What constitutes high quality early years provision? In consideration of this question the assignment will critically reflect upon statutory descriptors of quality early years provision. It will analyse current policies and legislation drawing historical and international references for comparison and contradiction. When first considering the need for state provision of early years childcare the importance of the home was highlighted in the statement; "The home affords advantages for the early stages of education which cannot be reproduced by any school or public institution." Acland report (1908) It was further recognised however that home was not always the best place for young children to develop. Serious concerns were …show more content…
Not a 'make do' environment, direction was given to providing bright colours and ways for the children to explore their environment through play. Sand trays, pets, toys and music were necessary pieces of equipment in providing quality apparatus that would enable a young child to explore the world around them. The importance of sleep was also recognised through suitable provision. Both premises and apparatus within were to be conducive to allowing children to sleep when needed. The provision of open-air and sleep facilities are features that have transcended into the state provision of today as detailed in the Statutory Framework for the Early Years Foundation Stage. EYFS (2012.pg.24) The Acland reports view on staff is that they should be female. In describing the necessary attributes the manager of a nursery should have, the reports states that She should be a "well-educated teacher who has been trained on Froebelian principles in the widest sense of the term." Froebel had deliberately recruited women as teachers at a time when the role was predominately male. His theories were progressive and developed at a time when teaching was formal and directed. His suggestion was that children should do something for themselves, and play was a vehicle by which this could be achieved. Pound (2005,pg.15) "The plays of childhood are the germinal leaves of all later life; for the whole man is developed and shorn in
1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.
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.
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
This influential piece of legislation arose from the Green Paper ‘Every Child Matters’ and identifies five outcomes for all children:
Every child who on the term commencing after their 3rd Birthday is entitled to a free part time place in early years education. This was formed as part of the Every Child Matters agenda. From 0-5 years the framework of learning, development & care forms the Early Years Foundation Stage (EYFS), which follows the following principles:
An explanation of how different approaches to work with children in early years have affected current provision in the UK
5. The EYFS will be given legal force through an Order and Regulations made under the Childcare Act 2006. From September 2008 it will be mandatory for all schools and providers in Ofsted registered settings attended by young children – that is children from birth to end of the academic year in which a child has his or her fifth birthday. The term “early years provider” includes maintained schools, non-maintained schools, independent schools, and childcare registered by Ofsted on the Early Years Register, all of which are required to meet the EYFS requirements. .
This Act which is born from parent’s needs has a specific impact on childcarer's practice, but not only, as course handout 1a (2012, p2) confirms This Act is ‘for all those who are responsible for planning, running and using early childhood services’.
This case study will analyse how these Australian Government policies, initiatives and legislative requirements influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts.
Parenting and family life is learned at home through looking at examples, so children who lived in Residential School did not have the chance to live
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
This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.
Froebel is a significant figure in both past and present day. During the nineteenth century there was an ongoing battle against incorporation play as a part of the school curriculum as many viewed it as insignificant and meaningless. Many philosophers, including Frobel, believe that play enable children to process concept that reflects adult responsibilities (daily routes), socialization and culture. Today, Froebel kindergarten is very much present as early childhood teachers are still incorporating his ideas and gifts into the classroom or the garten as he called
The ‘Children’s Act 2004’ was continuously updated and developed into the ‘Children’s Act 2006’. This act states that all settings have to follow the Early Years Framework Stages (which were renewed in 2012). The Early Years Framework Stages (EYFS) is aimed to fulfil the five aims of ‘every child matters’ and the previous children’s act of 2004. The intentions are to achieve these aims by setting standards, promote equal opportunities and through a framework of partnerships, improve quality and consistency and lay secure foundation for all learning and development, present and future. By improving the quality the service and experiences are improved for all children and families. Safeguarding children is a vital part of improving all childcare services/settings.
Ratio 's are in place as the well-being and safety of the children are paramount