chwarae. Trwy arbrofi ac archwilio byddant yn dysgu sut mae pethau yn gweithio a pam mae pethau yn digwydd. Bydd hyn yn rhoi rheolaeth i’r plant dros eu gweithredoedd a’u caniatáu i arbrofi gyda gweithgareddau newydd mewn sefyllfaoedd newydd gan ddod i adnabod eu hunain yn well. Wrth chwarae rôl neu chware gyda ffrindiau bydd y plentyn yn medru rhoi ei hun mewn sefyllfa benodol. Efallai bydd yn dynwared ymddygiad anifeiliaid y gwnaeth glywed neu ddarllen amdanynt mewn llyfr stori. Bydd yn gweld rhai nodweddion o’i hunan yn dod yn fyw yn yr anifeiliaid, ac yn sgil hyn gwelir ei bersonoliaeth a dealltwriaeth o’i hunan yn datblygu.

Darllen pellach:

https://bit.ly/2lGeUjD

https://bit.ly/2kAJzi2

https://bit.ly/2kzkP9R

Observation and assessment within the areas of learning

Arsylwi ac asesu yn y meysydd dysgu

It is important that practitioners can identify the needs of children and young people in order to provide them with detailed planning. By observing it is possible to identify the child's pattern of development and the progress being made against the development norms. Children's strengths and abilities can also be identified within the areas of learning. Through this the practitioner can plan continuous provision which is aligned with the areas of learning for each individual child.

The development of observation and assessment skills is an essential part of the practitioner's work. When observing, the practitioner looks at what the child does and listens to what the child says, recording the findings accurately. When assessing, a judgement will need to be made on the observation and the discoveries about the child in order to undertake further planning.

Observing children is important and is a professional skill which allows the practitioner to find out about the child's intelligence, to see whether their skills are developing and to identify their preferences. Observation contributes to a professional approach in order to take children's well-being into account, including:

  • understanding the child's pattern of development and learning about normal child development
  • meeting the needs of all individuals and understanding that all children have varying needs
  • developing good practice
  • establishing how the child plays
  • is the child making progress?
  • highlighting issues the child has, whether educational or medical
  • learning the importance of keeping detailed records of the development of children in order to obtain evidence, e.g. to assess whether the child has additional needs and whether the child is in the process of getting a statement, or because the child is behaving very differently from usual which is a cause for concern
  • getting to know the child as an individual in order to focus on their strengths
  • identifying behaviour that is different from usual
  • identifying behaviour that is a cause for concern
  • evaluating the setting's provision for the child
  • is the curriculum for the child effective?
  • planning for the child
  • evidence for reporting back to staff and parents/carers
  • does the child's learning need to be reinforced?
  • learning about the child's interests
  • developing understanding of various observation and assessment methods
  • developing their ability to evaluate comments
  • expand their experience and professional skills
  • assessing what has been achieved by the individual/group and using this to plan for the next stage.

Children may be observed formally or informally. The focus may be on the child or the activity being undertaken. Formal observation will involve carrying out an assessment, making comments, making check-lists and development charts. When observing and monitoring children informally, children will need to be observed playing and mixing naturally with other children.

There is a variety of ways of recording the progress of children in terms of their achievements and development and each setting will have its own way of doing so, including:

  • a diary – can be completed daily in order to keep track of the individual child's progress in detail
  • notebook – all within the setting use this booklet, recording any progress or incident
  • post-its – if the practitioner observes a child's achievements, they can be filled in and collected at the end of the session/day, transferring the information found to the children's records
  • technology – photographs, audio tapes and video can be used to record children's achievements and development.

The information gathered will need to be retained in order to undertake short term and long term planning. Using this information, the practitioner will be able to change the continuous provision within the setting's areas in order to meet the needs and interests of each child. Not everything which is seen needs to be recorded but the practitioner needs to work in a way that can identify which information is relevant to record.

Here is an example of what could be observed within the areas of learning:

  1. Personal and social development, well-being and cultural diversity. Can the child develop a relationship with others?
  2. Language, literacy and communication skills. Does the child ask and answer questions?
  3. Mathematical development. Does the child count to solve problems?
  4. Welsh Language Development. Does the child use the language during play activities?
  5. Knowledge and understanding of the world. Can the child make links between cause and effect?
  6. Physical development. Has the child developed control of their gross and fine motor skills?
  7. Creative development. Does the child make choices when choosing materials and resources?

The process of creating the Early Years Development and Assessment Framework (EYDAF) was initiated by the Welsh Government in 2013. EYDAF aims to ensure consistency in assessments made of the development of children up to 7 years old across the education and health sectors.

The Foundation Phase Profile has been designed to support workers in carrying out assessments of children as well as supporting early identification of any delays in development and needs. This will ensure that children in need receive appropriate support. A child may be confident when playing and learning in one specific area of learning but completely lacking in confidence in another.

The practitioner needs to work in a way which ensures that each child has a pleasant experience across all areas of learning. Observing children playing and taking part in activities within areas will allow this to happen.

Further reading:

https://bit.ly/2k4Vlko

https://bit.ly/2k75D3D

https://bit.ly/2m8cElp

Mae’n bwysig fod ymarferwr yn gallu adnabod anghenion plant a phobl ifanc er mwyn cynllunio yn fanwl ar eu cyfer. Wrth arsylwi mae modd dod i adnabod patrwm datblygiad y plentyn a pha gynnydd a wneir o’i gymharu â’r normau datblygiad. Gellir hefyd adnabod cryfderau a galluoedd plant o fewn y meysydd dysgu. Trwy hyn gall yr ymarferwr gynllunio darpariaeth barhaus sy’n cyd-fynd â’r meysydd dysgu ar gyfer pob plentyn unigol.

