1.1 Explain the legal status and principles of the relevant early years framework/s and how national and local guidance materials are used in settings.
As highlighted, it is clear to see that literacy experiences are of great value and importance in a child’s early and later development (National Early Literacy Panel, 2008). The EYFS curriculum framework clearly displays this information for all Early Year practitioners to follow, demonstrating its importance. Moreover, the DfE (2012) believes it is important for all young children to receive the same Early Years education, despite the child’s background and the EYFS curriculum framework accommodates this. Additionally, the EYFS curriculum is linked to the National Curriculum in primary schools, and its framework helps to ensure that the child is ready to enter primary school (Soler and Miller, 2010). In contrast, the Te Whariki curriculum focuses more
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
Discuss the role of the early years practitioner in planning provision to meet the needs of the child.
Below is the structural educational framework for England’s children aged 0-5 years old, the things we should be focusing on developing:-
The ideas and concepts gives you knowledge how to provide quality care and work alongside parents, also it can give you guidance on how to set up an activity to help the child get the most out of it. The four sections are:
The statutory framework for the EYFS sets out the legal requirements relating to learning and development and to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006.
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
Personal, social and emotional development: How they feel about themselves and helping them to develop a sense of self and how to respect others. Other social skills include getting dressed and undressed, washing themselves. Also wanting to learn and getting excited when learning.
The legal status and principles of the Early Years Foundation stage is used with children aged from birth to five years. The Government have outlined three primary and four specific areas and seventeen early learning goals that they think are important to a child’s development and planning is used to meet a child’s individual needs.
Part 2 sets out the learning and development requirements that all early years providers must by law deliver, regardless of type, size or funding of the setting. The Childcare Act 2006 provides for the EYFS learning and development requirements to include three elements:
In 2001 The Learning Country report was published. This document, which researched into the Welsh early year’s educational system and compared it to those in other countries in Europe and the rest of the world, paved the way and laid out strategies for the roll out of the Foundation Phase (Davidson, 2001). One of the outcomes was that the children should have more input in the planning and reviewing of their work (Davidson, 2001). This is one of the key
Nóirín Hayes explains in her research paper Perspectives On The Relationship Between Education and Care In Ireland (2007), how demand for early years education in Ireland has increased in the last two decades for a multitude of reasons. Due to this growing demand for quality early years education the NCCA (National Council for Curriculum and Assessment) introduced Aistear as the early childhood curriculum framework for 0-6 years in Irish early years settings in 2009. Aistear was introduced as the curriculum framework which when