Cache Level 3 Unit 15

Through this Act some key provisions introduced; Children’s Trusts were created, Local Safeguarding Children’s Boards (LSCB) were set up and all agencies had a duty to safeguard and promote child

There are many legislations and guidelines affecting safeguarding of children and young people. The Children Act 1989, assigns duties to local authorities, courts, parents and other agencies to ensure children are safeguarded, their welfare promoted and for children to be consulted in decisions affecting them. The Children's Act 2004 made amendments to the act of 1989 after the failings regarding Victoria Climbe. It places duty on local authorities to work together and share information introducing local Safeguarding Boards to work collaboratively to safeguard children and young people. This includes the five outcomes of Every Child Matters 2003. The Childcare Act 0f 2006 introduced plans for children aged 0-5 to

Children Act 2006 – Is an Act that defines the new duties imposed on the Local Authorities in respect to improving the Every Child Matters outcomes for pre-school children. The Act also defines new rules in relation to childcare for working parents as well as parental information services. It is aimed at improving the well-being of young children. It emphasises the importance of safeguarding children and young people within an educational setting. If a child discloses neglect or abuse; an establishment should have instructions to help the child. This could be referral to an outside organisation or internally.

1.1 Legislation is a set of laws that have been created by the government to make sure all childcare settings are run correctly. To promote positive behaviour, legislation’s such as the Children Act 1989, Human Rights Act 1998, Every Child Matters 2004, Equality Act 2010 and the Health and Safety at Work Act 1974 are followed by the setting. These Act’s include rules and regulations that a setting is required to follow in order to promote positive behaviour.

Child Act 1989- “the Children Act 1989 aimed to ensure that the welfare of the child was paramount, working in partnership with parents to protect the child from harm” http://www.careandthelaw.org.uk/eng/b_section2 appendix 3

There is no one piece of legislation that underpins the safeguarding of children and young people in the United Kingdom but there are countless that are constantly being reviewed, changed or updated. From these many legislations, child care settings develop policies, according to the Oxford online dictionary a policy is ‘A course or principle of action adopted or proposed by an organisation or individual’.

This Act, which regulates the childcare in England, formalise the important strategic role of local authorities play through a set of duties. These duties require

Some of this research include drafting curriculum goals, building an explicit model of the learning trajectories of children’s knowledge and creating initial activities. The results were found in three different studies. They show Building Blocks has increased knowledge of multiple essential mathematical concepts and the skills. The graph below shows the results in two graphs benchmarked in .25, which is practical significance .5, means moderate strength and .8 as a large effect. The other shows comparing Building Blocks post-test children which both had a great turn

Materials include an open field (OF) apparatus with a 6x6 grid drawn on the inside. Three objects, a coca-cola can, a plastic cylindrical container with rocks inside, and a plastic bear-shaped bottle were used as the objects.

The article, Why Are Things Shaped the Way They Are, discusses several ways to engage students, facilitate understanding of geometric concepts, encourage critical thinking, and relate geometry to a variety of subjects. The article offers educators, easy, hands-on lessons integrating geometry with entomology, botany, earth science, biology, and construction. These lesson examples allow students to explore concepts and ideas to make their own conclusions. Students can form more meaningful connections to material with interdisciplinary investigations.

Students are able to learn to work with logic puzzles and other problems to establish understanding. “Mathematics’ concepts such as money, measurement, size, shape, addition, subtraction (which leads to being able to do bookkeeping, balancing checkbooks and bank statements, buying goods and services)

Developing fluency requires a balance and connection between conceptual understanding and computation proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Understanding without fluency can inhibit the problem solving process. (NCTM, Principles and Standards for School Mathematics, 2000). Adding It Up (National Research Council, 2001), and influential research review on how children learn mathematics, identifies the following five strands of mathematical proficiency as indicators that someone understands (an can do) mathematics (Van de Walle, Lovin, Karp, & Bay-Williams, 2014, p. 2). The five strands the National Research Council (2001) identified are: Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. These five strands are interdependent and interwoven, as the development of one strand aids the development of the other strands.

Formation of the concepts of quantity and operations for the use of concrete material aids (age: 4 - 6).

The National Curriculum requires that children “reason mathematically by following a line of enquiry, conjecturing relationships and generalisation, and developing an argument, justification or proof using mathematical language” (DfE, p99). Arguably, the study of mathematical problem-solving allows students to learn to reason and to apply said reasoning to real life, everyday problems (Tripathi, 2009; McClure, 2013; Meyer, 2010), “solve problems by applying their maths to a variety of routine and non-routine problems” (DfE, 2013, p99). Furthermore, it is believed that those reasoning skills, learned through mathematics, enhance learners’ overall cognitive development (Tripathi, 2009). Reasoning is about making generalisations (inductive reasoning) and connecting new information to existing knowledge (deductive reasoning) in order to develop a greater mathematical understanding (Reys,

Problem solving in mathematics provides a window for the teacher to obtain a view of the child’s understanding of concepts within mathematics as they move through the childhood concept development sequence (Charlesworth et al, 2011). The assessment of this information can be gained through observing the child or using effective questions to draw out the child’s cognitive creative thinking as they develop the solutions for the problem. In the Foundation stage, children discover problems through play-based activities, for example, they use non-standard units of measurement such as blocks or Lego, to build a desired construct, thus they learn how to recognise and use informal measurement. As the child grows and develops they