Eymp 1

Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic

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.

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

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-

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

As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development, as will be identified by this essay; below are areas where one should concentrate in order to further

The role and responsibilities of an early year’s practitioner follow a number of codes. When working with children there are many care needs of children, such as special needs, safeguarding children, children’s learning, behaviour, and working with parents. Early years practitioners have set responsibilities when working with children, like meeting the learning needs of a child, providing an environment which is welcoming and also they have to work together as part of a team to provide good service for both children and parents.

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

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

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.

1.1 Explain the legal status and principles of the relevant early years framework/s and how national and local guidance materials are used in settings.

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.

Why the early years framework emphasises a personal and individual approach to learning and development

‘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

As I was reading the journal one thing which really drew my attention was that it talked about the staff training being inconsistent. In some places staff seemed confident and in some places they were not. My self being an early year’s practitioner and working in a private sector I can relate to the problems as staff are expected to go on training in their own time. Working within the Borough of Hounslow I have experienced first-hand cuts that have definitely been made in regards to training.