Designing an Inquiry
In this essay I will report, make a number of analysis’s and compare and contrast the information which I have extracted from my different observations and scrutinize the methods which I have used. The main source of theory which will be used will be the EYFS (Early Years Foundation Stage) Statutory Framework and I will also use other important relevant links. I will refer to my child as ‘Child C’ on the grounds of confidentiality C is a four-year-old boy who, from my observations and understandings, is a very leading and confident child.
The EYFS focuses on three particular prime areas of learning and they consist of Communication and Language, Personal, Social and Emotional Development and Physical development. Each
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From what I have observed, I came to an understanding that Child C’s language and communication has developed well for his age. He listens to stories accurately and understand ‘why’ or ‘how’ questions. Normally he is one of the first children to answer the question which was asked by the teachers. In the EYFS, it states that at this age, children would have developed an understanding when it comes to listening to stories either in small groups or as a class, their attention span lasts longer and they tend to join in, repeating phrases and sentences. This also has a link to his literacy development. Whilst there was a session where it was time to tell stories, child ‘C’ showed an understanding from the feedback he gave to the teachers. He is able to recall what happened in the story and the adults did their job by asking him leading questions and encouraging him and this leads to him expanding his thoughts and ideas. This also comes with positive praises and stamps as well as other forms of rewards. The way in which I found out this information was through narrative observation with post it notes to capture any wow moments.
Speaking
In the aspect of speaking and his development, he is able to build on vocabulary that accommodates and reflects on his past experiences. He is also able to talk in pretending objects are something
Understanding the EYFS is essential as my observations and reports about children have to be accurate and objective to avoid bias and show a full ‘map’ of child’s development in all the different areas. I have to make sure that my observations are always a true record of what is taking place (e.g. tempting to add something what may make more
The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by:
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:
Throughout my years as a childcare practitioner, I have accumulated a wide range of experience working with children aged 3 – 11. However, the majority of my experience is with children aged 3-5. Through
The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.
1.1 Explain each of the areas of learning and development and how these are interdependent. The EYFS sets out seven areas of learning and development, all of which are important and interconnected. There are three prime areas which are important for firing children’s curiosity and enthusiasm, as well as helping them form relationships. The prime areas are:
Children Act 1989 – Determines the duty of early year’s practitioners to identify and meet the separate and distinctive needs of children and to keep them safe. It initiated the belief that the child ought to be at the centre of planning and that a child’s well-being and safety are vital when judgements are made concerning them. This act also recognises the accountabilities of parents in keeping their offspring safe. In this act there are two particular segments that relate to the duty of local authority with concern to child protection, these are-
When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about
Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about
Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to
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.
Today’s society has recognised that significant investment in early year’s provision has valuable long term effects on young children, families and the wider community. Cited in (Papatheodorou and Moyles, p1) As a result government intervention has increased as policy makers attempt to raise standards and improve the quality of early years education. However these policies have prompted much debate such as child centred versus outcome based or play versus instruction.
Page 4 Aims/Objectives Page 4.1 Method Page 5/6 Review of Literature Magazine Article Website Article Page 7 Observation/Discussion Children Act 1989
The major school-age achievements of use are functional flexibility, conversational abilities, and narrative development. Functional flexibility is the “ability to use language for a variety of communicative purposes or functions.” This means that children must know how to use various language functions and when to use them properly in speech. Furthermore, lying is a component that is developed by children. They begin to know when to lie and how to do so with the intention of not getting caught. Another major achievement is in the area of conversational abilities. This is when children can begin to hold a proper conversation. They are able to stay on the topic longer and engage with the other speaker. The school-age children also can use indirect
The ‘Children’s Act 2004’ was continuously updated and developed into the ‘Children’s Act 2006’. This act states that all settings have to follow the Early Years Framework Stages (which were renewed in 2012). The Early Years Framework Stages (EYFS) is aimed to fulfil the five aims of ‘every child matters’ and the previous children’s act of 2004. The intentions are to achieve these aims by setting standards, promote equal opportunities and through a framework of partnerships, improve quality and consistency and lay secure foundation for all learning and development, present and future. By improving the quality the service and experiences are improved for all children and families. Safeguarding children is a vital part of improving all childcare services/settings.