Provide High-Quality Inclusive, Early Childhood Education and Care

The Common Assessment Framework 2009 aims to identify additional need and promotes information sharing and coordination of services. Working Together to Safeguard 2003 outlines legal requirements for safeguarding, promoting welfare, roles and responsibilities of professionals and working together to keep children safe. The Munro Review 2012 regards the rights, wishes and feelings to shape the provision of services. The Safeguarding and Welfare Requirements of the Statutory Framework for EYFS 2014 outlines responsibilities for childcare providers for children 0-5 years. Special Educational Needs and Disability Code 2014 provides guidance relating to promoting the welfare of children and young people with special educational needs and

In July 2009, COAG agreed to a National Early Childhood Development Strategy to support around two million children and their families. Early childhood education and care policy brings a number of changes in the field of the profession. It advocates to provide access to all the children preschool education for the better learning outcomes in the subsequent years and integration of the Aboriginal and Torres Strait Islander families and children into the education system. The policy is compatible with the European policy. European early childhood and education policy “lays more stress on the importance of yearly years so far as education, employment, social skills, and later success in life is concerned” (Education Policy,

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

Some people may ask what inclusion is well inclusion makes it possible for children with and without special needs, interact and learn with each other on a daily basis in a classroom. There are many children in the world today that have special needs. Some of those children do not get to play with “typically developing peers” (NAEYC) or children their age because some schools do not offer inclusive classrooms. There are many reasons why inclusive classrooms are good for everyone involved.

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

• Sure Start Children’s Centre: Working with parent’s right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and

The range of Early Years Settings reflects on the requirements of parents and families for their children. Some parents want care for their children so that they can return to work, some may want to stay with their children while they socialise, some may want their children in a setting which offer services aimed at learning, whilst some may want their children to be in a home based environment and some families cannot afford to pay fees for provision. This is why the |Early Year’s sector has various forms of provision to meet the needs of families. Provision include

This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the

Explore Australian government policies, initiatives and legislative requirements and analyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts.

Early childhood education has many benefits and there is the potential for many significant outcomes if universal preschools were put into place. Some feel that children who start kindergarten without previously attended preschool sometimes lack certain skills such as social and communication skills and an inability to follow routines. There were also studies done that found attending preschool could help to close the achievement gap in the grade school years. A child’s first few years of life are most important, and they absorb the most during those years. By providing universal preschool, all children would be benefiting, especially those who are in at-risk families or part of the lower class. As a society, we have a responsibility to help the children in our communities and provide them with the education they need in order to help them succeed in life.

The Australian government is one of the key stakeholders and/or policy actors in the making of educational policies for children in care and foster carers. Children in care are usually considered as being in the care of the state, where their safety and welfare are protected by the government (Townsend, 2012). The NSW Government plan pointed out a shared approach to child wellbeing stating that each preschool and school aged children and youth has their personal education plan within 30 days of entering OOHC, and the plan will be inspected and reviewed annually by the Department of Education and the specific case worker (NSW Department of Education, 2017). The 30 days education plan demonstrates the current intervention to provide youth with adequate education in response to OOHC placement. Current policy acknowledges the need for foster parents/caretakers to work interdependently with social services (Townsend, 2012). It is important for policymakers to understand and empathies with the struggles and needs of children in care because evidently they face the brunt of the situation.

At Dreamtime Education and Care we offer an educator outreach program for communities around North Queensland where early childhood education and care centre-based delivery is not readily available.(Mobile Children’s Services Association, 2016) Our services include pre-school, child care, toy libraries, nutritional programs and play groups. Our service ranges from children aged 0-12 years.

The importance of every student being able to get ample opportunity in the classroom is very imperative. However, there are times when teaching and educating in the class does not give everyone that same opportunity thus creating a problem or difficulty for students to all feel included. Inclusion in the early childhood setting is considered exemplifies the qualities, approaches, and rehearses that bolster the privilege of each newborn child and youthful kid and his or her gang, despite capacity, to take part in an expansive scope of exercises and settings as full individuals from families, groups, and society. The coveted results of comprehensive encounters for youngsters with and without incapacities and their families incorporate a feeling

Daniel, B., Wassell, S. and Gilligan, R., (1999) _Child development for child care and protection workers,_ Jessica Kingsley

Parents of children from dysfunctional families might find these two schemes helpful in providing their children with proper early childhood education. This should be taken care of so that every child has an