support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
Targets can be set to meet more holistic objectives, such as the development of independence skills. o Targets for children and young people/young people who have statements should relate to the objectives on the statement. o List individual targets in this section o Remember that targets should be SMART; Specific Measurable Achievable Relevant Time Bound o Parents should always be involved in the targets that have been set and be informed of the action school is going to take and any help they can give them at home. o Children and young people and young people should contribute to the targets that are set. • Teaching assistants (TA’s) and learning support assistant (LSA’s) can
Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
Assessment Task – CYP Core 3.6 WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE. Q 1.1 . Explain the importance of multi-agency and integrated working? A. Multi-agency working is about different services, agencies and teams of professionals and other practitioners working together to provide services that fully meet the needs of children, young people and their parents or carers. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver frontline services.
1.6 The purpose of CAF is to identify additional needs of children and young people and to ensure that additional needs of children/young people are met through multi agency working. The CAF consists of: a common process of assessment, a standard form, a pre-assessment checklist to decide whether common assessment would be useful. This is designed to offer a holistic, shared assessment of the child and their situation which reduces duplication and enables early intervention. It can be used for any child or young person with
I will be explaining the importance of equality of opportunity and the government initiative such as Early Years Foundation Stage (EYFS) to help me analyze the concept of children’s holistic development. I am doing this as I want to gain more knowledge and a better understanding of how children develop and learn. The development of children within the social context will be through many ways and through various people. The main people to help this will be parents and the wider community which includes: educators and peers. Educators help through the social context with development and learning.
‘Getting communication with parents in early years settings right, is one of the most important aspects of working with young children. If it is done well, then children, their families and the organisation will flourish. Researchers found that the most effective settings, shared child-related information between parents and practitioners, often involving parents in decisions about their child's learning’. Early Years Update (2006, page no.). It is crucial to have good communication as it is used everyday in the Early Years Setting to convey information, receive important information, instruct, persuade, request, teach, develop and much more.
Socio-emotional Development – Preschool Years The preschool years are an important time in a child’s development. These skills will be imperative during that time. It is important that parents or the caregiver know what the child should be able to do at a certain age. This will help the parent or caregiver be on alert for potential problems, and provide opportunities for children to practice and sharpen their skills in their natural settings. Slavin (2012) found that social network grows from an intimate relationship with parents or other guardians to include other family members, nonrelated adults and peers.
Duties and responsibilities of own work role..... SUPPORT FOR THE SCHOOL Responsibilities and duties is to create safe, happy, positive and stimulating learning environment that children can be cared for. To beware and to follow the school policies and procedures relating to child protection, health and safety, school rules, behaviour policy, confidentiality and data protection, reporting any concerns to an appropriate person. To ensure all children and young people have equal access to opportunities to learn and develop. To respect and support the role of other professionals. Keeping up to date with change procedures and practice by attending meetings and training.
The National Association for the Education of Young Children (NAEYC) recommends that programs construct comprehensive system of curriculum, assessment, and program evaluation that fit together in to a coherent educational system linked to child outcomes and/or standards. Observation based authentic assessments are of child in real life time, doing everyday activities or activities that are developmentally appropriate for the child based on their own individual needs and ability while remaining completely objective. These assessments are generally tied into a child's daily activities and are directly linked to curriculum and learning standards. Authentic observation is collaborative with a child's family and includes them during the assessment process and outcomes. Authentic observations and assessments are a valuable and irreplaceable tool in many areas of child development.