Mae datblygu sgiliau arsylwi ac asesu yn rhan hanfodol o waith yr ymarferwr. Wrth arsylwi bydd yr ymarferwr yn edrych ar yr hyn mae’r plentyn yn ei wneud, yn gwrando ar yr hyn mae’n ei ddweud gan gofnodi’r darganfyddiadau yn gywir. Wrth asesu bydd angen cynnig barn am yr arsylwad a’r hyn sydd wedi ei ddarganfod am y plentyn er mwyn cynllunio ymhellach.

Mae arsylwi plant yn bwysig ac yn sgil broffesiynol sy’n caniatáu i’r ymarferydd ddarganfod gwybodaeth am ddeallusrwydd y plentyn, gweld a yw ei sgiliau yn datblygu ac adnabod ei hoffterau. Mae arsylwi’n cyfrannu tuag at ddull proffesiynol o weithio er mwyn ystyried lles y plant gan gynnwys:

  • deall patrwm datblygiad y plentyn a dysgu am ddatblygiad normal plentyn
  • cwrdd ag anghenion pob unigolyn a deall bod gan bob un o’r plant anghenion amrywiol
  • datblygu arfer da
  • darganfod sut mae’r plentyn yn chwarae
  • a yw’r plentyn yn gwneud cynnydd?
  • tynnu sylw at broblemau sydd gan y plentyn, boed yn addysgol neu’n feddygol
  • dysgu pwysigrwydd cadw cofnodion manwl ar ddatblygiad plant er mwyn cael tystiolaeth e.e. ar gyfer asesu os oes gan y plentyn anghenion arbennig ac os yw’r plentyn yn mynd trwy’r broses o gael datganiad, neu oherwydd bod y plentyn yn ymddwyn yn wahanol iawn i’r arfer ac yn achosi pryder
  • dod i adnabod y plentyn fel unigolyn er mwyn canolbwyntio ar ei gryfderau
  • adnabod ymddygiad gwahanol i’r arfer
  • adnabod ymddygiad sy’n peri gofid
  • gwerthuso'r ddarpariaeth sydd gan y lleoliad ar gyfer y plentyn
  • a yw’r cwricwlwm ar gyfer y plentyn yn effeithiol?
  • cynllunio ar gyfer y plentyn
  • tystiolaeth ar gyfer adrodd yn ôl i staff a rhieni/gofalwyr
  • a oes angen atgyfnerthu'r hyn mae’r plentyn wedi ei ddysgu?
  • dysgu am ddiddordebau plentyn
  • datblygu dealltwriaeth o’r dulliau amrywiol o arsylwi ac asesu
  • datblygu eu sgil o werthuso sylwadau
  • ehangu eu profiad a’u sgiliau proffesiynol
  • asesu'r hyn a gyflawnwyd gan yr unigolyn/ grŵp, a defnyddio hyn i gynllunio ar gyfer y cam nesaf.

Gellir arsylwi a monitro plant yn ffurfiol neu’n anffurfiol. Gellir canolbwyntio ar y plentyn neu’r weithgaredd sy’n digwydd. Bydd arsylwi ffurfiol yn cynnwys gwneud asesiad, ysgrifennu sylwadau, gwneud rhestrau gwirio a siartiau datblygiad. Wrth arsylwi a monitro plant yn anffurfiol bydd angen edrych ar blant wrth iddynt chwarae a chymysgu’n naturiol gyda phlant eraill.

Mae yna amrywiaeth o ffyrdd o gofnodi cynnydd plant o ran eu cyflawniadau a’u datblygiad ac fe fydd gan bob lleoliad eu ffordd ei hun o wneud hyn gan gynnwys;

  • dyddiadur - gellir ei lenwi yn ddyddiol er mwyn cadw golwg fanwl ar gynnydd y plentyn unigol
  • llyfr nodiadau - gall pob un o fewn y lleoliad ddefnyddio’r llyfryn hwn gan gofnodi unrhyw gynnydd neu ddigwyddiad
  • nodiadau gludiog - os bydd yr ymarferwr yn arsylwi ar gyflawniadau plentyn gellir eu llenwi ac yna eu casglu ar ddiwedd y sesiwn/diwrnod gan drosglwyddo’r wybodaeth a ddarganfyddir i gofnodion y plant
  • technoleg - gellir defnyddio ffotograffau, tapiau sain a fideo er mwyn cofnodi cyflawniadau a datblygiad plant.

Bydd angen cadw’r wybodaeth a gasglwyd er mwyn gallu cynllunio yn y tymor byr a’r tymor hir. Gan ddefnyddio’r wybodaeth yma bydd yr ymarferwr yn gallu newid y ddarpariaeth barhaus o fewn ardaloedd y lleoliad er mwyn cwrdd â diddordebau ac anghenion pob plentyn. Nid oes angen cofnodi popeth a welir ond mae angen i’r ymarferwr weithio mewn ffordd sy’n medru adnabod pa wybodaeth sy’n berthnasol i’w cofnodi.

Dyma enghraifft o beth y gellid eu harsylwi o fewn y meysydd dysgu:

  1. Datblygiad personol a chymdeithasol, llesiant ac amrywiaeth ddiwylliannol. A yw’r plentyn yn medru meithrin perthynas ag eraill?
  2. Sgiliau iaith, llythrennedd a chyfathrebu. A yw’r plentyn yn gofyn ac ateb cwestiynau?
  3. Datblygiad mathemategol. A yw’r plentyn yn defnyddio cyfrif i ddatrys problemau?
  4. Datblygu’r Gymraeg. A yw’r plentyn yn defnyddio’r iaith mewn gweithgareddau chwarae?
  5. Gwybodaeth a dealltwriaeth o’r byd. A yw’r plentyn yn medru gwneud cysylltiadau rhwng achos ac effaith?
  6. Datblygiad corfforol. A yw’r plentyn wedi datblygu rheolaeth dros ei sgiliau echddygol bras a manwl?
  7. Datblygiad creadigol. A yw’r plentyn yn gwneud dewisiadau wrth ddewis defnyddiau ac adnoddau?

