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Why is communication and collaboration important in early childhood education
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I am applying for the position for a full time Level 2 Qualified Early Years Practitioner in a private sector. I am a devoted and qualified an early year practitioner level 2 with a dedication for who is capable to work across the age ranges from 3 months to 5 years and after school provision for children up to 7 years of age. As a qualified early years practitioner level 2, I am a reliable and motivated, and delicate to children’s individual needs. Its really important for an early year practitioner to have a range of skills and attributes to a good level of knowledge in many areas such as child development, observation and assessment, safeguarding, legislation, policies and procedures also working with others. Also as early years practitioner
However, reputation and the amount of learning goals put strains on early year’s practitioners when assessing the areas of development. This became one of the significant changes in the new reform in 2012 lowering the amount to make it clearer to follow and to have a clear understanding of what adds value to their work with children (Tickell, 2011).
These factors include interests, family obligations, abilities, values, and professional priorities. Each one of these attributes can affect how the applicant views their career as a whole (positively or negatively), how it affects their work performance and/or evaluations, and how applicant work with other providers. Child care providers should have an interest in working with children, should have creative and engaging abilities to work with the children they service, and should have their professional priorities in order. Professional priorities include organization, lesson plan skills, continuing education and training, state credentials, and being a member of professional organizations. Career choices should be made with patience, all the facts, and should be analyzed carefully.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
“Teachers are missing in at least two ways, a four year degree and certification, teachers and their work are largely missing from the early care and education literature and they are missing in terms of omission: of not having the knowledge and skills necessary for supporting
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
Whalley, M.E., and Allen, S. (2011). Leading Practice in Early Years Settings (2nd ed). Exeter: Learning Matters.
To add on, families will have a better understanding of the programmes and will be able to differentiate and choose the best quality education and care services for their children.... ... middle of paper ... ... Early childhood professionals leading today and tomorrow. Marrickville, NSW: MacLennan & Petty.
working with a child as an individual can show the practitioner if that child needs help in a certain area of development and also if that child is in the correct age band of the eyfs, if they child is below in any then the practitioner can help put some needs& activities in place for this child to help their development. Help with
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
In this assessment I will be talking about the principles and philosophy of Frobel and Montessori, what they have in common and differences, there contributions to Siolta and my own thoughts in relation to early childhood education and their impact on the learning environment
In this unit, I have described how important it is for every child to be treated as an individual. A child will learn, be confident and self-assured if they feel safe, happy, valued and accepted. It is important that every child has their individual needs met so that they are able to progress in their development. I have explained how important a key person’s role is in an early years setting in supporting children and their families. Activities should always be differentiated so that all children including children with disabilities and impairments are included in all activities. It is important that children are kept safe and secure to promote their physical and emotional well-being. All these factors put together are important when viewing every child as a unique individual.
Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42.
Preschool programs began in the United States during the first quarter of the twentieth century with the first public preschool opening in 1925 in Chicago at Franklin School. After the 1970s the popularity of preschools increased as women were entering the workforce and people believed that children needed initial skills before they attended elementary school. (“All About Preschools, History…”2).
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and