Kindergarten and Children

Practice: review, plan and monitor, eg respect for the value base of care, professional interactions with

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

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

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

Striving to provide high quality childcare provisions that support children’s development to reach their potential.

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

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

Every child matters agenda and the childcare act 2006, it become an entitlement of all 3-4 year olds in England to receive a free part time early years education of up to 12.5 hours per week for 38 weeks of the year. Early year’s provision in school is about supporting very young children it is distinct from key stage 1 in each country within the UK and is best on the concept of learning through play rather than more formal education Play has been show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document concerns the curriculum for 3-4 years

‘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

The interaction a preschooler has with the surrounding environment, whether it be physical or social, has a significant impact on the child’s development. Ramani (2012), had taken a look at playful environment versus a structured environment to see which one benefited children more when it came to social interaction and joint problem solving. The interaction shown in the experiment showed that a playful environment benefits children more because they are free to communicate and interact with other children, they were more observant of their environment, would imitate more to get their point across, and were overall more positive. Denham, Bassett, Zisser, and Wyatt (2014) evaluated the child’s engagement with the surrounding physical and social environment, along with taking a look at the ways social-emotional learning can predict how academically ready the children are.

This paper looks into published research, and case studies of two groups of Kindergarten students. 16 children from a full day Public school Kindergarten classroom. 8 students in the controlled group and 8 students in the treatment group. The paper looks into the question of: whether or not there is a correlation between young children, Kindergarten, learning the letters in their name and writing their name, as well as their friend’s name, and the causation it purposely increases letter knowledge? Baseline assessments, weekly assessments, and a final assessment were conducted, along with handwriting samples to help answer the question. Dibels scores and Fundations handwriting assessments were given. Given the difference in numbers of students who have and who have not attended preschool, this research will allow the examiner to better facilitate the classroom. The examiner will learn whether or not using letters in a student’s names benefits their knowledge of letter recognition, and also handwriting.

Kindergarten is crucial to young children today. It is the actual first time they are entering into a public/private school eager to learn. They are at the age where they want to learn. The young minds are growing and evolving. Some people have considered kindergarten to be harder than what it used to be. Yes, the classes are getting harder each year, but due to that instance, children are less likely to drop out of school. It is not all about play time, snack time, and counting. The children are actually doing lessons and reading. It is so important for kindergarten classes to be a full day so the teachers are not rushed to get all the information in and they can actually work with the children. The half-day classes seem to lessen the amount

Attending kindergarten can be the source of the best memories from childhood years. The first time making friends, having a teacher, and actively learning is a memorable experience in a lot of people’s lives. It would be ideal if every person started their education journey with this shared experience. However, this is not the case. In the United States, 35 of the 50 states have no laws requiring citizens to attend kindergarten, and among them five do not even require the school districts to offer public kindergarten for their taxpayers. Only 11 states require school districts to educate five year olds for a full day (50-State Comparison: State Kindergarten Policies). In New Hampshire alone kindergarten is not required. Technically, children in the state of New Hampshire do not have to attend any forms of school, including preschool and kindergarten, until the age of six because that is the legal compulsory school age (State Kindergarten Policies- New Hampshire). This lack of laws regarding kindergarten may come as a shock to some, but others do not see the importance of kindergarten in the same way. Due to its benefits and importance, kindergarten should be required for students in all states to attend at age five.