Dechreuwyd ar y broses o greu Fframwaith Datblygu ac Asesu’r Blynyddoedd Cynnar (FfDABC) gan Lywodraeth Cymru yn 2013. Nod y FfDABC yw sicrhau bod cysondeb ar asesiadau a wneir ar ddatblygiad plant hyd at 7 oed ar draws y sectorau addysg ac iechyd.

Mae Proffil y Cyfnod Sylfaen wedi cael ei gynllunio i fod o gymorth i weithwyr wrth gynnal asesiadau o blant yn ogystal â helpu i nodi’n ddigon cynnar os oes unrhyw oedi o ran datblygiad ac anghenion. Bydd hyn yn sicrhau bod y plant sydd mewn angen yn derbyn cefnogaeth briodol. Gall blentyn fod yn hyderus wrth chwarae a dysgu o fewn un maes dysgu penodol ond yn hollol ddihyder mewn maes arall.

Mae angen i’r ymarferwr weithio mewn ffordd sy’n sicrhau bod pob plentyn yn cael profiad pleserus ar draws yr holl feysydd dysgu. Bydd arsylwi ar blant yn chwarae a chymryd rhan mewn gweithgareddau o fewn ardaloedd yn caniatáu hyn i ddigwydd.

Darllen pellach:

https://hwb.gov.wales/cwricwlwm-cymru-2008/cyfnod-sylfaen/

https://bit.ly/2k6YKPH

https://bit.ly/2m1sqyd

Supporting children's learning and development in the areas of learning including additional needs

Cefnogi dysgu a datblygiad plant yn y meysydd dysgu gan gynnwys anghenion ychwanegol

A teacher in the classroom providing additional help

It is important to provide positive environments that develop and support children's emotional, physical and mental well-being in order to support their growth and development. A positive environment enables you to promote the physical, social, emotional, cognitive and linguistic development of children in your care. The Foundation Phase's statutory framework provides children with opportunities to achieve holistic development by offering a curriculum which focuses on the needs of each individual child. It considers children's experiences, their existing knowledge and what they have already learnt. This allows the planning of an appropriate curriculum to support the learning further.

https://bit.ly/2QkI7LY

The areas of the curriculum include:

  • Personal and Social Development, Well-being and Cultural Diversity
  • Language, Literacy and Communication Skills
  • Mathematical Development
  • Welsh Language Development
  • Knowledge and Understanding of the World
  • Physical Development
  • Creative Development.

Personal and Social Development, Well-being and Cultural Diversity

A positive environment supports children’s social and emotional development. Seeing positive images regularly in the setting will develop children's sense of self-identity. For example, a character with a disability could be chosen as a superhero, or people dressed in clothes representing a variety of cultures such as a sari or hijab.

Confidence and independence are encouraged by providing equipment and resources that are suitable for children's stage of development and are accessible to them. Planning is required in order to ensure that all children can access all resources available. The positive behaviour of children will develop as they understand expectations and as they are encouraged and praised to follow the rules of the setting. By taking part in play activities in the indoor or outdoor area, children socialise with adults and other children in a fun way.

https://bit.ly/2kpIiuh

Language, Literacy and Communication Development including Welsh Language Development

A positive environment supports linguistic development by providing suitable areas for communicating with adults or other children. Small cosy areas can help to reduce background noise and encourage shy children to communicate as they feel secure. Resources such as puppets, recording equipment and toys such as telephones allow children to communicate and develop their speech and language skills. Activities that are a part of the daily routine encourage linguistic development, for example circle time, story time and when singing nursery rhymes. Children should be given opportunities to write in the indoor and outdoor areas, for example forming letters in a tub of shaving foam.

Mathematical Development

If children are given a variety of oral, practical and play activities they will develop their skills and understanding of mathematics. Providing children with opportunities to listen to songs, rhymes and stories which include a mathematical theme will allow them to arrange numbers and mathematical concepts. Games which involve numbers, shapes and measuring will allow them to remember concepts. Activities such as Lego can encourage them to solve mathematical problems. Children need to develop an understanding that mathematics is all around them, for example, cutting a sandwich in half, a car stopping at the red lights, running a race and coming first, second or third. The role play area will be able to contribute to mathematical development as the children are given an opportunity to pay for goods from the shop or give another child a food order. They will handle money and learn its value.

Welsh Language Development

It is important for children to hear the Welsh language regularly and this can be ensured by giving them opportunities to listen to songs, rhymes and stories. They need to be introduced to the shapes and sounds of letters by offering a variety of reading books and electronic and interactive resources. Their Welsh can be practised by making marks and seeking to form the first letter of their name or the first letter of an object in a reading book. The practitioner needs to be a good role model, pronouncing words and phrases clearly and correctly. Children need opportunities to ask and answer questions in Welsh in order to develop their confidence and self-esteem. Discussion periods will give them an opportunity to develop to speak Welsh confidently.

