Contex and Principles for Early Year Learning Essay

Question An score of the well-grounded status and principle of the pertinent Early historic period Frame accomplishment and why the first form frame unravels mark a face-to-face and separate begin to accomplish and exploitation 1. 1 The statutory frame add for the EYFS sets out the legal requirements relating to larn and nurture and the legal requirements relating to welf atomic number 18. The EYFS framework has statutory force by virtue of Section 44 of the nipper c atomic number 18 Act 2006. The EYFS is a central part of the ten year small fry c atomic number 18 strategy Choice for p atomic number 18nts, the best capture for pincerren and the landmark tikec ar Act 2006.This Act, which regulates the kidskin c are in England, formalise the weighty strategic habit local politics make, by substance of a set of duties. These duties require authorities to work with their NHS and Jobcentre Plus partners to improve the outcomes of on the whole small fryren u p to five twenty-four hourss of succeederion and lose weight inequalities in the midst of them secure sufficient nipper divvy up for operative parents provide a parental cultivation service provide information, advice and cultivation for pip-squeakcare providers.The act also lays out registration and inspection arrangements, providing for an merged development and care framework for the Early Years and general kidcare registers. The sufficiency, information and outcomes duties came into entrap on 1 April 2008 and the remaining pro mickles came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for capital punishment from 1 September 2012. This is an integral part of the Governments wider vision for families in the pes geezerhood.It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free proterozoic(a) information entitl ement and sweet streamlined inspection arrangements, this is a step towards a luminosity touch regulatory regime. The Government will continue to stress to reduce burdens and remove unnecessary mandate and paperwork, which on a lower floormine professionals ability to protect children and hike up their development. The new EYFS framework makes a number of improvements Reducing bureaucracy for professionals, simplifying the statutory judgment of childrens development at season five. Simplifying the packing and development requirements by reducing the number of previous(predicate) on diddleing goals from 69 to 17. Stronger wildness on the three prime areas which are some essential for childrens sanguine development. These three areas are communication and langu historic period physical and personal, sociable and emotional development. For parents, a new relegate check at period devil on their childs development.This links with the Healthy Child review carried out by health visitors, so that children get either additional support they need before they start give lessons. Strengthening federations amidst professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the command Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the cardinal registers the EYR for plurality caring for children ripened from birth to 31 August after their fifth birthday and the GCR for childcare over this age.The GCR has two parts the compulsory part (for providers of childcare for children aged five to s crimson) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has re nonplusd three condition frameworks Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for at a lower place 8s Day-care and Childminding. The EYFS is given legal force by and through an Order and Regulations made under the Act.From September 2008 it will be mandatory for all nurtures and early eld providers in Ofsted registered lays attended by teenage children that is children from birth to the end of the disciplineman year in which a child has their fifth birthday. All early years providers are required to playact the EYFS requirements. From September 2008 it is the legal province of these providers to ensure that their supplying meets the square up and development requirements, and complies with the welfare regulations.The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers essential meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure childrens school readiness and gives children the patient of range of knowledge and skills that provide the right world for good early progress through school and life.Every child deserves the best manageable start in life and the support that enables them to fulfil their potential. Children develop rapidly in the early years and a childs invites betwixt birth and age five carry a major bear upon on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and laid-back prime(prenominal) early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide quality and consistency in all early years settings, so that both(prenominal) child makes good progress and no child gets left behind a secure foundation through learning and development opportunities which are be after around the bundle and interests of each individual child and are assessed and reviewed regularly partnership work mingled with practiti whizzrs and with parents and/or carers equality of opportunit y and anti-discriminatory practice, ensuring that every child is include and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare.The learning and development requirements cover the areas of learning and development which must model activities and devours (educational programmes) for children in all early years settings the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should acquit at the end of the academic year in which they turn five) and assessment arrangements for criterion progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to lionise children safe and promote their welfare.Four guiding principles should shape practice in early years settings. These are every child is a strange child, who is constantly learning and corpor ation be resilient, capable, footsure and self-assured children learn to be strong and independent through imperious relationships children learn and develop well in enabling surroundingss, in which their experiences act to their individual needs and there is a strong partnership amidst practitioners and parents and/or carers and children develop and learn in opposite demeanors and at different rates.The framework covers the education and care of all children in early years provision, including children with special(prenominal) educational needs and disabilities. The aim of the EYFS is to help modern children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, make a positive contri stillion, and achieving economic well-being by 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. proves, providers should bring through separate le arning, development and care that enhances the development of the children in their care and gives those children the best assertable start in life. Every child should be supported one at a metre to make progress at their own tone and children who need special support to fulfil their potential should receive special consideration.All providers have an equally important role to play in childrens early years experiences and they have to ensure that the provision they deliver is both earmark to children needs and complementary to the education and care provided in childs different(a) settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is include and non disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability.Practitioners should focus on each childs individual learning, development and care needs by removing or service to ov ercome barriers for children, being alert to the early signs of needs that could lead to later on difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership work mingled with parents and professionals, and surrounded by all the settings that the child attends.Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure tenacity and coherence by overlap relevant information with each other and with parents. Parents and families are central to a childs well-being and learnings needs. For this reason practitioners should support this important relationship by communion information and supporting support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime.5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and certain by the use of ongoing observational assessment. It is important to their future success that children earliest experience help to name a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are fit for the power point that they have reached.Children need to be stretched, only not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each childs continuing development through play-based activities, and respond quickly to childrens learning and development needs. There are a lot of important aspects on the early years provision in the EYFS framework. These principles are 1. There should be a variety of provision for children under five in all locality. 2. All crowds should operate in safe, healthy premises and should register with the local favorable services department. 3.Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. faculty should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that glisten the needs of parents and children. 7. Groups should have clear policies and procedures for entre and attendance of children 8. Groups should consider childrens dietary needs to ensure that whatsoever food or drink provided is appropriate, acceptable and nutritious.In the provision of any refreshment, groups should respect individual, cultural, religio us and medical requirements. 9. Groups should have appropriate and adequate amends cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have feeling with, other local providers of education and care for newfangled children. 13. Groups should provide for children and adults with disabilities and learning difficulties including children in need as defined by the Children Act 1989. 14.Groups should be well organised, with elaborately planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is lastly dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the groups work, for adults and children. Al l children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. later on the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers not to treat a disabled child less favourably to make reasonable adjustments for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have set(p) opening times and are usually open all day and during the school holidays to meet the needs of working parents.They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Child ren can start a nursery school or nursery class attached to a primary school from the age of three. slightly nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years.They usually offer half day sessions, verge time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but lots also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home.They may be able to work flexible hours and per iods. Will often take or collect children from playgroup or school. Can care for a maximal of six children under 8 years of age, depending on the play situation available, but no more than three under 5 years of age and not normally more than one under 12 months Question An explanation of how national and local guidance materials are utilize in setting 1. 2 UKs current provision to work with early years children has been influenced by galore(postnominal) different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840.He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play this is where children understand that they can make one thing stand for or symbolise something else for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through inventive play. He was also well known for encouraging block play which he calle d gift encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks.His speculation start with the concept that humans are originative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought-after(a) to harness this impulse and focus the childs play muscle on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. each(prenominal) child is funny and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each childs own rhythm but makes it purposefu l and guides the child toward the group. Froebel acknowledge that you cannot control the child so he controlled everything else. A prepared purlieu provides the instructor with the proper tools and gives children the experiences that the instructor feels are most beneficial, leading the childs mind to the subject at hand. It feels less unified or forced, but it is very extremely efficient.After his death the idea of his child-centred kindergarten became fashionable in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a amend in poor areas of Rome in the early twentieth century. During this time she observed childrens development and saw them as mobile learners. She did not believe in imaginative play but she felt that children take to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly pervious to certain area of learning and that the adult must guide them through these.Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensational experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet uncompromising and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be comfy, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed knockout helped with compactness, the s etting is aesthetically pleasing. The Montessori method consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization.Over sixty years of experience with children around the world proved Dr. Montessoris theory that children can learn to read, write and calculate as intimately and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The superior/ range of mountains approach The gritty/ stove access has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process.Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help foreclose errors. Children learn by repetition, instead of by trial and error. The role of m deal play is also different in the two methods. In spicy/Scope, childrens creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, practical life work that relates to the real world is essayed.Although Constructivism is a theory of learning, as opposed to a theory of teaching, lavishly/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through lively involvement with people, materials, events, and ideas. What Are High/Scopes Main Components? Social One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. T he High/Scope approach includes times for various grouping experiences in the schoolroom.There are specific periods in each day for small group times, bountiful group times, and for children to play independently in learning centres throughout the classroom. Children are encouraged to share their thinking with teachers and peers. Social interactions in the classroom alliance are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. When a child talks, the teachers listen and ask open-ended questions they seek to ask questions that encourage children to express their thoughts and be creative rather than a disagreeable question that would elicit more of a yes/no or simple answer. Each day the High/Scope teacher observes and drops what the children are doing. During the year, teachers spot a High/Scope Child Observation Record from the nonchalant observations they have collected. Curriculum Key experiences were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are -Creative example -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time Plan-do-review is another major component of the High/Scope framework. Children are encouraged to 1) plan the area, materials, and methods they are going to work with 2) do, literally carry out their plan and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bet closure to their work and link their actual work to their plan. Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. voice labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). The High/Scope classroom has a consistent routine. The purpose of the resulting pr edictability is to help children understand what will happen contiguous and encourage them to have more control in their classroom. Environmental Set-Up The High/Scope classroom is a materials-rich learning environment. Usually, the locations for classroom materials are tagged to help children learn organizational skills. Materials are set-up so that they are easily accessible at a childs level. This helps facilitate childrens active exploration. Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio genus genus Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique political program ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approachs Main Components? Social Coope ration and collaboration are terms that stress the value of revisiting social learning.First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). Co-construction refers to the fact that the meaning of an experience often is built in a social context. An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for beholding children as the competent and capable people they are. They also make hypercritical connections between families, schools, and community. Curriculum One of the special features of the Reggio Emilia approach is called documentation. support is a sophisticated approach to purposefully using the environment to develop the history of projects and the school community.It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a childs education, it is more than just that. It is a fundamental way of building connections. backup is discussed in more detail in the near section that describes the uniqueness of the Reggio Emilia Approach. Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to rationa lize ideas to someone else clarifies these ideas.In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to aggressively listen and cheer collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each others work. semipermanent projects are studies that encompass the explorations of teachers and children. Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. Portfolios are a collection of a childs work that demonstrates the childs efforts, progress, and achievements over time. Environmental Set-Up In Reggio Emilia, the environment is comparable to that found in Montessori schools. However, the environmental set-up as a third teacher has been enhanced and extended in the Reggio Emilia approach. equal Montessori, it is believed beauty helps with concentration the setting is aesthetically pleasing. Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. Each child is provided a place to keep her own belongings. Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question An explanation of how different approaches to work with children in early years have affected current provision.1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally i mportant and inter-connected. Another reason is that experiences during the early years strongly influence a childs future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs.Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience crosswise all the areas of learning and development. In fact EYFSs aim is to reflect the rich and personalised experience that many parents give their children at home. Like 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 a t 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 childrens early years experiences and they have to ensure that the provision they deliver is both appropriate to children needs. Question An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child settings staff and parents/carers.For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for mutual respect and trust a recognition of equality between parents and professionals awareness of cultural and ethnic diversity partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build tru st, and encourages them to seek advice and use services.It is key to establishing and maintaining relationships, and is an active process that involves auditory modality, questioning, understanding and responding. an acknowledgement and manduction of feelings all parties to play a role in the decision making process. Question A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them Time and availability. Finding a in return convenient time and venue to meet Other demands from family and work introduction and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability Language barriers (there are no words for Downs syndrome in Punjabi or Urdu) What is culturally acceptable Parents ow n education detrimental feelings towards school and authority Feelings of inadequacy Fear of being judged Communication silly communication channels (e. g. through the child only) Poor information sharing (what does go on in school? ) Automatic use of jargon. coldness wish of confidence School and staff Personal relationships between teacher and parent Limited facilities for merging with parents lack of empathy with the role of parent Lack of staff skills and confidence Access to relevant information An unwelcoming environment Parent and school Who to talk to? Lack of acceptance or awareness of childs difficulties The value placed on education Young people not wanting parents involved Lack of information around alteration periods (from one school to the next) Disinterest/lack of clear responsibility. Lack of consensus between parents Previous experience Negative previous experience Feelings of being judged Lack of action or follow up Being patronised So me ideas for overcoming barriers Communication Use regular newsletters to improve information flow have got a central information point e. g. regularly updated notice shape up Have a central contact point Exploit applied science web sites, email, blogs, text messaging Provide up to date information and a jargon buster manufacture regular meeting slots Create opportunities for informal as well as formal contact e.g. parents assemblies, social events. Collect parents views e. g. suggestion box, parent forum, parents spokesperson Involve parents in school activities Use home/school books and diaries Use email or phone if there is sensitivity about keeping a written record School and staff Develop staff skills in communication and listening Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings Improve the range of activities in which parents can recruit Make direct personal contact with parents Provide creche.