Early Childcare Essay

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.

The state of early childhood profession has rapidly been changing because of the current trends, policies and movements in the rapidly changing 21st century world. This report articulates the key issues of diversity of the early childhood settings, a number of models of early childhood education and care, diversity among people, the status of early childhood profession, the belief that the profession suits female than male, the poor status of the profession and less pay than other professions associate with the early childhood profession The study consisted of analysing the strengths and challenges of the early childhood profession. The study methods of analyses include the National Quality Framework, The National Quality Standards, Assessments

1. Explain the sequence and rate of each aspect of development from birth – 19years.

1.1 Explain how the range of early years setting reflects the scope and purpose of the sector.

5. The EYFS will be given legal force through an Order and Regulations made under the Childcare Act 2006. From September 2008 it will be mandatory for all schools and providers in Ofsted registered settings attended by young children – that is children from birth to end of the academic year in which a child has his or her fifth birthday. The term “early years provider” includes maintained schools, non-maintained schools, independent schools, and childcare registered by Ofsted on the Early Years Register, all of which are required to meet the EYFS requirements. .

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. 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 children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

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:

‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other

At 6 weeks infants develop a social smile, at 3 month laughter and curiosity develop, at 4 months full responsive smiles emerge, from 4-8 months they develop anger, from 9014 months they develop a fear of social events, at 12 months the are fearful of unexpected sights and sounds, and at 18 months they are self-aware, feel pride, shame, and embarrassment. In the first two years, infants develop from reactive pain and pleasure to complex patterns of social awareness. Emotions in infants are produced from their body as opposed to their thoughts. Therefore fast and uncensored reactions are common in infants. During their toddler years, the strength of their emotions will increase.

While regulation and standard are the keys to the success of a childcare facility, there are factors that I believe are equally important to be successful in an early childcare program. So, I looked for a highly qualified teacher with good communication skills. Saint Mary Academy Inc. displayed these factors upon entry to the facility. I saw degrees of teacher and directors ranging from masters to bachelor degrees specialized for the profession display behind the desk of the director for the day.

Explore Australian government policies, initiatives and legislative requirements and analyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts.

Some people think that I am weird. However, it has nothing to do with my personality. It seems that being a true native of Raleigh is something of an oddity these days. I was born in the old Rex Hospital, spent twelve years as a student in WCPSS, and I am a proud graduate of Broughton High School. While I have spent a few years away from Wake County, my history here makes being a part of this school system very special to me. My experiences here have caused me to want to be a teacher for as long as I can remember. When I was six, I actually decorated the bulletin board in my bedroom to look like a calendar board that you would see in an elementary school. I would even go into help out my teachers on workdays, and I spent two years in the teacher cadet class in high school.

ASSESSMENT ACTIVITY 2 I chose to assess the Plymouth Elementary School for my final early care education assessment. I went on Wednesday December 7th at 10:30. I arrived right as most of the kids were coming in from there morning recess. Plymouth elementary teaches children grades K-8. At first glance it reminded me of my old elementary school as soon as I saw all of the small chairs and water fountains so close to the ground.

Within a childcare setting, providers must ensure that all the staff receives induction training to help them build their understanding on their roles

The Federal government of Australia has increased the staff ratios in child care centres demanding the Certificate III in Early Childhood Education and Care for the workers as a minimum qualification. On top of that, over 50% of individuals in child care centres will be required to have, or be working towards a Diploma of Children's Services. This creates a prospect for a huge demand for child care workers in the child care sector.