Further reading:

https://bit.ly/2lE3bSE

Knowledge and Understanding of the World

By offering a range of opportunities for children to experiment and explore indoors and outdoors they will develop the confidence to understand what is happening in the world around them. They can learn that flowers and plants need to be watered regularly in order to see them grow and the results of their actions will give them a sense of pride and make them respect the environment. By recycling waste in the classroom they will learn how their actions can improve the environment. Children will enjoy learning about people's jobs in the community and they can do this by visiting places such as offices, shops, clinics and the fire station. They will be able to show their understanding during imaginative play following these visits.

https://bit.ly/2lNyn1y

Physical Development

The following are some of the opportunities settings should offer children, according to the Framework for Children's Learning for 3 to 7-year-olds in Wales:

  • develop co-ordination skills
  • develop gross motor skills
  • develop fine motor skills
  • control body movements
  • develop muscle tone, appropriate tension and balance
  • develop an understanding of how their bodies move
  • be able to move safely with increasing control and co-ordination
  • understand, appreciate and enjoy the differences between running, walking, skipping, jumping, climbing and hopping.

https://bit.ly/2kA3EFa

By providing furniture, resources and activities that are suitable for children's age and stage of development, a setting will support the physical development of children. It is important to make use of the outdoor area, as well as the indoor area. Toys such as bikes and scooters promote the development of gross motor skills, and help children to learn about speed, space and distance. Children need to take part in physical activities that challenge and motivate them and provide them with opportunities to explore and manage risk, for instance climbing and riding a bike. Activities in the construction, sand or water areas support the development of fine manipulative skills and hand-eye co-ordination. The environment should provide opportunities for children to develop their sensory awareness, and tactile resources such as wooden pegs, brushes, sponges, smooth stones, metal and wooden spoons, or pieces of material such as velvet can promote this.

Creative Development

The following are some of the opportunities settings should offer children, according to the Framework for Children's Learning for 3 to 7-year-olds in Wales:

  • explore, investigate and use the indoor and outdoor learning environments
  • be involved in different types of play and a range of planned activities, including those that are child initiated
  • be involved in activities that allow them to work as individuals and in groups
  • use a wide range of resources and stimuli
  • experience traditions and celebrations of different cultures
  • experience art, craft, design, music and dance from Wales and other cultures.

By providing resources and activities that are suitable for children's age and stage of development, a setting will support the creative development of children. It is important to provide resources from a variety of cultures in order to stimulate new ideas, for example music so that children explore different sounds and movements. Natural materials such as clay, sand and water stimulate creativity and develop children's sensory awareness. Settings should provide a variety of resources in order to develop creativity, for example different types of paper such as newspaper or wallpaper, crayons, chalk and different types of paint.

Further reading:

https://bit.ly/2kc02Jq

Structured and spontaneous opportunities

It is essential for children to receive a combination of structured and spontaneous opportunities across all areas of learning. Spontaneous opportunities initiated by children will:

  • allow them to maximise their activities and play
  • give them an opportunity to start their own activities choosing the setting as well as the resources to be used
  • allow them to plan their play according to their ability
  • give them an opportunity to follow their interests and discover the interests and expertise of peers
  • give them confidence as they are a part of the planning.

Practitioners need to:

  • work in ways which allow children to enjoy spontaneous opportunities
  • lead structured opportunities
  • give the children specific guidance
  • avoid too much intervention – this is important
  • promote learning at all times in order to broaden the child's development and understanding.

Children will grow in confidence by being given constant encouragement by the practitioner. The practitioner needs to work in a way which offers encouragement through positive reinforcement, support and gestures in order to show that they appreciate the children's achievements. Sometimes individual attention will need to be given to a child and this needs to be done in a sensitive manner so that the child does not feel that they are being belittled. The child will not be an expert in every area of learning and it is important to recognise that everyone is different, that they have different interests and develop skills at a different pace. The practitioner can encourage the child to ask questions if they see that an activity or task is proving difficult or they do not understand the logic behind the activity. This will allow them to cope with challenging situations in the future.

It is important to ensure that the opportunities meet the needs of each individual child and the practitioner will need to adapt activities and experiences across every area of learning to include children with additional needs.

Difficulty How to solve this
a child unable to hear the teacher's instructions write the instructions on a piece of paper,draw pictures which describe what to do
a child unable to hear other children encourage other children to face the child when speaking
cannot understand instructions organise games where instructions do not need to be followed
a child unable to stand organise an activity where there is no need to stand, place activities on tables where the child can sit
a child having difficulties balancing vary the activities so that children with skills at different levels can choose for themselves
a child unable to get to grips with doing a group activity organise an activity in pairs
difficulty doing a jigsaw due to weak coordination skills with the entire jigsaw moving when they try and slot a piece into place place the jigsaw on a rubber mat so that it is more secure
stairs prevent the child from accessing the playing field install a ramp or lift to overcome the obstacle
the setting's routine is unsuitable as the child needs a regular snack offer the child food regularly and encourage them to eat when needed
a child wants to play with the balls but has difficultly handling them as they are too small offer the child a larger ball, make different sized balls available so that they can choose
has difficulty reading when playing a word lotto game or word bingo place pictures on cards rather than words
a partially blind child is having difficulties taking part opportunities to explore using the senses such as touch, hearing and taste

Mae darparu amgylcheddau cadarnhaol sy’n meithrin ac yn cefnogi llesiant emosiynol, corfforol a meddyliol plant yn bwysig er mwyn eu helpu i dyfu a datblygu. Bydd amgylchedd cadarnhaol yn eich galluogi i hyrwyddo datblygiad corfforol cymdeithasol, emosiynol, gwybyddol ac ieithyddol y plant yn eich gofal. Mae fframwaith statudol y Cyfnod Sylfaen yn darparu cyfleoedd i blant wireddu datblygiad cyfannol trwy gynnig cwricwlwm sy’n canolbwyntio ar anghenion pob plentyn unigol. Mae’n ystyried profiadau plant, y wybodaeth sydd ganddynt a’r hyn maent eisoes wedi ei ddysgu. Bydd hyn yn caniatáu cynllunio cwricwlwm priodol er mwyn cefnogi’r dysgu ymhellach.

https://bit.ly/32nTLeH

Mae’r meysydd cwricwlaidd yn cynnwys:

  • Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol
  • Sgiliau iaith, Llythrennedd a Chyfathrebu
  • Datblygiad Mathemategol
  • Datblygu’r Gymraeg
  • Gwybodaeth a Dealltwriaeth o’r Byd
  • Datblygiad Corfforol
  • Datblygiad Creadigol

Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol

Mae amgylchedd cadarnhaol yn cefnogi datblygiad cymdeithasol ac emosiynol plant. Drwy weld delweddau cadarnhaol yn gyson yn y lleoliad bydd plant yn datblygu ymdeimlad o hunaniaeth. Gallai hyn fod yn gymeriad ag anabledd, yn arwr arbennig, neu rai mewn gwisgoedd fel sari neu hijab sy'n gysylltiedig â diwylliant arbennig.

