Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. 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.
Supporting Teaching and Learning in Schools Certificate Level 3 QCF Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People. Assessment Criteria 2.1.1 Outline current legislation, guidelines, policies, and procedures within own UK Home Nation affecting the safeguarding of children and young people. The main piece of legislation that covers the guidelines, policies, and procedures in relation to safeguarding of children and young people in England is The Children Act 2004. Its predecessor was The Children Act 1989 which established the principles of safeguarding children with regards to parents and those that work with children. The 2004 Act, laid down a number of legal requirements such as closer working relationships between the agencies e.g.
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?
Unit 51: Support the Creativity of Children and Young People 1.1 Benefits of creativity for the wellbeing of children and young people. In the Early Years Foundation Stage (EYFS) booklet, shows children and young people workers on how to improve the quality of care and education for children from birth to the end of their first year in school. In one part of the book it covers the areas of learning and one of the main ones out of five others is called Creative Development. In the EYFS booklet it says “Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-okay activities, mathematics, and design and technology’ Statutory Framework 2.17.
TDA 3.2 Schools and Organisations Criteria 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 - Giving every child the best possible start in life is an initiative called Sure Start which is government led. They offer a broad range of services focusing on Family Health, Early Years Care and Education and Improved Well Being Programmes to children aged 4 and under. Sure Start makes contact with parents as soon as possible in the child's life and can offer support to families who have developmental concerns or other worries about their child. They can also give them support in making referrals for other services.
Every Child Matters framework has had a wide ranging impact of provisions for children and young people nationally. As part of this and community cohesion, schools have been developing roles such as after school clubs and extended schools programmes, all of which are inspected by Ofsted. The school will also need to develop their own policies in line with the national requirements for such areas as child protection and safeguarding children. C) Explain the roles of other organisations working with children and young people and how these may impact on the work of school There are a large number of organisations that work with children and young people, so it makes sense that they should liaise with each other, sharing their knowledge and experience. They should develop links with each other for pupil support and community cohesion.
Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS Statutory Framework 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 Early Years Foundation Stage Framework is mandatory for all early years providers (from 1 September 2012): maintained schools, non-maintained schools, independent schools, and all providers on the Early Years Register. 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.
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
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
Chapter Review Paper 2 (chapter 3-6) Delaware State University EDUC 315 Parents, Families, and Community Partnerships Dr. Keun K. Kim March 7, 2013 In this paper we shall take a look into Attachment, Trust, and parenting, and all the obstacles that come along with it. We will then railroad into supporting families with Autonomy- Seeking youngsters and dealing with issues of power and control. We shall take an intense look into sharing views of initiative with families. Also how important Erikson research in (1963) was to the development of children. Parent’s play a major part of this chapter concerned how to work with parents.