To achieve this question, you will need to provide answers to the following questions a) Summarise the entitlement and provision for early years education. b) Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. c) Explain the post-16 options for young people and adults. a) Every child aged between 3 and 4 is entitled to free education in accordance with Every Child Matters and the Childcare Act 2006. The government funds upto 15 hours a week for these 2 years before children enter full time education.
It is differing from Key Stage 1 in each country within the UK (Scotland and Northern Ireland) and is based on the concept of learning through play rather than through formal learning. Play has been shown to be an important part for children’s early learning. In Welsh and English schools, the Foundation Curriculum runs from the ages 3 to 5 years and is thus used in Reception classes and in nurseries. The Early Years Foundation Stage was introduced in England in 2008 and it sets out one standard framework for learning, development and care for all children from birth to the end of Reception year. In Scotland, the curriculum is focused around the documents called ‘Curriculum for Excellence.’ This document contains the information concerning the curriculum for 3-18 years olds.
SATs are test given to children in year 6 and year 9 to see their progress. These policies were introduced to education market in UK in order to improve equalities so minority groups could integrate into dominant culture. In 2002 labour revealed their plans introduce new schools, new technology and change to ethos of school which could result in better achievement from students. EMA’s was introduced by labour in after 1997 to improve equality between working class group and ethnic minority group. EMA are paid weekly to students that come from low income background.
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.
Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
The first pillar deals with stronger accountability for results. The State and local school districts are required to inform parents via report cards about their schools progress in closing any achievement gaps. If no progress is made they are required to provide supplemental services, such as free tutoring or after school assistance. If no progress is made after five years, the school must make dramatic changes in the way it is run. The second pillar is more freedom for states and communities.
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.
Bilingual education program models The following are several different types of bilingual education program models: Transitional Bilingual Education. This involves education in a child's native language, typically for no more than three years, to ensure that students do not fall behind in content areas like mathematics, science, and social studies while they are learning English. Research has shown that many of the skills learned in the native language can be transferred easily to the second language later. The goal is to help students transition to mainstream, English-only classrooms as quickly as possible, and the linguistic goal of such programs is English acquisition only. In a transitional bilingual program, the student's primary language is used as a vehicle to develop literacy skills and acquire academic knowledge.
The preschool years, age three to five years, are the next step after toddlerhood. A child should continue to make vast progress in their language, motor skills development, and their overall view of the world (McGoldrick, Carter, & Garcia-Preto, The Expanded Family Life Cycle: Individual, Family, and Social Perspectives, 2011). According to Erikson these preschool years are referred to as the stage of “initiative versus guilt” (Cloninger, 2004). The goal of this stage is for the child to develop more purpose. This stage builds upon the autonomy the child has developed.
Delaying the Entrance of Kindergarten The average ages of children entering kindergarten is now about five years old, but are they really ready for the rigorous kindergarten curriculum that is now taught in schools? Kindergarten initially started in Germany by Freidrich Froebel. He believed that education should foster the natural development of children. Play was seen as an important means of enhancing self-development (de Cos 1). Kindergarten was originally a place for children to play and practice manipulative activities rather than a place for formal structured lessons and recitations.