Bydd hyder ac annibyniaeth yn cael eu hannog drwy ddarparu offer ac adnoddau sy’n addas ar gyfer cam datblygiad plant, ac sy’n gyraeddadwy iddynt. Mae angen cynllunio er mwyn sicrhau bod pob plentyn yn gallu cael mynediad at yr holl adnoddau sydd ar gael. Bydd ymddygiad cadarnhaol plant yn datblygu wrth iddynt ddeall disgwyliadau ac wrth gael eu hannog a chanmol i ddilyn rheolau’r lleoliad. Drwy gymryd rhan mewn gweithgareddau chwarae yn yr ardal dan do neu allan yn yr awyr agored, bydd plant yn cymdeithasu gydag oedolion a phlant eraill mewn ffordd hwyliog.

https://bit.ly/2k9estE

Datblygiad Iaith, Llythrennedd a Chyfathrebu gan gynnwys Datblygu’r Gymraeg

Mae amgylchedd cadarnhaol yn cefnogi datblygiad ieithyddol drwy ddarparu ardaloedd addas ar gyfer cyfathrebu gydag oedolion neu blant eraill. Gall ardaloedd bach clyd helpu i leihau sŵn yn y cefndir ac annog plant swil i gyfathrebu gan eu bod yn teimlo’n ddiogel. Gall adnoddau fel pypedau, offer recordio a theganau megis ffonau annog plant i gyfathrebu a datblygu eu sgiliau iaith a lleferydd. Mae gweithgareddau sy’n rhan o’r drefn ddyddiol yn annog datblygiad ieithyddol, er enghraifft amser cylch, amser stori a chanu hwiangerddi. Dylai plant gael cyfleoedd i ysgrifennu yn yr ardal dan do ac yn yr awyr agored, er enghraifft ffurfio llythrennau mewn twb o sebon siafio.

Datblygiad Mathemategol

Os caiff plant amrywiaeth o weithgareddau llafar, ymarferol a chwarae byddant yn datblygu eu sgiliau a’u dealltwriaeth o fathemateg. Bydd rhoi cyfleoedd i blant wrando ar ganeuon, rhigymau a storïau sy’n cynnwys thema mathemateg yn eu galluogi i drefnu rhifau a chysyniadau mathemategol. Bydd gemau yn ymwneud â rhifau, siapiau a mesur yn eu galluogi i alw'r cysyniadau i gof. Gall gweithgareddau megis Lego, eu hannog i ddatrys problemau mathemategol. Mae angen i blant ddatblygu’r ddealltwriaeth bod mathemateg o’u hamgylch ym mhob man, er enghraifft, torri brechdan yn hanner, car yn stopio wrth i’r golau coch ymddangos, rhedeg ras a dod yn 1af, 2ail neu 3ydd. Bydd yr ardal chwarae rôl yn medru cyfrannu at ddatblygiad mathemateg wrth i’r plant gael cyfle i dalu am nwyddau o’r siop neu roi archeb i blentyn arall am bryd o fwyd. Byddant yn trin arian ac yn dysgu ei werth.

Datblygu’r Gymraeg

Mae’n bwysig bod plant yn clywed y Gymraeg yn rheolaidd a gellir sicrhau bod hyn yn digwydd trwy roi cyfleoedd iddynt wrando ar ganeuon, rhigymau a storïau. Mae angen eu cyflwyno i siapiau a synau llythrennau trwy gynnig amrywiaeth o lyfrau darllen ac adnoddau electronig a rhyngweithiol. Gellir ymarfer eu Cymraeg drwy wneud marciau gan fynd ati i ffurfio llythyren gyntaf eu henw neu ffurfio llythyren gyntaf gwrthrych mewn llyfr darllen. Mae angen i’r ymarferwr fod yn fodel rôl da gan ynganu geiriau ac ymadroddion yn glir ac yn gywir. Mae angen i blant gael cyfleoedd i holi ac ateb cwestiynau yn Gymraeg er mwyn adeiladu eu hyder a’u hunan-barch. Bydd cyfnodau trafod yn rhoi cyfle iddynt ddatblygu i siarad Cymraeg yn hyderus.

https://bit.ly/2m8mxQ3

Gwybodaeth a Dealltwriaeth o’r Byd

Wrth gynnig amrywiaeth o gyfleoedd i blant arbrofi ac archwilio yn yr ardal dan do a thu allan byddant yn datblygu hyder i ddeall am yr hyn sy’n digwydd yn y byd o’u cwmpas. Gallant ddysgu bod angen rhoi dŵr i’r blodau a’r planhigion yn gyson os am eu gweld yn tyfu a bydd canlyniadau eu gweithredoedd yn rhoi balchder iddynt ac yn gwneud iddynt barchu’r amgylchedd. Wrth ailgylchu sbwriel yn y dosbarth byddant yn dysgu sut mae eu gweithredoedd yn gallu gwella’r amgylchedd. Bydd plant yn hoffi dysgu am swyddi pobl yn y gymuned a gallant wneud hyn drwy ymweld â llefydd megis swyddfeydd, siopau, clinigau, a’r orsaf dân. Byddant yn medru dangos eu dealltwriaeth yn eu chwarae dychmygol yn dilyn yr ymweliadau hyn.

