2.5 Encourage and support children’s learning in developmentally appropriate ways. 2.6 Engage in sustained shared thinking with children. 3. Safeguard and promote the welfare of children. 3.1 Know the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of children and the implications for early year’s settings.
CYP Core 3.6: Working together for the benefit of children and young people. 1. Understand intergrated and multi-agency working. 1.1 Explain the importance of multi-agency working and integrated working. Multi-agency working is a successful way of supporting children and families with additional needs.
This supports children and their families by allowing them free access to important things that are needed in a child’s life to help them with the right education and health services they need. This will support any families that need to work throughout the day and need their child (3years+) to be looked after. An example of statutory sector is Arbourthorne Community Primary School. This is a school which provides free education for children aged 3-11 years old. This school is there to provide learning for everyone, no matter of their financial well-being.
There are many different organisations that provide childcare options for children 0-5 years old these include: Sure Start Children's Centres-They work with parents and children from birth offering health and family support, parenting advice, training and employment advice and provide early years education for children 0-4 years. Nursery Schools-Provide early learning and childcare for children between 3-5 years old. They can often be based at sure start children's centres or linked to a primary school. Pre-Schools-Playgroups provide play and early learning for under fives and 3-4 year old s have their free 15 hours a week entitlement. Childminders-Provide care for children in their own homes and children under 4 years old are still entitled to their 15 hours a week free.
Unit 5: Develop Positive Relationship with Children, Young People and Others Involved in Their Care. 1. Be able to develop positive relationships with children and young people. 1.1 Explain why positive relationships with children and young people and how these are built and maintained Positive relationship with children and young people is important because they help children to develop their independence, self esteem and wellbeing. A child will always play and learn better when they are comfortable in their surroundings.
Effective communication helps us to develop a strong positive relationship with children who can trust us which benefit children and young people and their ability to participate in and benefit from the setting. While communicating with children we have to make sure that how we are communicating for example we have to be very clear in our instructions, we come to their eye level, make eye contact, adapt to their different needs for example if a child is dyslexic we give them extra time for learning. Showing respect, being considerate, remembering their personal issues, taking time to listen to their views and worries. It is important that we model effective communication skills so that children behave in proper manner and that they also know their boundaries. There are many ways by which we can communicate with adults (staff and parents) like- emails, verbal, nonverbal, contact books - through which parents as well as carers can contact with each others, we can share information and views with each other.
It does this through fully integrated working, trusted relationships between individuals who know and work with them. As a person in contact with a child/young person it is important to encourage them to show an interest in the learning that they are participating in. This can be done by following Every Child Matters aims. Among other aims to listen and communicate effectively with a child, and in turn this will build up a good working
Northern Ireland children follow foundation stage, which starts when they are 5 yrs old, from around 7 years they will follow key stage one but similar to Scotland they will not progress until they are ready. EYFS is designed to enable children to work and play independently, although teachers and support staff will use specific activities to help them teach certain skills, e.g. drawing round a plate helps children to form letters. b) Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. Most schools are funded and run by the local education authority, they are known as maintained schools.
That is why it is our most joyous obligation to insure that every child gets all the information and exploration they each desire. A supportive and safe learning environment is crucial to young children. We at Puzzle’s Preschool believe every child develops at their own rate. This is why we base all of our learning activities on what is best for each child’s developing mind. All of our learning activities include four very important ingredients; socialization, to have the children get to know one another.
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included 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 shape activities and experiences (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 have at the end of the