support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
Assignment unit 10 introduction to children learning. D1-The two different Frameworks for children up until the age of 16 years are the Early Years Foundation Stage and The National Curriculum. D2-The aim for the EYFS framework is having a range of targets that children are likely to meet by the end of their reception year. The age for the EYF is 0-5. The EYFS supports learning in 6 areas the first is Personal, Social and Emotional Development where they concentrate on helping develop their self confidence, self-esteem, behaviour, self care, attitudes and making relationships.
It is important that children are able to access this whole range of learning opportunities, as they learn from watching and imitating others as well as by exploring and experimenting. The Early Years Foundation Stage Profile Handbook defines child-initiated learning in the following way: ‘A self initiated activity is an
Early childhood teachers need to formulate and develop their curriculum based on the developmental needs, interests, strengths, learning styles, cultural background, and previous learning experiences of their students, understanding that all children learn differently, but all children can learn and be successful. Child centered learning is a philosophy that is reflective of the social cultural theory of Lev Vygotsky. He believed that teachers should be facilitators and a partner in their students learning. Vygotsky believed that a child’s experiences from the past with people, places and things provided a framework for their knowledge, as noted by Jaramillo (1996). This concept focuses on children taking an active role in their learning through social interaction with others and objects.
From this starting point effective observation can begin that will lead to effective planning and support for children’s individual developmental pathways. Therefore childcare workers need to understand the key person role and form sensitive and attuned attachment relationships with children, especially babies. In observing a child, a childcare worker‘s intent is to ‘construct a shared understanding of children’s ways of interacting with the environment, of entering into relationships with other adults and other children and of constructing their knowledge’ (Gandini and Goldhaber, 2001). Through the process of observation, documentation and interpretation of children’s goals, strategies and theories, childcare workers gain insights into children’s thinking. Observation can help you identify a child’s interest, abilities, learning styles, etc.
Unit 027 Support Children and Young People’s Health and Safety Outcome 1 Understand how to plan and provide environments and services that support children and young people’s health and safety. Learning Outcome 1 There are a number of important factors to take into account when planning for healthy and safe environments whilst setting up activities and services with children and young people. It is necessary in planning activities to remember each individual’s needs and abilities and that all children need supervision at all time. Everyday I have to take into account the different children I have in my group and that each child has a different level of ability and needs compared to others so when I am setting up activities I need to ensure that each child will be able to take part and enjoy the activity as well as learn at the same time. Activities that I would have to put a lot of through into would be a physical exercise because this activity could be difficult for a child who has just learnt to walk.
A practice that participates in being involved within the community and not engaging in anti-social behaviour as well as instilling crucial moral values in children from early years to mould their emotional and social development and to determine the kind of adult they will become. Reference used: www.cache.org.uk/ Task 13.2 The Senco in an educational setting gives support to children and families with special needs they are also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have
The National Association for the Education of Young Children (NAEYC) recommends that programs construct comprehensive system of curriculum, assessment, and program evaluation that fit together in to a coherent educational system linked to child outcomes and/or standards. Observation based authentic assessments are of child in real life time, doing everyday activities or activities that are developmentally appropriate for the child based on their own individual needs and ability while remaining completely objective. These assessments are generally tied into a child's daily activities and are directly linked to curriculum and learning standards. Authentic observation is collaborative with a child's family and includes them during the assessment process and outcomes. Authentic observations and assessments are a valuable and irreplaceable tool in many areas of child development.
The outcomes of Every child matters are: Benefits of Multi agency working & integrated working An important aspect of multi agency working and integrated working is that children and young people who are at risk can be identified and the organizations involved can quickly ensure that the child is safe and protected. People who need support are not passed form organization to organization there is a single point of entry. This allows support which is easily and widely available. It brings together a range of services for the whole community where practitioners work together to deliver integrated support to children, young people and their families. 1.2: Analyse how integrated working practices & multi-agency working in partnership deliver better outcomes for children & young people.
All areas of Learning and Development are underpinned by the principles of the EYFS. The areas of Learning and Development are: • Personal, Social and Emotional Development (PSED) • Communication, Language and Literacy (CLL) • Problem Solving, Reasoning and Numeracy (PSRN) • Knowledge and Understanding of the World (KUW) • Physical Development (PD) • Creative Development (CD). The six areas of Learning and Development together make up the skills, knowledge and experiences appropriate for children as they grow, learn and develop. Although these are presented as separate areas, it is important to remember that for children everything links and nothing is compartmentalised. We ensure that children's learning and development occur as an outcome of their individual interests and abilities and that planning for learning and development takes account of these.