https://bit.ly/2k9j8Qe

Datblygiad Corfforol

Dyma rai o’r cyfleoedd dylai lleoliadau gynnig i blant, yn ôl Fframwaith ar gyfer Dysgu Plant 3 i 7 oed yng Nghymru:

  • datblygu sgiliau cydsymud
  • datblygu sgiliau echddygol bras
  • datblygu sgiliau llawdriniol manwl
  • rheoli symudiadau’r corff
  • datblygu ffyrfder (tone) y cyhyrau, tyndra priodol a chydbwysedd
  • datblygu dealltwriaeth o’r modd y mae eu cyrff yn symud
  • gallu symud yn ddiogel, gan ddangos rheolaeth a sgiliau cydsymud cynyddol
  • deall, gwerthfawrogi a mwynhau’r gwahaniaethau rhwng rhedeg, cerdded, sgipio, neidio, dringo a hercian.

https://bit.ly/2m2JAeU

Drwy ddarparu dodrefn, adnoddau a gweithgareddau sy’n addas ar gyfer oed a cham datblygiad plant bydd lleoliad yn cefnogi datblygiad corfforol plant. Mae’n bwysig defnyddio’r ardal tu allan, yn ogystal â’r ardal tu mewn. Mae teganau megis beiciau a sgwteri yn hyrwyddo datblygiad sgiliau echddygol bras, ac yn helpu plant i ddysgu am gyflymder, gofod a phellter. Mae angen i blant gymryd rhan mewn gweithgareddau corfforol sy’n eu herio a’u cymell a rhoi cyfleoedd iddynt archwilio a rheoli risg, er enghraifft dringo a reidio beic. Mae gweithgareddau yn yr ardal adeiladu, tywod neu ddŵr yn helpu i ddatblygu sgiliau llawdriniol manwl a chydweithrediad llaw a llygaid. Dylai’r amgylchedd gynnig cyfleoedd i blant ddatblygu eu hymwybyddiaeth o synhwyrau, a gall adnoddau cyffyrddol megis pegiau pren, brwshys, sbyngau, cerrig llyfn, llwyau metal a phren, neu ddarnau o ddefnydd megis felfed hyrwyddo hyn.

Datblygiad Creadigol

Dyma rai o’r cyfleoedd dylai lleoliadau gynnig i blant, yn ôl Fframwaith ar gyfer Dysgu Plant 3 i 7 oed yng Nghymru:

  • archwilio’r amgylcheddau dysgu a geir dan do ac yn yr awyr agored, ymchwilio iddynt a’u defnyddio
  • cymryd rhan mewn gwahanol fathau o weithgareddau chwarae ac ystod o weithgareddau a gaiff eu cynllunio, gan gynnwys y rheiny a gychwynnir gan y plant
  • cymryd rhan mewn gweithgareddau sy’n caniatáu iddynt weithio fel unigolion ac mewn grwpiau
  • defnyddio ystod eang o adnoddau ac ysgogiadau
  • profi traddodiadau a dathliadau o wahanol ddiwylliannau
  • cael profiad o gelf, crefft, gwaith dylunio, cerddoriaeth a dawnsiau o Gymru a diwylliannau eraill.

Drwy ddarparu adnoddau a gweithgareddau sy’n addas ar gyfer oed a cham datblygiad plant bydd lleoliad yn cefnogi datblygiad creadigol. Mae’n bwysig darparu adnoddau o amrywiaeth o ddiwylliannau er mwyn ysgogi syniadau newydd, er enghraifft cerddoriaeth er mwyn i blant archwilio synau a symudiadau gwahanol. Gall deunyddiau naturiol megis clai, tywod a dŵr symbylu creadigrwydd a datblygu ymwybyddiaeth plant o synhwyrau. Dylai lleoliadau ddarparu amrywiaeth o adnoddau er mwyn datblygu creadigrwydd, er enghraifft gwahanol fathau o bapur megis papur newydd neu bapur wal, creonau, sialc a gwahanol fathau o baent.

https://bit.ly/2lNTdOn

Cyfleoedd strwythuredig a digymell

Mae’n hanfodol bod plant yn derbyn cyfuniad o gyfleoedd strwythuredig a rhai digymell ar draws pob maes dysgu. Bydd y cyfleoedd digymell sy’n cael eu cychwyn gan blant yn;

  • galluogi’r plant i gael y gorau o’r gweithgareddau a’r chwarae
  • rhoi cyfle i blant gychwyn gweithgareddau eu hunain gan ddewis y lleoliad yn ogystal â’r adnoddau i’w defnyddio
  • caniatáu i’r plant gynllunio eu chwarae yn ôl eu gallu
  • rhoi cyfle iddynt ddilyn eu diddordebau gan ddarganfod beth yw diddordebau ac arbenigedd eu cyfoedion
  • rhoi hyder iddynt gan eu bod yn rhan o’r cynllunio.

Mae angen i’r ymarferwyr;

  • weithio mewn ffyrdd sy’n caniatáu bod cyfleoedd digymell yn bosib i blant
  • arwain cyfleoedd strwythuredig
  • roi cyfarwyddiadau penodol i’r plant
  • beidio ymyrryd yn ormodol – mae hyn yn bwysig
  • hyrwyddo’r dysgu bob amser er mwyn ymestyn datblygiad a dealltwriaeth y plentyn.

