MANDATORY TASK 1 1. Explain the legal status and principles of the relevant early years framework. The EYFS describes the UK standards for learning , development and care for children from birth to five. The Early Years Foundation Stage shows how practitioners should work with children and cooperate with parents or carers to help and support their learning, development and care. The Framework demonstrates how important is communication and language, and also emotional and social development.
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?
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
The EYFS has three main sections * The learning and development requirements * Assessment * The safeguarding and Welfare requirements The learning and development requirements There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three
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.
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: 4. Identify context and theoretical frameworks to understand the developing child. 5.
Unit 2 2.3 Explain how theories of development and frameworks to support development influence current practice today. Theories of development and frameworks to support development have influenced today's early year curriculum models and directly contributed to the good practice of childcare practitioners ,ensuring that children are seen as individuals and that each child's individual needs are met so that appropriate developmental opportunities are provided.These theorists have laid the foundations for current developmental theories and are still widely used today.Theories of development are important for childcare workers to understand as they form the basis of today's curriculum approaches and have highlighted good practice in teaching and learning strategies such as PPI's,(personal learning programmes),the use of observations,inclusive practice and the importance of key workers for children.All of these ensure that the children's individual needs are being observed ,planned for ,extended,recorded and met by the childcare practitioner and when needed with multi agency professionals.Without the work of yesterday's theorists,today's understanding of child development would not be as it is.Frameworks give us a guide that enables us to view and meet the needs of each child in our care.Theorists such as Abraham Maslown (1908-1970),Jean Piaget (1896-1980) and Freud (1856-1939)played a vital role in developing today's early years curriculum which sees each child holistically and as an individual whose needs may differ from another child's.It is thanks to them that our practice today is inclusive,diverse and child centred. Maslown is best known for his theory of self actualisation.Maslow lists a hierarchy of needs .He believed that our most basic requirements must be met before we can progress onto higher needs.Maslows hierarchy is a helpful approach
CYP Core 3.4 Support children and young people’s Health & Safety Task 1 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. As an employer and\or employee, you need to have read, understood and signed the school’s Health and Safety Policy. The factors to take into account are that both indoor and outdoor environments are safe for the children and staff. This includes ensuring that playground or outdoor areas are clean and free from any potential hazards. This may include animal waste, litter, or damaged equipment.
Such experiences are essential, making it possible for people to handle and deal with everyday life experiences. Development starts in early childhood and continues through to adulthood. In this paper, the emotional development in childhood will be discussed in details. Emotional Development in Early Childhood Emotional development begins during early childhood, between the ages of 2 and 5. This development in children includes both emotional and social development.
When we take care of children, we are also helping the human species find the truth and understand the world. (Gopnik et al. 1999: 211) This chapter begins by looking at what elements need to be in place to ensure that children develop to their full potential and have opportunities to explore and extend all their capacities and capabilities. It will further explore the generalized impact on children’s development of social breakdown because of war and conflict – looking in detail at the developmental processes of early childhood, and noting what happens when that progress is interrupted. The major theories of play will be outlined, with the emphasis here on play not only as a necessary feature of childhood and essential component of development, but also as a means to regain ‘lost childhoods’.