Early year provision means to work with very young children, support and teach young children by playing with them instead of force them formally because young children cannot understand to teach them by formal education. They need to learn by having fun. If you don’t have any experience with young children you have to get training for that if you are working as a teacher assistant at school you can ask for the head teacher to work in nurseries or receptions for the experience. Early year curriculum in England is set by the age of 3 to 5 years and used in receptions and nurseries. In 2012 educational authorities set one standard curriculum framework for learning, developing, safety and care for all children from birth to end of reception.
EYMP Core 1 Context and principles for early years provision Task 1: The government has realised in the recent years that the education of children has potential impact on their learning outcomes therefore it is important to have knowledge of the purposes and principles of the early years framework in the UK. The United Kingdom is made up of four nations which all have a slightly different approach to the planning and delivery of the early years education, as all four nations are in the early stages of working within their frameworks. England since 2008 has introduced a statutory curriculum for all children aged 0-5 years that are being cared for and educated outside of their homes this framework applies to all child minders, after-school clubs, nurseries, pre-schools and schools regardless of how they are being funded. In addition to the education programme that is outlined by the Early Years Foundation Stage, which also includes welfare requirements. The structure of the education programme in England which includes six areas of learning that practitioners must plan for are: * Communication, Language and Literacy, * Problem solving, Reasoning and Numeracy, * Knowledge and Understanding of the World, * Physical Development, * Creative Development * Personal, Social and Emotional Development.
Developmental appropriate practice is a term that had been used in the educational field for many years. The basic concept is to work with the family’s to teach children in a way that builds on what the children already know at the time they are ready to learn it. Having learning experiences for children that are challenging but not overwhelming for them is key. In this paper I will be focusing on the five major guidelines for developmentally appropriate practice in the early childhood education field and how they meet NAEYC’s (National Associations for the Education of Young Children) excellence and equity. I will also be giving two examples of how developmental appropriate practice is used in a preschool classroom.
The children Act 2004 this Act was introduced as a result of the death of Victoria Climbie and was the introduction of 'Every Child Matters' which ensures the wellbeing of children through its five outcomes. The Every Child Matters framework has influenced settings by giving them and other childcare settings a duty to find new ways of working together by sharing information and working co-operatively to protect children from harm. Special educational needs and disability Act 2001 this act strengthens the rights of children with special education needs to be educated in schools. It also provides parents of children with special needs with advice and information. School action is the action taken when special educational needs are identified by teachers and additional help is then given or different from those provided by the usual differentiated curriculums are put place.
Assignment 009 Task Ai A curriculum for young children should be appropriate to their stage of learning rather than focusing solely on age related outcomes to be achieved. Children should move on to the next stages of their learning when they are developmentally ready and at their own pace. Birth-3 matters is a relevant curriculum for babies aged from birth up to three years, the foundation phase curriculum is planned as progressive framework that spans for years to meet the diverse needs of all children 3-7years. The areas of the foundation phase are Personal and Social Development, language and Literacy, Mathematics, Creative Development, Knowledge and Understanding, Welsh Language and Physical Development. It is the managers/proprietors responsibility to ensure the setting has the correct resources and information i.e.
The Sure Start programme is intended to deliver the best start in life for every child by bringing together early education, childcare, health and family support. The funding is for 2 years before the child reaches school age. Early year’s foundation sets out one standard framework for learning development and care for all children. There are six areas covered by the early years learning goals and education programme: personal, social and emotional development; communication, language and literacy; problem solving, reasoning and numeracy; knowledge and understanding of the world; physical development and lastly creative development. This is provided through schools and nursery programmes.
“Everybody has to go to school by law” this is part of the, - Education Act (2010) E2 - Even though these sectors all seem different they share a main key factor which is that their aim is to teach the children and help them develop. By using the parents/ carers support, funding and most importantly the Early Years Foundation Stage (EYFS) for under 5’s which gives the settings guidance on what they need to educate and how they educate the children. The national curriculum is in place from over 5’s to 16 this is used throughout schools in the UK. This helps the families because the settings help look after children and also help develop the children’s education. This also allows the families to go back to work while their children are being looked after so the parent/ carers can earn some money to give their children a higher standard of life.
The purpose of Individual Education Plan for disabled children and young people and those with SEN is to ensure they are getting access to the curriculum. Individual Education Plan’s should include the following information: • • • the short-term targets set for or by your child the teaching strategies that will be used to help your child the educational provision to be put in place at your child's school for your child, this means any extra help from teachers or specialist equipment that is needed to enable your child to meet the targets that they have been set when the plan should be reviewed the level of achievement that your child would need to reach before the plan would no longer be needed your child's progress that has been achieved through the Individual Education Plan, although this will only be filled in once the plan is reviewed. • • • In order that an effective IEP is created, parents, teachers and other professionals (student as well) should meet to look closely at the child’s unique needs. The basis of the meeting is to combine knowledge, experience and commitment to design an educational programme that will help the child to be involved in, and progress in the general curriculum. The IEP guides the delivery of special education support and services for the child with a disability.
Parents have to be informed to see if their children are making any progress and if they are fitting in. To make sure that all primary school is following the national curriculum an Ofsted will visit them. D2: Describe the purpose of ONE (1) setting that is a different type of provision for each age range. The setting that I have chosen for the children under the age of 5 is a crèche. A crèche helps children not to feel attached to their parents and to have a bond with other children and progress their language and social skills.
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: • the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; • the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the