Bydd plant yn magu hyder trwy dderbyn anogaeth gyson oddi wrth yr ymarferwr. Mae angen i’r ymarferwr weithio mewn ffordd sy’n cynnig anogaeth drwy atgyfnerthu cadarnhaol, cefnogaeth ac ystumiau er mwyn dangos ei fod yn gwerthfawrogi cyflawniadau’r plant. Weithiau bydd angen rhoi sylw unigol i blentyn ac mae angen gwneud hyn mewn ffordd sensitif fel na fydd y plentyn yn teimlo ei fod yn cael ei fychanu. Ni fydd y plentyn yn arbenigo ym mhob maes dysgu ac mae angen cydnabod bod pawb yn wahanol, yn berchen ar ddiddordebau gwahanol ac yn datblygu sgiliau ar amseroedd gwahanol. Gall yr ymarferwr annog y plentyn i holi cwestiynau os yw’n gweld gweithgaredd neu dasg yn anodd neu os nad yw’n deall rhesymeg sydd tu ôl i’r gweithgaredd. Bydd hyn yn caniatáu iddo ymdopi â sefyllfaoedd heriol yn y dyfodol.

Mae angen sicrhau bod y cyfleoedd yn cwrdd ag anghenion pob plentyn unigol a bydd angen i’r ymarferwr allu addasu’r gweithgareddau a’r profiadau ar draws pob maes dysgu i gynnwys plant ag anghenion ychwanegol.

Anhawster Sut i’w ddatrys
plentyn yn methu clywed cyfarwyddiadau’r athro ysgrifennu’r cyfarwyddiadau ar bapur, tynnu lluniau sy’n disgrifio beth i’w wneud
plentyn yn methu clywed plant eraill annog plant eraill i wynebu’r plentyn wrth siarad
heb fod yn deall cyfarwyddiadau trefnu gemau lle nad oes angen dilyn cyfarwyddiadau
plentyn yn methu sefyll trefnu gweithgaredd ble nad oes angen sefyll, gosod gweithgareddau ar fyrddau ble gall y plentyn eistedd
plentyn yn cael anhawster gyda sgiliau cydbwysedd amrywio’r gweithgareddau yna gall plant sydd â sgiliau ar lefelau gwahanol ddewis dros eu hunain
plentyn yn methu dygymod â gwneud gweithgaredd mewn grŵp trefnu gweithgaredd i chwarae mewn pâr
anhawster gwneud jig-so oherwydd sgiliau cydweithrediad gwan gyda’r jig-so cyfan yn symud pan fydd yn ceisio rhoi darn yn ei le gosod y jig-so ar fat rwber a fydd yn fwy sefydlog
grisiau yn atal y plentyn rhag cael mynediad i’r cae chwarae gosod ramp neu lifft er mwyn goresgyn y rhwystr
trefn y lleoliad yn anaddas gan fod y plentyn angen byrbryd cyson cynnig bwyd i’r plentyn yn gyson a’i annog i gymryd bwyd pan fydd ei angen
plentyn eisiau chwarae gyda’r peli ond mae’n cael anhawster eu trin gan eu bod yn rhy fach cynnig pêl yn fwy i’r plentyn, peli o faint gwahanol ar gael fel y gall ddewis
cael anhawster darllen wrth chwarae gêm loto geiriau neu bingo geiriau gosod lluniau ar gardiau yn hytrach na geiriau
plentyn rhannol ddall yn cael anhawster cymryd rhan cyfleoedd i archwilio trwy ddefnyddio’r synhwyrau megis cyffwrdd, clywed a blasu

Using feedback from others to improve own practice

Defnyddio adborth gan eraill i wella eich ymarfer eich hun

Feedback

The term feedback is used to describe comments that some offer to others on their performance or work. Attention needs to be given to feedback as it can provide ideas on how to change and improve practice in the future. Feedback is important for learning and development. Practitioners should receive regular feedback from managers during their induction. This will help to raise awareness of strengths and areas for improvement. Constructive feedback helps to develop confidence and plan professional development. Feedback should be considered as a tool to help practitioners to succeed rather than a threat. Practitioners can also receive feedback on their practice from children and their families/carers.

Seeking feedback is important as it helps practitioners:

  • to listen
  • to think about their work
  • to identify their strengths and weaknesses
  • by including positive and successful comments
  • by making suggestions
  • to improve themselves as practitioners
  • by offering support to identify aspects which require improvement
  • to take responsibility for expanding their skills
  • by highlighting areas which require improvement
  • to increase their knowledge
  • to consider the impact of the changes made
  • to consider training needs.

Practitioners will receive feedback from a range of sources, including children. It is important to listen to any feedback provided in order to improve practice. It is helpful to record this feedback for future reference, giving careful consideration and further attention to what has been said.

Practitioners will receive feedback from their tutor on their study skills, their writing style and their attitude towards the course. The tutor will also visit the setting and receive feedback on the practitioner from the setting's staff. They will also observe the practitioner to see how they perform, giving on-the-spot feedback. This feedback will enable the practitioner to gain a specific qualification.

Other members of staff will provide feedback in the form of advice to the individual on their practice. It is important to listen carefully to this feedback as the staff have a wealth of experience and are aware of what the practitioner should learn and put in practice. They know how to provide constructive feedback which, in turn, will help the practitioner to work confidently in an early years and childcare setting. By listening to feedback from colleagues, the practitioner will go on to work effectively as part of a successful team.

There is an opportunity for families/carers to provide feedback on practice to staff and the early years setting. The setting will have arrangements for reporting back to families/carers and they will have the opportunity to make suggestions and draw attention to complaints relating to their children and/or the setting. Settings may distribute regular questionnaires to give parents/guardians the opportunity to make comments and voice their opinion on specific aspects.

Children may be in the best position to provide feedback. They will make it clear, through their feelings and what they say, whether the activity which has been prepared is successful or not. Their behaviour will also signify the success of any activities set by the practitioner. Children like to talk and if the practitioner communicates well with them, they are more likely to go to chat with the practitioner.

The following are important skills to be considered by practitioners and used as a basis for feedback:

  • engaging with children
  • listening to children
  • communicating with children
  • communicating with other individuals
  • keeping records
  • encouragement and praise
  • preparing structured activities
  • contributing to activities initiated by children
  • consider the areas of learning
  • learning through play
  • holistic learning
  • consider children's needs
  • adapt activities
  • observe children.

