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Essay regarding the early years framework
Essay regarding the early years framework
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CU1533 – Context and principles for early years progression 1.1 Explain the legal status and principles of the relevant early years frameworks and how national and local guidance materials are used in settings The Early Years Foundation Stage looks at six areas: Personal, social and emotional development, Communication, language and literacy, Problem solving, reasoning and numeracy, Knowledge and understanding of the world, Physical development and Creative development. Children are assessed at the end of their reception year and the teacher completes and early years profile which consists of thirteen different scales that link to the early learning goals from the areas of learning. 1.2 Explain how different approaches to work with children …show more content…
This was established as part of a range of measures taken following the death of an 8 year old girl, whose death at the hands of her carers was seen as preventable. These areas are: • Effective communication • Child and young person development • Safe guarding and promoting the welfare of the child • Supporting transitions • Multi-agency working • Sharing information These areas are the main focus of initial training. The introduction of this has encouraged greater multi-agency working and closer collaboration with other settings. 1.3 Explain why early years frameworks emphasise a personal and individual approach to learning and development 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
Sims, M. (1994). Early Child Development and Care. Education and care: Revisiting the dichotomy, 103(1), 15 - 26.
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
It I to ensure the safety of children who practitioners are working with. This guide will benefit professionals within school, social services who are closely with a child. WTSC (2015) ‘This guidance aims to help professionals understand what they need to do, and what they can expect of one another, to safeguard children.’ Each and every policy changes for improvements or after a major incident that may have occurred. Changes are vital within all policies/legislations as it is important that changes are made to improve yourself whilst working together to safeguard a child. Safeguarding is an important aspect and it vital therefore services are provided for professionals so they work alongside children and have guidelines to follow. These help to shape children’s services as they give practitioners a way of looking at different aspects of safeguarding. It challenges a practitioner as you have to do certain things to make sue a child is protected. WTSC (2015) ‘all professionals who come into contact with children and families are alert to their needs and any risks of harm that individual abusers, or potential abusers, may pose to children.’ This shows that communication is vital with children’s parents as it helps you to keep a child safe from
Robins, A. and Callan, S. (2010). Managing Early Years Settings: Supporting and Learning Teams. London: Sage.
The Child and Young Persons (Care and Protection) Act 0f 1988 strives to provide children with the necessary care and protection to maintain the Childs welfare and well-being. This legislation also recognizes that the primary means to ensure a Childs well-being is to provide long-term safety, nurturing and a stable environment (Legislation NSW). Allowing the child to freely experience a violent-free environment that allows the child to form own views (Legislation NSW). This Act also encourages early-intervention, the need to identify the risk of harm at an early stage and provide assistance and support before the situation becomes unsafe for the child (Farrell & Sheringham, 2010, p. 46).
The Early Years Foundation Stage. (2010/11). ‘Setting the Standards for Learning, Development and Care for Children from birth to five.’ Department for education and skills: Every Child Matters, Change for Children.
The framework does not outline the five broad developmental domains and practical guidelines on how to develop the skills of children in the domains in detail as it is done in ELECT. Instead, only broad goals and guidelines are mentioned to achieve a healthy development of the children overall. The goals and guidelines of course do mention the developmental domains in a way or in another but the framework does not categorize these domains and does not provide detail on how to specifically develop the skills of the children in each and every domain as it is done in
When working with children it is essential that all members of staff are aware of the different polices that the setting follows and they must also ensure that they correctly follow them in their own practice. There are many different polices to follow within the setting to ensure the safety and well-being of the children and also to ensure that practitioners are aware of polices that concern us and our rights. The framework that the setting follows is the EYFS, this states how children need to be cared for and ways in how their needs and requirements can be met based on their development stages. Good. It also consists of the seven areas of learning and outlines outcomes of learning which are expected for the different age groups within the setting. The demand for childcare has increased within the UK for due to different influences such as an increase in single parent households and government aims to ensure that parent’s find employment or training to support them with looking for jobs. To meet the different needs of the families the early years sector needs to ensure that they are fulfilling the requirements through providing appropriate services. Parents require suitable care for their children so that they are able to return to work, provide a setting for their child where they are able to learn and make progress with their development.
In consideration of this question the assignment will critically reflect upon statutory descriptors of quality early years provision. It will analyse current policies and legislation drawing historical and international references for comparison and contradiction.
LSCB, (2013), SAFEGUARDING CHILDREN, YOUNG PEOPLE AND VULNERABLE ADULTS POLICY, (www.safechildren-cios.co.uk), [Assessed 1 November 2013].
The introduction of the Early Years Foundation Stage (EYFS) brought in radical changes to early years education when it was first introduced in 2008. With being revised and updated in 2012, making significant changes to the curriculum. Opening the curriculum, the government delivers principles and standards for all practitioners working with children aged zero to five (Hutchin, 2013). Defining the curriculum as a ‘comprehensive framework which sets the standards for learning, development and care of children from birth to five’ (Dfs, 2012). The aim for this curriculum was to ensure and offer legal requirements to providers to ensure children’s safety, health, learning and development, to meet the high quality standards outlined in the government
Early childhood education is extremely important in the lives and development of all children. There are stages of development and each stage has to be handled separately as the growth and development calls for. Many people don’t know that development begins in the prenatal stage which is from conception to birth consisting of nine month period when “a one-celled organism is transformed into a human baby with remarkable capacities for adjusting to life in the surrounding world” (Berk, 2012, pg. 6) and ends in adolescence.
In this field, there are four learning goals that early programs have for a young child. The four learning goals are knowledge, skills, disposition and emotional states. With a successful caregiving and early education, it can bring a positive outcome to a child’s life. What a child learns in their early years are things that will continue to help them along in their future in school and in the real world. When a child is introduced Not only does early education bring the benefit of interaction, it also lets the child feel loved and have trust in others. If a child is encountered with early programs then they are able to meet the needs of their child stage life. If these needs are not properly met, then they may become less successful in their performance in educational
In early year’s settings, this requires meaningful and authentic relationships that enable practitioners to recognise a child’s potential, their qualities, strengths and interests, and to create learning situations in which children can experience their resourcefulness and develop new abilities.
However, we shouldn’t just dismiss the parts that bring up questions, Piaget admits that the stages do not have to correlate with the ages unintended and instead it is a rough guide. A guide that can help educators adapt lessons to the needs of children who may be in one stage compared to some in another, we need to think about how our children learn and the best way for us to ensure that every child reaches their potential by giving them work at the right level and challenging them, asking them questions and interacting with them during play. To aid them accommodate new knowledge, but not in a way that crowds their own personal learning