Discuss the Role of the Early Years Practitioner in Planning Provision to Meet the Needs of the Child.

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

This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.

In order to be a successful early years practitioner, they should be able to demonstrate key skills, these include showing that they are patient, considerate, caring, flexible and consistent. What’s more, it is imperative that ‘every practitioner working with young children needs a sound and thorough
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This can lead to an increased sense of self-esteem, the motivation and confidence to participate in new activities.
It is imperative that practitioners are able to observe and assess each child’s development in order to gain a full understanding of their development and how they can build upon this in order to cater to the needs of the child and allow them to fulfill their potential. This is highlighted by Wheeler (2009, p.63) in stating that ‘Observations are fed into family worker and team planning so that future activities can be based on an individual child’s interests and patterns of behavior and thereby enhance their learning’.
The importance of practitioner observation is further underlined by Bruce (2010, p.37) in stating that ‘every observation is likely to have some implications for planning: first, with regard to the individual child and, secondly, for the staff and setting- perhaps changing a routine or introducing something new.’

In relation to diversity, the early years practitioner can attend to the diverse needs of each child and their individual requirements in many different ways.
The practitioner could address this by building up a ‘positive relationship’ (EYFS 2007) with parents. The DFES 2.2 states that respecting diversity is imperative and that all families are important and should be welcomed and valued within the
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