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.
EYMP 2: Promote learning and development in the early years. Unit reference L/600/9782 Level 3 Credit value 5 GLH 40 Unit aim: To prepare the learner to work with children in supporting their learning and development within the relevant early years frameworks within the UK Home Nations. The unit assesses competence in planning to meet children’s needs and providing and supporting learning and development activities. 2. What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded?
What is happening in the child’s environment. It also includes whether the child has any additional needs or which children/people are around the child as the child may act differently around different groups of friends and different members of staff. To assess young children in a setting you follow the EYFS (Early Years Foundation Stage) the EYFS give guidelines as to what a child should achieve at what age or stage. To find out what stage a child is achieving members of staff, especially the key person, perform observations and record these. These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world.
“Examples of specific services offered through projects include: Home based ante natal care, Breastfeeding Support Groups Advice, support and information on health related topics Early Language Development Programmes Play development for all ages and stages Age appropriate physical development opportunities High quality crèche sessions Promotion of the creative arts Support for smooth transitions between pre school and school.” (EarlyYearsSureStart) Nursery schools - Provide early learning and childcare for children between three and five years old. They are often based at Sure Start Children’s Centres or linked to a primary school. Preschools and playgroups - Usually run by voluntary groups providing part-time play and early learning for
Pre-school is a really good way of children to start interaction with other children and adults before they start at a primary school ensuring a smooth transition. Foundation Stage Unit This the next step between pre-school/nursery and primary school. Foundation stage tend to be within a primary school grounds and offer a
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
CCLD LEVEL 3 Unit 22 Outcome 3 Number 1 Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales, Department for Children, Education, Lifelong Learning and Skills. The statutory Areas of Learning in the Foundation Phase are: • Personal and Social Development, Well-Being and Cultural Diversity • Language, Literacy and Communication Skills • Mathematical Development • Welsh Language Development • Knowledge and Understanding of the World • Physical Development • Creative Development. For each Area of Learning the educational programme sets out what children should be taught and the outcomes set out the expected standards of children’s performance. Including all children under the requirements
Education (schools) and childcare (nurseries) is mostly the concern of the local education authority. (Beaver M, Brewster J, Green S, et.al 2008, p4) Schools and nurseries aim to support children and their families by providing a childcare service throughout the day. Nurseries help young children to develop their gross motor skills through play and teach them to interact with other children.
School Age Child Observation Susan Romero UOPX Child Development BSHS 361 Joy Ifill, LCSW August 27, 2011 School Age Child Observation The development of children between the ages of six through 12 is the time when morals, learning about growing friendships, sexual identity, and gender roles are formed. During this time the child is becoming more responsible, developing individual preferences, learning new skill such as reading and math, and cognitive development is focused on trying new things and to broaden him or herself. I observed two children within this age group and will discuss what I had observed and how it demonstrates these skills. I was allowed to visit and observe again two children at Little Tots Daycare Center. The two children were brother and sister and were the children of one of the attendants.
We can identify the children’s requirements, interests, current development and learning. Planning: We plan for the next steps in children’s development and learning. Much of this needs to be done on the basis of what we have found out from our own observations and assessments as well as information from parents. Narrative A method of recording child observations; which is a written description of children's actions as they are happening. The observer will record everything seen and are written in the present tense without the use of jargon.