How The Research Was Analysed

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.

This helps practitioner’s work together for the welfare of children. It promotes the Every Child Matters outcomes to reinforcing how important it is for all child careers to work together.

For my paper I will be discussing in depth the responses to the questions posed at the end of the study as follows. What kinds of problems are inherent in Jolene’s research project? How would these problems affect the research results? How would you solve these problems? What should Stefanie do? What would the consequences of these actions be for Jolene? For Dr. Lee? For Stefanie

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.

10. Explain how play work organisations seek to balance the health, safety and security of the play environment with children and young people’s need for stimulation, risk and challenge. A play work provision

Children's work is their play, and it is vital that adults childminders support and extend children's play experiences effectively.

Approaches to working with children and how has this influenced current early years provision in the UK?

I recently left a position at a small Early Childhood Education center in the city of Pittsburgh, Pennsylvania. The school consisted of children ranging in age of 6 weeks to 6 years. I worked there for eleven years in a variety of age groups. Most of my experience was in Preschool, with children who were three and four years old. The school was located in Point Park University located in the heart of downtown Pittsburgh, in one of the University’s dorm buildings and took up two floors. Each classroom was between three and four dorm rooms combined in size. The rooms were long and narrow with partial walls knocked down and converted into doorways between the rooms. Because of the classrooms

An explanation of how different approaches to work with children in early years have affected current provision in the UK

In order to improve their work with young children practitioners use their own learning by using ways of work that are non-judgemental, sensitive and positive. Therefore, practitoners through initial on-going training and development need to develop, and demonstrate and continuously improve a number of things in their work. They may have to work with the wider community such as parents and carers and also with other professionals with inside and outside the setting. They may have to improve on their relationships with both the children and their parents and develop a knowledge and understanding of the diverse ways that children can learn in order to support and extend children’s learning across all areas and aspects of learning (Leicestershire County Council).

“Kill the punks,” A bystander yells as the crowd begins to cheer. The boys scamper in all directions fleeing the scene, running down the boulevard jumping fences and darting into doorways in an attempt to outrun the law. As the police officers give chase, one officer recognizes one of the boys [Lopez] as the leader of a local gang. Bearing in mind the cop is on his tail the boy darts into an alley [karmas a bitch] for just like Freddie’s blunder, he too finds himself in a dead end, with no way out, and the law closing in, he climbs the nearest fire escape. Nevertheless, the officer has already entered the alley and spots him, shouting for him to stop. Except for Lopez, he does not intend to stop and ignores the officers warning while searching

Throughout this case study, Gary, an employee at Brewster-Seaview Landscaping, goes into depth in explaining this business’ work dynamic. In the process of analyzing Gary’s description, we are able to extract various leadership styles which are exhibited by management. As we will see, Joe and the new supervisors’ leadership styles differ and definitely impact work outcomes.

Searched sources, such as reference works, documents and statistical records, to obtain data on assigned subject.