What Constitutes High Quality Education for Early Years provision?

Throughout history we have had people that stood up and fort for young children’s needs and these people have influenced the UK current early years provisions.

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.

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 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’.

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.

7. This document forms part of the statutory framework for the EYFS. It sets out the learning and development requirements (the early learning goals; the educational programmes; and the assessment arrangements) in Section 2 and the welfare requirements (safeguarding and promoting children’s welfare; suitable people; suitable premises, equipment and environment; organisation; and

This influential piece of legislation arose from the Green Paper ‘Every Child Matters’ and identifies five outcomes for all children:

Summarise entitlement and provision for early years’ education (Refer to Childcare Act 2006 and Every Child matters) (1.1)

She believed that children became whole people through play. She thought that play helps them to apply what they know and understand.]

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.

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

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:

Ratio 's are in place as the well-being and safety of the children are paramount

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.

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