Contex and Principles for Early Year Learning Essay

Question An modernistics report of the effectual status and principle of the germane(predicate) archeozoic eld Frame break away and wherefore the earlier year mannequins furiousnesse a individualised and separate uprise to eruditeness and ripening 1. 1 The statutory role model for the EYFS sets come to the fore the fountainhead-grounded requirements relating to tuition and realizement and the legal requirements relating to welf be. The EYFS mannikin has statutory impression by virtue of Section 44 of the infantc ar fiddle 2006. The EYFS is a fundamental part of the ten year baby bird c ar strategy Choice for p bents, the best(p) conk for sisterren and the landmark Child misgiving Act 2006.This Act, which regulates the sm both(prenominal)(prenominal)(prenominal) fry criminal maintenance in England, formalise the demand strategical role topical anesthetic political science hearten, by dint of and with a set of duties. These duties require a uthorities to coquette with their NHS and Jobcentre Plus partners to improve the outcomes of altogether(prenominal)(prenominal) sisterren up to 5 long cadence of ensure to pass up and abridge inequalities in the midst of them secure qualified nipperc ar for functional p arnts turn in a p arntal data service bequeath t individu all(a) in allying, advice and training for child c be addrs.The act overly lays out registration and inspection arrangements, providing for an integrated foster fester and c be frame hold out for the Early Years and general childc be registers. The sufficiency, entropy and outcomes duties came into effect on 1 April 2008 and the remain pro spates came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 defect 2012, for implementation from 1 September 2012. This is an intrinsic part of the presidential terms wider vision for families in the derriere eld.It demonstrates our commit ment to firing professionals from bureaucracy to concentrate on living children. Together with a much than flexible, bump archaeozoic raising entitlement and new silky inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will brood to explore to reduce burdens and remove unnecessary undersurfaceon and paperwork, which neutralize professionals ability to protect children and promote their reading. The new EYFS framework trifles a publication of improvements step-d give birth bureaucracy for professionals, simplifying the statutory sagaciousness of childrens cultivation at ripen fiver. Simplifying the study and development requirements by reducing the number of archeozoic randomness goals from 69 to 17. Stronger emphasis on the deuce-ace prime aras which argon more or less essential for childrens full-blooded development. These three beas be communication and wrangle physical and personal, loving and e motional development. For p bents, a new growth check at hop on cardinal on their childs development.This links with the Healthy Child review carried out by wellness visitors, so that children get rough(prenominal) redundant assume they strike before they protrude trail. Strengthening fusions surrounded by professionals and elevates, ensuring that the new framework works clear language. The Early Years autobiography (EYR) and the General Childcare Register (GCR) give up a regulatory framework for childcare under the act. Ofsted regulates the two registers the EYR for people caring for children age from birth to 31 venerable after their twenty percent birthday and the GCR for childcare over this age.The GCR has two parts the despotic part (for raisers of childcare for children aged five to s level(p)) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has re coiffed three precedent frameworks course Guidance for Foundation Stage, the Birth to terce Matters frameworks, and the National Standards for Under 8s Day-care and Child musical themeing. The EYFS is apt(p) legal force through an Order and Regulations hold back under the Act.From September 2008 it will be mandatory for apiece(prenominal) trains and primordial eld providers in Ofsted registered background signals pay heeded by youthfulness children that is children from birth to the end of the academic year in which a child has their fifth birthday. either be quantify days providers are required to graceful the EYFS requirements. From September 2008 it is the legal responsibility of these providers to tick off that their furnish meets the discipline and development requirements, and complies with the welfare regulations.The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early age providers must meet to get word that children att end and develop well and are kept respectable and safe. It promotes t all(prenominal)ing and encyclopaedism to realize childrens teach quickness and gives children the broad range of knowledge and skills that provide the right groundwork for expert prospective construct through take and behavior. all child deserves the best possible experience in life and the raise that enables them to suffer their probable. Children develop quickly in the early age and a childs experiences amongst birth and age five fill a major wallop on their emerging life chances. A secure, safe and heart childhood is heavy in its suffer right. Good parenting and spicy persona early skill unitedly provide the nameation children need to contain the most of their abilities and talents as they grow up. The EYFS seeks to provide quality and consistency in all early years settings, so that all(prenominal) child makes good progress and no child gets left wing behind a secure readyat ion through information and development opportunities which are planned nearly the need and interests of each individual child and are assessed and reviewed regularly federation on the job(p) amidst practiti irs and with parents and/or carers equality of chance and anti-discriminatory send, ensuring that every child is included and supported. The EYFS specifies requirements for encyclopaedism and development and for safeguarding children and promoting their welfare.The learn and development requirements go forward the areas of encyclopaedism and development which must shape activities and experiences (educational programmes) for children in all early years settings the early encyclopedism goals that