CU1536 PROFESSIONAL PRACTICE IN EARLY YEARS SETTINGS

It was in 1996 that the first UK curriculum was introduced which was called ‘Desirable Outcomes’. Within the document were learning outcomes to be achieved by all children by the age of five and being a centralised system, an inspection scheme was also introduced. In this article Soler and Miller (2010) highlight how these changes were perceived to be shaping the early childhood curriculum from the outside rather than from within the early childhood community.

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.

Early years education is about supporting very young children, children aged 3-5 years old. It is very different from Key Stage 1 as it is based on learning through play rather than a form of formal education. Although TA’s may not always work in the early years department it is important to

Be accountable for my practice and take responsibility for maintaining and improving my knowledge and skills.

Encouraging a supervisee to use reflection on their own practise will ensure the supervisee can bring to supervision a practise that will help them identify problems or solutions to the problem.

Creating action plans and reflective practice has helped me develop both personally and professionally. Through the duration of my health and social care course, looking back at the goals I had set myself in the beginning some were more realistic than others. However, an action plan gave me a better way of how to progress with my goals and targets. Designing an action plan in order to fit my individual needs also developed my organisational – being

EYMP1: context and principles for early years provision: i got a pass This bookelt will include criteria 1.1 1.2 1.3 3.1 3.2 3.3 3.4

Every child who on the term commencing after their 3rd Birthday is entitled to a free part time place in early years education. This was formed as part of the Every Child Matters agenda. From 0-5 years the framework of learning, development & care forms the Early Years Foundation Stage (EYFS), which follows the following principles:

2.1: explain why reflecting on work activities is an important way to develop knowledge, skills and practice.

The Early Years Foundation Stage is a comprehensive statutory framework that sets the standards for the learning, development and care of children from birth to five years. All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident their child will receive a quality experience that supports their care, learning and development. It is implemented in all registered early years settings, maintained and independent schools. The settings are required to meet learning, development and welfare requirements in the EYFS package and with regard to the guidance associated with those requirements as appropriate.

The Early Years Foundation stage is play based framework that childcare providers use as a standard to ensure children from birth to five years are learning and developing well, in a safe and healthy environment and have the knowledge and skills to start school. Practitioners plan and provide a range of activities which helps enables a child’s development. The four main principles are enabling environment, positive relationships, unique child and learning and development. Early year’s framework focuses on 7 areas of learning and development, split between prime and specific

The legal status of learning that we must follow is the EYFS (Early year’s foundation stage) and the ECM (every child matters). The local guidance is that we must do our own two year checks and also our own referrals where children may need extra support. To support the implementation of the national framework each country has also developed guidance, information about the statutory elements, and training materials. Common features of the early years framework depends on the nation as they may have a different approach to the care and education of young children but they do all have some common features. Such as

In order to reflect on our practice we must be able to look at why and how we do things and to consider if a different approach may be beneficial.   In order to be able to effectively reflect on our practice we must be able to be open- minded and question our own practice.   If we can do this then it will help us to improve our own knowledge and skills.   In order to develop these skills we should be able to:

There are many different types of settings within the early years frame that gives parent/guardians the option of alternative styles, times and practices. Some of these settings are Nurseries, preschools, foundation, children’s centres, nanny/life in help and grandparents to name some. Within these the offer the following differences:

Discuss the role of the early years practitioner in planning provision to meet the needs of the child.