Unit CU1533 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 The EYFS is a number of curriculums for children aged birth till 5 years old. All Care providers must make sure that eahc child meet the five every child matters outcomes and rules and regulatuons must be set to ensure this. the eyfs is covered by 6 main areas, these are, ⦁ personal, social and emotional development ⦁ Communication, language and literacy ⦁ Problem solving, reasoning and numeracy ⦁ Knowledge and understanding of the world ⦁ Physical development ⦁ Creative development All these areas are important and are included into all the planning. whether child initiated or adult led activities they should all be linked to the EYFS. The EYFS guides the way in which the nursery sector works and the duties and activities we set out.
The school bully, Barry Bagsley, teases him about his name. He tries to avoid Barry and acts invisible but swears to stand up to Barry in Year Nine. His Year Nine teacher, Miss Tarango, tells the whole class about the name Ishmael coming from Moby-Dick, which gives Barry and his friends more names to tease Ishmael with. Ishmael later intervenes when he sees Barry and his friends tease a younger boy from Year Four. A new boy called James Scobie becomes a target for bullying because of his appearance.
These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS. The aim is that each child can meet the goals by the end of their reception year. However, some children would have exceeded the goals whilst others may still be working towards the goals by the end of the EYFS. The seven arears of learning and development mentioned above are: Communication and language- This is about the child listening and attention, understanding, and speaking. Physical development- How children gain control of their bodies, use equipment’s successfully and how they learn to use equipment.
There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5. The assessments are based on EYFS practitioners’ observations. Information from the assessments is used for parents, practitioners and teachers to support children’s learning and development. The 7 areas that early years learning concentrates on are: * communication and language * physical development * personal, social and emotional development * literacy * mathematics * understanding of the world * expressive arts and design Teaching is often done through play, where the child learns about subjects and other people through games. At the end of the academic year when a child turns 5, the practitioner records each child’s development by watching the child playing and in the classroom.
It is useful in deciding whether the child is reaching expected milestones of development in different areas. The assessment framework is how children are assessed in school, for example, in my setting when a child reads, we write it in their planners. Standard measurements: School tests or cognitive aptitude tests that demonstrate a snapshot of children's academic ability or skill at retaining taught information and that might then be used to compare outcomes between children of the same age. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age.
Task 2 – 2.3 As I work in a SEN PMLD class I work with ages 3 to 10 years of ages, so we have to adapt the NC to our class and our children depending on their abilities. Our class has been labelled Nursery and Early years as the children in our class are at that stage with all the development skills, and would not be fair to put them in a higher class due to their age if they aren’t developed fully to go in a higher class. For example, we have a student that is at her mental ability to understand what she should at her age intellectually but does not have the physical and communicational skills to response like most other children her age (she is 6 years old). However as she cannot communicate with us through speech, we would adapt the lesson
h. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. 6.
Life of a student is a very stressful one, as you drag yourself to school around 7:40 you desperately try to find friends that have completed a large sum of the mound of homework we were given the day before. Everyone lines themselves in the hallways trying to urgently scribble down answers. It comes to a point when you don’t even care if they are right or wrong as long as there is something there. The bell becomes your enemy, it is the sound of, “your screwed, ” blaring through your ears. Everybody
Each expectancy on every area of development may affect the other areas but not necessarily all. Through the case study “Kindergartener: Attaining of Physical Milestones in a Kindergarten Class of Kiddies Learning Center”, we’ll be able to know if a child- specifically a kindergarten student regardless of gender having below the average height and weight of a 5 years old girl which is 40 inches and 39.6 lbs- would execute the physical developmental milestones expected at his/her age inside the classroom with or without teacher’s instruction. The case study may show how effective the instruction is of a teacher with accordance to the attainment of his/her students’ developmental milestone and so did the peers affect the respondent. CEBU NORMAL UNIVERSITY COLLEGE OF TEACHER EDUCATION PRE-ELEMENTARY-
Unit 136 Support Children’s learning and development in the early years 1.1 Understand the impact of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.