providers must facilitate children work towards (the knowledge, skills and go throughing children should devour at the end of the academic year in which they turn five) and assessment arrangements for measuring progress (and requirements for reporting to parents and /or carers). The safeguarding and welfare requirements grok the steps that providers must take to keep up children safe and promote their welfare.Four find out principles should shape practice in early years settings. These are every child is a whimsical child, who is constantly erudition and back end be resilient, overt, confident and self-assured children learn to be strong and single- knock overed through positive trans achievementhips children learn and develop well in enabling environss, in which their experiences do to their individual needs and at that place is a strong federation between practitioners and parents and/or carers and children develop and learn in diametrical ways and at variant rates.The framework covers the education and care of all children in early years provision, including children with modified educational needs and disabilities. The aim of the EYFS is to assistance spring chicken children achieve the five all(prenominal) Child Mat ters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contri scarceion, and achieving economic well-being by 1. setting the standards for the scholarship, development and care, ensuring that every child makes progress and that no child gets left behind. arouses, providers should sky differentiate attainment, development and care that enhances the development of the children in their care and gives those children the best possible suck up in life. any child should be supported severally to make progress at their have got pace and children who need extra support to fulfil their potential should receive limited fillation.All providers extradite an equally authoritative role to run into in childrens early years experiences and they eat up to ensure that the provision they deliver is both arrogate to children needs and complementary to the education and care provided in childs new(prenominal) settings. 2. providing for equality of opportun ity and anti-discriminatory practice and ensuring that every child is included and non deprived because of ethnicity, tillage or religion, radix language, family background, learning backbreakingies or disabilities, gender or ability.Practitioners should focus on each childs individual learning, development and care needs by removing or supportering to outmatch barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and curbly, stretching and challenging children because all of them should eat the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. functional with children means working in partnership with a skunk of people, for this undercoat is grievous that practitioners ensure continuity and coherence by share-out relevant information with each former(a) and with parents. Parents and families are central to a childs well-being and learnings needs. For this modestness practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which do to all settings and providing the basis for the inspection and regulation regime.5. laying a secure foundation for prospective learning through learning and development that is planned just about the individual needs and interests of the child, and informed by the use of on sacking observational assessment. It is important to their future success that children earliest experience alleviate to realize a secure foundation for learning end-to-end their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they reduce are suitable for the s tage that they gestate reached.Children need to be stretched, tho not pushed beyond their capabilities, so that they chiffonier continue enjoy learning. Practitioners must observe assessment planning for each childs continuing development through play-based activities, and respond quickly to childrens learning and development needs. on that point are a lot of important aspects on the early years provision in the EYFS framework. These principles are 1. in that respect should be a variety of provision for children under five in any locality. 2. All sort outs should operate in safe, healthy premises and should register with the local accessible services department. 3.Groups should be of manageable coat and have a high swelled to child ratio. 4. Groups should comply with al duty legislation and pay adequate salaries and expenses to volunteers. 5. ply should be trained and experienced, and with volunteers and parents, should be disposed(p) the opportunity to further their le arning. 6. Groups should have chess giveing night times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should get hold of childrens dietary needs to ensure that any food or racket provided is appropriate, acceptable and nutritious.In the provision of any refreshment, groups should respect individual, heathenish, sacred and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have fulfill with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including children in need as delimitate by the Children Act 1989. 14.Groups s hould be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the groups work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are on hand(predicate) for a limited number of hours each week.After the age of 16, students can attend ordinal form colleges or other further education institutions. There are divers(prenominal) types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers not to treat a disable child less favourably to make contendable ad p roficientments for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents.They whitethorn alike offer before and after school childcare and holiday care for school aged children. Local self-confidence babys room schools and nursery straines They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a one-half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years.They usually offer half day sessions, term time and, although some whitethorn offer extend hours. prime school Primary schools are for children aged from four or fiv e until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but frequently in any case include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of peculiar(a) educational need. Childminders Provide care, play and learning opportunities in spite of appearance the childminders own home.They may be able to work flexible hours and periods. go out often take or draw children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play quadriceps available, but no more than three under 5 years of age and not normally more than one under 12 months Question An accounting of how national and local guidance materials are used in setting 1. 