Further reading:

https://bit.ly/2GqEMHG

Defnyddir y term adborth i ddisgrifio’r sylwadau y mae rhai yn eu cynnig i eraill ynghylch eu perfformiad neu eu gwaith. Mae angen i’r ymarferwr weithio mewn ffyrdd sy’n rhoi sylw adborth gan ei fod yn gallu cynnig syniadau ar sut i newid a gwella arfer yn y dyfodol. Mae adborth yn bwysig ar gyfer dysgu a datblygiad. Dylai ymarferwyr dderbyn adborth yn rheolaidd gan reolwyr yn ystod y broses sefydlu. Bydd hyn yn helpu codi ymwybyddiaeth o gryfderau a meysydd lle mae angen gwella. Mae adborth adeiladol yn helpu i ddatblygu hyder a chynllunio datblygiad proffesiynol. Dylai’r adborth fod yn arf sydd yn cynorthwyo ymarferwyr i lwyddo yn hytrach na rhywbeth a gaiff ei ystyried yn fygythiad. Gall ymarferwyr hefyd dderbyn adborth ar eu harferion gan blant a’u teuluoedd/gofalwyr.

Mae ceisio adborth ar ymarfer yn bwysig gan ei fod yn cynorthwyo ymarferwyr:

  • i wrando
  • i feddwl am y ffordd y maen nhw’n gweithredu
  • i adnabod eu cryfderau a’u gwendidau
  • drwy gynnwys sylwadau positif a llwyddiannus
  • drwy gynnig awgrymiadau
  • i wella eu hunain fel ymarferwyr
  • drwy gynnig cymorth i adnabod pa agweddau sydd angen eu gwella
  • rhoi cyfrifoldeb arnoch i ymestyn eich sgiliau
  • amlygu ardaloedd sydd angen gwella
  • i gynyddu lefel eu gwybodaeth
  • ystyried effaith y newidiadau a wneir
  • ystyried anghenion hyfforddi.

Bydd ymarferwyr yn derbyn adborth o amrywiaeth o ffynonellau gan gynnwys plant. Mae’n bwysig gwrando ar yr adborth a roddir gyda’r nod o wella arfer. Mae’n ddefnyddiol i gofnodi’r adborth hwn fel y gellid cyfeirio ato eto yn y dyfodol gan ei ystyried yn ofalus a thalu mwy o sylw i’r hyn sydd wedi cael ei ddweud.

Rhoddir adborth i’r ymarferwyr gan y tiwtor am eu sgiliau astudio, eu dulliau o ysgrifennu a’u hagwedd at y cwrs. Bydd y tiwtor hefyd yn ymweld â’r lleoliad ac yn derbyn adborth am yr ymarferwr oddi wrth staff y lleoliad. Byddant hefyd yn gwylio’r ymarferwr i weld sut y mae’n perfformio gan roi adborth uniongyrchol yn y fan a’r lle. Bydd yr adborth hwn yn galluogi ymarferwr i ennill cymhwyster penodol.

Bydd aelodau eraill o’r staff yn rhoi adborth ar ffurf cyngor i’r unigolyn ar ei h/arfer. Mae’n bwysig gwrando’n ofalus ar yr adborth hwn gan fod y staff yn meddu ar lawer o brofiad ac yn ymwybodol o’r hyn y dylai’r ymarferwr ddysgu a’i roi ar waith . Maent yn gwybod sut y mae cynnig adborth adeiladol, a fydd yn ei dro, yn cynorthwyo’r ymarferwr i weithio’n hyderus mewn lleoliad blynyddoedd cynnar a gofal plant. Wrth wrando ar adborth a roddir gan gydweithwyr, bydd yr ymarferwr yn datblygu i weithio’n effeithiol gan fod yn rhan o dîm llwyddiannus.

Mae cyfle i deuluoedd/gofalwyr roi adborth ar ymarfer i’r staff a’r lleoliad blynyddoedd cynnar. Bydd gan y lleoliad drefn ar gyfer adrodd yn ôl i deuluoedd/ gofalwyr ac mae cyfle iddynt gynnig awgrymiadau a thynnu sylw at gwynion sy’n ymwneud â’u plant a/neu’r lleoliad. Gall lleoliadau greu holiaduron yn rheolaidd er mwyn rhoi cyfle i rieni/gwarchodwyr gael cyfle i gynnig sylwadau a lleisio’u barn am agweddau penodol.

Efallai mai’r unigolion gorau i roi adborth yw plant. Byddant yn dangos, trwy eu teimladau a’u hymadroddion, os yw’r gweithgaredd sydd wedi’i baratoi yn llwyddiannus ai peidio. Bydd eu hymddygiad hefyd yn arddangos llwyddiant gweithgareddau a osodir gan yr ymarferwr. Mae plant yn hoffi siarad, ac os yw’r ymarferwr yn cyfathrebu’n dda bydd plant yn fwy tebygol o ddod at yr ymarferwr i sgwrsio.

Mae’r rhain yn sgiliau pwysig i’w hystyried gan ymarferwyr a dylid eu defnyddio’n sail i adborth:

  • ymgysylltu â phlant
  • gwrando ar blant
  • cyfathrebu â phlant
  • cyfathrebu ag unigolion eraill
  • cadw cofnodion
  • annog a chanmol
  • paratoi gweithgareddau strwythuredig
  • cyfrannu at gyfleoedd a gychwynnir gan blant
  • ystyried y meysydd dysgu
  • dysgu trwy brofiad
  • dysgu cyfannol
  • ystyried anghenion plant
  • addasu gweithgareddau
  • arsylwi plant.

Darllen pellach:

https://bit.ly/32RL64L