Welcome At Poppy 's Place

Resources are selected as part of my formative observations and planning system and reflect the requirements of the EYFS curriculum (Early Education/DfE,2012). When observing children’s play, it allows me to identify the child’s interests, how they learn and what is required to develop their learning further. As a practitioner I can then provide varied opportunities within my planning to support development.(KS1)

As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.

This details how we must work in partnership with parents and carers, promote the areas of learning preparing them for school. It ensures we support families that has English as an additional language and highlights the need for key workers.

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

The provision made is about supporting young children for every country in the UK. It is based on the idea that young children learn through play rather than formal learning, as play is an important and successful thing in children’s early learning.

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

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

It is agreed that educator’s philosophy, pedagogical practices and believe about topics such as gender and sexuality, socio-cultural factors and cultural diversity will influence how the Australian Curriculum and Early Years Learning Framework (EYLF) is reflected in the classroom. For example, cultural competence which is one of the eight main practices that EYLF focuses on to support children’s learning.

It’s very important to work with families when it comes to their children’s learning. Children gain confidence by seeing their parents working with staff in the setting. Parents and families, who work with staff at their child’s school or nursery, will find that influences the way their children act at home. Having support from both parents/carers will encourage good relationships between the setting and the home, encouraging the families’ confidence and self-esteem. Practitioners can work in different ways to involve parents such as open days, newsletters, notice boards, parent-toddler clubs, day-to-day informal conversation, toy library, social activities, help with outings, reading with children, coffee mornings, school assembly, parent’s room and exhibitions of children’s work.

Discuss the ideology underpinning policy and practice for children and young people and demonstrate an awareness of constructs of childhood and adolescence from either an educational or care perspective.

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

A professional educator will actively view the child’s in association with their family and environment. They need to be viewed in context with their family as this will make the educator aware and respect the values and culture of each family and student. Principle 2 of the EYLF mentions ‘Learning outcomes are most likely to be achieved when Early Childhood Educators work in partnership with families’ (EYLF, 2009, p12). This is mostly effective when a successful educator uses strategies that actively involves the family, by introducing families to the classroom through plan programs that invites parent input.

As a professional child carer, my day-to-day role adheres to the CACHE values, by ensuring that the child is at the centre of my practice, and their needs are paramount [Bruce & Meggitt, 2012]. It is my role therefore to use the right skills and attitudes to create a safe, happy, positive, stimulating, multicultural learning environment in which children are cared for. I intend to achieve this by:

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.

To work holistically and in a thoughtful manor is known as social pedagogy. By looking at the theories of development and ways of working with children we can see how it is brought together to create frameworks for care and education. The aim of this is to find ways of working with children and young people that will improve their life chances, for example, flying start. Children can go here at a young age if they are not old enough to start school; this will give them a head start in life. It is underpinned by the idea that everyone has potential, resourceful, is valuable and can make a good contribution to their community if they are included. Social problems and inequality will need to be tackled to support this.