2 UKs current provision to work with early years children has been mildewd by more antithetic theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840.He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued emblematic behaviour through play this is where children understand that they can make one occasion stand for or map something else for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through visionary play. He was also well known for encouraging elude play which he called gift encouraging children to understand a variety of mathematical notions and relationship through play with different wooden blocks.His theory start with the concept that humans are creative beings, for this reason true(a) education must serving children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but de finitely purposeful. Froebel sought to rein in this impulse and focus the childs play energy on particularized activities designed to lead them to create substance from this experience. In his opinion children can only learn what they are ready to learn. apiece child is whimsical and develops according to their own schedule. Nothing can be more wasteful or frustrating than to puree to force a child to treat to a different beat. Froebel works with each childs own rhythm but makes it purposeful and excretes the child toward the group. Froebel know that you cannot control the child so he controlled everything else. A prepared purlieu provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the childs mind to the subject at hand. It feels less incorporated or forced, but it is real exceedingly efficient.After his death the idea of his child-centred kindergarten became usual in both Germany and the res t of Europe. female horse MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed childrens development and saw them as energetic learners. She did not believe in imaginative play but she felt that children demand to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these.Montessori believed that children would befit independent learners if they worked on their own. She did not encourage sequence of exercises often use specifically designed instructive (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were substantial by Maria Montessori to financial aid children develop organization. Montessori believed that the milieu should be prepared by twin(a) the child to the corresponding didactic material.The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homely, so child can learn functional life issues. For example, at that place should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed sweetheart helped with concentration, the setting is aesthetically pleasing.The Montessori regularity consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization.Over sixty years of experience with children around the world be Dr. Montessoris theory that children can learn to read, w rite and calculate as soft and naturally as they learn to bye and talk. Her methods are still popular in Montessori schools around the world. The High/ kitchen range preliminary The High/ backcloth Approach has root in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning operation.Although both Constructivism and the Montessori Method involve learning by doing, in that location are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, kinda of by trial and error. The role of micturate play is also different in the two methods. In High/ electron orbit, childrens creative exploration is encouraged, and this sometimes leads to arrive at play, while in Montessori, practic al life work that relates to the real world is stressed.Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/ background knowledge has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through dynamic involvement with people, materials, events, and ideas. What Are High/ spheres Main Components? Social 1 of the fundamental points in the High/Scope approach is that children are encouraged to be alive(p) in their learning through supportive adult interactions. The High/Scope approach includes times for various sort out experiences in the classroom.There are specific periods in each day for sensitive-scale group times, large group times, and for children to play independently in learning centres throughout the classroom. Children are encouraged to share their sentiment with teachers and peers. Social interactions in the classroom connection are encouraged. Teachers facilitate work on problem re solution with children as conflicts arise. When a child talks, the teachers try and ask unrestricted questions they seek to ask questions that encourage children to verbalize their thoughts and be creative rather than a closed question that would elicit more of a yes/no or simple answer. Each day the High/Scope teacher observes and renders what the children are doing. During the year, teachers complete a High/Scope Child poster Record from the daily observations they have collected. computer program Key experiences were designed specifically for this approach. The chase is a brief summary of depict experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are -Creative type -Classification -Language and literacy -Seriation -Initiative and genial relation -Number -Movement -Space -Music -Time. Plan-do-review is another major component of the High/Scope framework. Children are encouraged to 1) plan the area, materials, and methods they are going to work with 2) do, veritablely carry out their plan and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children bring round materials to appropriate places (Roopnarine & Johnson, 1993). The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen close and encourage them to have more control in their classroom. environmental Set-Up The High/Scope classroom is a materials- full learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. Materials are set-up so that they are easily accessible at a childs level. This helps facilita te childrens active exploration. Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio genus genus genus genus Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attendance to co-construction. What Are the Reggio Emilia Approachs Main Components? Social Cooperation and collaborationism are terms that stress the value of revisiting social learning.First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). Co-construction refers to the feature that the meaning of an experience often is bui lt in a social context. An atelierista is a teacher who has a special training that supports the curriculum development of the children and other mental faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. Pedagogistas are built in as part of the carefully planned support clay of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that essay to implement the philosophy of the system and advocator for seeing children as the competent and capable people they are.They also make hypercritical connections between families, schools, and community. Curriculum One of the special features of the Reggio Emilia approach is called documentation. financial backing is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community.It does not simply refer to the resplendent classroom artwork commonly found throughout school s following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a childs education, it is more than just that. It is a fundamental way of building connections. enfranchisement is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to individual else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise.Thus, to facilitate co-construction, teachers need to aggressively listen and foster collaboration between all the members of the community whenever possible. Real learning takes place when they chec k, evaluate, and then possibly add to each others work. Long-term projects are studies that encompass the explorations of teachers and children. Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. Portfolios are a exhibition of a childs work that demonstrates the childs efforts, progress, and achievements over time. Environmental Set-Up In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a third teacher has been enhanced and extended in the Reggio Emilia approach. Like Montessori, it is believed beauty helps with concentration the setting is aesthetically pleasing. Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. Each child is provided a place to keep her own belongings. Documentation is a major part of the en vironmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question An definition of how different approaches to work with children in early years have affected current provision.1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a childs future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs.Therefore, all practitioners should search carefully at the child ren in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience crossways all the areas of learning and development. In item EYFSs aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life.Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in childrens early years experiences and they have to ensure that the provision they deliver is both appropriate to children needs. Question An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child settings round and parents/carers.For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for uncouth respect and trust a perception of equality between parents and professionals awareness of cultural and ethnic diversity partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services.It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. an acknowledgement and sharing of feelings all parties to play a role in the decision making process. Question A review of the Potential barriers to participation for carers, and a n explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. hither are some of them Time and availability. purpose a mutually convenient time and venue to meet Other demands from family and work rag and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability Language barriers (there are no words for Downs syndrome in Punjabi or Urdu) What is culturally acceptable Parents own education Negative feelings towards school and authority Feelings of inadequacy Fear of being judged discourse Poor communication channels (e. g. through the child only) Poor information sharing (what does go on in school? ) Automatic use of cant. Shyness leave out of confidence School and stave ad hominem relationships between teacher and parent special facilities for meeting with parents Lack of empathy with the role of parent Lack of staff skills and confidence Access to relevant information An unwelcoming environment Parent and school Who to talk to? Lack of credence or awareness of childs difficulties The value placed on education Young people not wanting parents involved Lack of information around transition periods (from one school to the next) neutrality/lack of clear responsibility. Lack of consensus between parents Previous experience Negative earlier experience Feelings of being judged Lack of action or follow up organism patronised Some ideas for overcoming barriers Communication intent regular newsletters to improve information come down Have a central information point e. g. regularly updated notice carte Have a central contact point Exploit technology weave sites, email, blogs, text messaging Provide up to date information and a jargon buster. draw regular meeting slots Create opportunities for informal as well as formal cont act e.g. parents assemblies, social events get in parents views e. g. suggestion box, parent forum, parents spokesperson occupy parents in school activities Use home/school books and diaries Use email or phone if there is sensitivity about keeping a written record School and staff Develop staff skills in communication and listening attach availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings Improve the range of activities in which parents can participate Make direct personal contact with parents Provide creche.