Inclusion And Requirements Of The Areas Of Learning And Development

This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning.

This section describes how we, as practitioners, monitor how the children are progressing and in which areas.

Learning Outcome: Understand the expected pattern of development for children and young people from birth - 19 years.

Freud believed that our unconscious minds influence the way in which we behave. He thought that our early experiences caused our later adult behaviour. We are influenced by this in our provision by being good role models for children. We also make sure that they are always safe, and do not experience any negativity that may harm or influence their development. For example, we always praise and reward children to encourage confidence

As an early year practitioner, it is very important to support the child development and confidence, help them learn about how to manage their feelings and behaviour and making relationship with others.

Outcome 4 Be able to lead practise in supporting children and young people’s well being and resilience.

- The Statutory Framework for the Early Years Foundation Stage 2008 states that the standards for learning, development and care for children from birth to five. It provides reassurance for parents that children in early years settings are safe and that the foundation provides everything for children to make the most of their abilities as they grow and develop.

This Act introduced the Early Years Foundation Stage (EYFS) curriculum into England and Wales, and place a statutory duty on the local authority to work towards ensuring the five outcomes set out in the Children Act (2004) are being met.

Outcome 1: Understand how to plan and provide environments and services that support children and young people’s health & safety.

EYMP1: context and principles for early years provision: i got a pass This bookelt will include criteria 1.1 1.2 1.3 3.1 3.2 3.3 3.4

■■ Learning and Development - recognises that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter-connected.

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.

The Practice Guidance for the Early Years Foundation Stage sets out detailed formative assessment suggestions. It recommends that all practitioners should:

It has been identified that every child deserves the best possible start in life and support to fulfill their potential. A child’s

The National Quality Standard includes standard 1.1 states that ‘An approved framework informs the development of a curriculum that enhances each child’s learning and development’. This is where the Early Years Learning Framework (EYLF) is introduced. This framework is included in the National Quality Standard to help ensure the consistency in the delivery of learning programs within Australia. Within the EYLF is the Early Childhood curriculum framework which guides early childhood educators to develop quality early childhood education programs. This framework describes the principles, practice and learning outcomes which support and enhance young children’s learning from birth to five years old, and then their transition to school.