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. Existing and new initiatives being discussed and reflected upon by the evaluation of article reports and how these topics may impact upon my own practice by using reflection. Module 4FD028. Learning Outcome 1 Key concepts and approaches in Early Years provision and the requirement for quality provision and practice for children. Considering the work of key pioneers and current experts with links to child development theory.
E1) Collate evidence which describes the role of the practitioner in meeting children’s learning needs. The role of the practitioner when meeting children’s learning needs are too collect, learn and understand the information which they need to know, information they need to know is: • What is play • The benefits of play • What is experienced when playing? • Relationships between play and learning • Stages of play and play types Influences on play (Which are) • Social influences • Economic influences • Physical influences • Physiological influences • National initiatives • Local initiatives • Theorists which influence play Observation • Observation which informs planning • Observation which informs practice • Observations when planning activities to promote children’s learning and development • Recording assessment • Role of assessment in informing planning and responding to learning needs • Key issues in recording assessment Working with others • Outside agencies • How outside agencies contribute in settings. • Inclusiveness with parents/guardians and why it is important. • Importance of including parents/guardians in planning.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
FMSC 332: Children in Families Section 0301 s: h to adolescence. You will learn about the basic principles of child development and explore how the social world in which children and adolescents interact (e.g., parents, family, school, community, government, media, and cultural) influence learning, growth, and development. You will learn to apply these course concepts to practical and contemporary issues affecting children and families today. Course Learning Objectives: Upon completing this course, the student will be able to: 1. Identify context and theoretical frameworks to understand the developing child.
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
Support children and young people to achieve their learning potential Understand the legislation and policies that underpin education and learning for children and young people 1.2: explain how policies have influenced access to learning opportunities for children and young people Policies have influenced access to learning opportunities for children and young people because of the: * UNCRC - articles 19, 23, 24, 28 most specifically, 29 and 30. * Children’s act... 2004 gives rise to ECM (Every Child Matters) * Education act * Equality act * National policy Every child matters * National policy Every parent matters & parental perspective * Home nation frameworks: EYFS * Wales: foundation phase * Northern Ireland: foundation stage * Scotland: Pre-birth to 3 and curriculum for excellence
CU1533 Georgia Green 1.1 It sets out the legal requirements relating to learning and development (the early learning goals; the educational programmes; and the assessment arrangements) in Section 2 and the legal requirements relating to welfare (safeguarding and promoting children’s welfare; suitable people; suitable premises, environment and equipment; organisation; and documentation) in Section 3. The learning and development requirements are given legal force by the Early Years Foundation Stage (Learning and Development Requirements) Order 2007 made under Section 39 (1) (a) of the Childcare Act 2006. The welfare requirements are given legal force by Regulations made under Section 39 (1) (b) of the Childcare Act 2006. Together, the Order, the Regulations and the Statutory Framework document make up the legal basis of the EYFS. The requirements in this document have statutory force by virtue of Section 44 (1) of the Childcare Act 2006.
(Ref. 1.1) | | Description | The Children Act 2004 Reports:;- Children Act Report 2002 / 2003 / 2004-05 | The Children Act 2004The act provides the legislative spine on which the reform of children’s services is based. It aims to improve and amalgamate children’s services, aid early intervention, provide firm leadership and bring together various professionals in multi-disciplinary teams in order attain assured results for children and young people and their families.The Act aims to improve effective local working practices to safeguard and promote children’s well-being. The Act takes a child-centred approach. Some of the aim of amalgamation of services plans and information is to enable the children’s needs to be identified early to allow timely and appropriate intervention.The act establishes:• a need for better combined planning, commissioning and delivery of children’s services;• clearer accountability for councils’ children’s services,• a legislative basis for better sharing of information;• Statutory Local Safeguarding Children Boards to replace non-statutory Area Child Protection Committees.
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
CACHE Level 3 Diploma for the Children and Young People’s Workforce ___________________________________________________________________ Assessment task – EYMP 5 Support children’s speech, language and communication The task set for “Support children’s speech, language and communication” is an extension for the task set for “Context and principles for early years provision” and therefore can be delivered and written together.. Task links to learning outcomes 1 and 2, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2 and 2.3. Scenario: As the early years practitioner with responsibility for supporting children’s speech language and communication, you are asked to provide the following evidence: • an explanation of each of the following terms: Speech The speech sounds children use to build up words, saying sounds accurately and in the right places