Relevant Early Years Framework Analysis

Practitioners work in partnership with parent’s families, as they are the child’s first and most enduring carers and educators

There are several different organisations that provide Early Years education for children aged 0 – 5 years. Whilst some provide the entitlement from birth, some provision work in conjunction with others and entitlement starts from the age of 3 years.

All Early years’ settings have policies and procedures that staff need to work with and follow they need to be up to date and be in line with the current framework of current legislation. Every policy has a procedure to follow and how to respond if you have any concerns about your key child or any other child that attends to the setting. The following procedures must be completed to ensure that the correct method is actioned.

All practitioners should understand and know the framework for Early Years provision used within the relevant united kingdom home nation.

How the range of early years setting reflects the scope and purpose of the sector.

We had the opportunity to sit-in at two different primary schools, and each provided us with valuable insight into the early education system in Ireland. The first school we visited was an all Irish-speaking Catholic school. The second was an educate-together primary school. The educate-together primary school differed from the educate-together secondary schools we had visited in that they did not require students to wear uniforms. These two schools fundamentally differed in many ways both from the secondary schools and from one another.

The early year’s foundation stage has been in place since September 2008.Early years foundation stage is a play based curriculum for children from birth to five years which allow them to explore their learning and development through play.

Throughout the years from the age of 3 years of age to five years, these may be seen as an exhilarating time for the children and their families. We aim to make the child’s time at the centre educational. The main thing Little Joeys is working towards in the year of 2016 are for them to become confident within themselves and develop their use of communication skills and have the readiness of being able to transition into school. The centres philosophy is coherent with the Early Years Learning Framework (EYLF) which is used with the educators interacting with the children.

The attitudes we have towards children and the beliefs we hold influence our understanding of the child, the philosophy of working with children and the pedagogies we employ as educators (Woodrow, 1999). The Early Years Learning Framework promotes the image of the child as competent and advises educators to adopt pedagogies that reinforce children’s sense of themselves as competent learners (DEEWR, 2009). This concept is not new in early childhood education. Maria Montessori, the first theorist and practitioner to advance the image of the child as competent, recognised children as intelligent, competent individuals, capable of active engagement with the world (Dahlberg, Moss & Pence, 1999). Similarly, in Reggio Emilia the child is viewed as

It is very important for children to keep them safe and healthy throughout from all ages so early year learning framework is the only key to teach them how to maintain safety and healthy life because whatever children learn from early age remains lifetime with them.

The Early Years Learning Framework, learning outcome 4.1 states ‘children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity,’ in with following this I would go place a variety of dinosaurs/animals in the sandpit while Flynn and Lucy continue to play in the sandpit giving them a variety of items to help further their imagination while playing.

An individual is defined by their personality, attitude, interests, emotions and most notably, intellect. The intelligence of an individual gives an insight into how their early years in life most likely happened as well as how they approach education and the attention for knowledge. It’s not possible to force someone to be the ideal person who is smart, handsome and athletic. However, work can be done to influence someone to follow a specific path. Convincing someone to pursue an athletic career would require motivation to be physically fit and healthy. Developing an individual into an intellect requires education and education stems from schools. An early education may guarantee a smart individual with immense knowledge of any subject they

While higher education obtained through college remains highly sought after to initiate stable career paths, the early education received by children during the first eight years is just as crucial to this development. Research spanning decades proves that a lack of a primitive education is the equivalent of renouncing a benefit that contributes to the basis of a successful future. This paper discusses the importance of early education, opportunity cost

Prior to a formal education process consisting of school buildings children’s education occurred through their interactions with their family. Fathers instructed sons. Mothers instructed daughters. This experience was carried out primarily by association and imitation. Children learned from life experience gained from living in groups in addition to participating in daily activities. In ancient times children were considered miniature adults after gaining control over bodily functions, the ability to independently groom and feed their selves. Even children under the age of five worked to support the household. As civilization expanded, training through apprenticeship evolved. Historical records over 4000 years ago, documented children

The fifth chapter of this textbook explained the different stages of physical and cognitive development that children undergo during the early childhood years. Different theories were discussed when analyzing cognitive development in younger children. Lev Vygotsky founded a theory known as the Zone of Proximal Development (ZPD) using an approach that links social communication with knowledge construction in the developing mind of a child. He used different techniques such as scaffolding to enhance this theory and stress the importance of language/support as a way of shaping independent thought.