“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
* 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. * Childminders. Look after children under 12 in their own homes. They can look after up to six children under eight years old, although no more than three of them can be under the age of five.
Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
UNIT 302 – SCHOOLS AS ORGANISATIONS Outcome 1 : Know the structure of education from early years to post-compulsory education. (1.1) Summarise entitlement and provision for early years education. There are different types of childcare options available for 0-5 year-olds, these include: Sure Start Children’s Centre: Working with parent’s right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and employment advice. 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.
Early years education for children, full and short term day care, family support, health support and parenting advice. Early years learning is based on the concept of learning through play and activities. Play has been shown to be a very important learning vehicle for a child’s early learning. b. Explain the characteristics of the different types of schools in
TAD 3.2: Schools as organisations 1. Know the structure of education from early years to post-compulsory education. 1.1. Summarise entitlement and provision for early years education. The Childcare Act 2006 introduced an entitlement of 3 and 4 years old in England to receive a free part-time early years education for up to 15 hours per week for 38 weeks of the year.
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.
Cath Arnold has worked in the field of early education for over 25 years, both in the private and public sectors. She is currently working at the Pen Green Centre in Corby as a Researcher looking at young children’s emotional well-being. Cover design: Barker/Hilsdon Observing Observing Harry Cath Arnold Harry Child Development and Learning 0 – 5 C A T H www.openup.co.uk A R N O L D Observing Harry Observing Harry Child development and learning 0–5 Cath Arnold Open University Press Open University Press McGraw-Hill Education McGraw-Hill House Shoppenhangers Road Maidenhead Berkshire England SL6 2QL email: email@example.com world wide web: www.openup.co.uk First published 2003 Copyright © Cath Arnold 2003 All rights reserved. Except for the
Unit 7 Task 1 Explain the legal status and principles of the relevant early year framework/s and how national and local guidance materials are used in settings Early Years Foundation Stage(EYFS) Framework is mandatory for all early years Ofsted registered settings in Great Britain that are attended by young children, from birth to the end of academic year in which a child has his/her fifth birthday. In September 2008 England has introduced a National curriculum for children from 0-5 who attend, are cared and educated outside their homes. As England is form from four nations, which have different approaches in planning and providing early ears education, and are in different stages of working their frameworks, they worked their own frameworks.
His theory underlined the contribution to learning made by others. He also believed key ideas in a classroom then became conversation, play and opportunities to follow interests and ideas. In (appendices 4) Tina Bruce’s theory is ‘free flow’ play she believed children learnt better from developing rules and props and freely chosen activities. Her approach to early education was developed around schemas. She believed “a pattern of repeated actions.