Cu2935 Support Children’s Care, Learning and Development in Early years 1. Understand the import of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. 1.1 Outline early year’s curriculum models supporting children’s care, learning and development. Every child deserves the best possible start in life and the support enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age 5 have a major impact on their future life.
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?
“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
The Early years education stage (which was made statutory in 2008 by the Government) is to provide support to really young children and to give every child the best possible start in life regardless of the race or background, this is stated in Every Child Matters and Childcare Act 2006. This was put into place to enable children to have fun,play, learn and develop in a safe setting away from home. The EYFS's theory is for children to make friends by developing socially with their peers and learn about their surroundings as well as the world they live in through play, this enables them to work at their own ability as every child works at their own speed and in very different ways, this is what makes each child unique, this has proved to be benefical to children althrough primary school. In England the curriculum starts from 3-5 years and is applied in nurseries and reception classes, there is only one set framework for Early Years education Stage and that is to learn, develop and care for all children from 0 to the end of reception, but Year 1 staff are advised to continue to work with the children through the EYFS curriculum until the autum term time finishes. 1.2 - Explain the different characteristics of the different types of
0 to 3 years: Physical Development: Rapid development of gross motor skills and fine motor skills leading to crawling and mobility followed by improvement of skills for eye and hand co-ordination. Communication and Intellectual Development: Adult communication with babies should lead to speech and an increase in their vocabulary as well as the successful use of negatives and plurals in their speech patterns. Social, Emotional and Behavioural Development: Children begin to form their individual identities and develop emotional attachments the earliest of which is likely to be with parents and carers. 3 to 7 years: Physical Development: More co-ordinated movements leading to running, kicking and even better eye and hand co-ordination leading to drawing and writing. Communication and Intellectual Development: Children will have the ability to phrase questions and be able to use past and future tense in their communications as well as improvements with writing and numeracy.
From birth to 19 years, children grow continually. The sequence in which all children and young people follow will be similar as they will have to develop one skill to move onto the next, however the rate of development will vary. The development can be measured through social and emotional, physical, intellectual, and language milestones to ensure that each individual child is developing on target. Social and emotional development covers aspects of relationships to self-confidence. To ensure a child’s social development is on target, praise, guidance, support and encouragement are key when helping them interact with others around them.
Summarise the entitlement and provision for early years education. The Early Years Foundation Stage (EYFS) is the statutory framework that 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 are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes. There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5.
“Intell-A-Box” Toy Paper Toy Description The “Intell-A-Box” is a toy made by “Me First” Inc, which encourages sensory, visual and motor development in infants. Additionally, the “Intell-A-Box” will promote learning skills for a young infant during their stages of growing up. Infants can use this box-shaped toy while they are sitting, laying down, standing or crawling. “Intell-A-Box” features: touch and feel objects including encouraging fabrics and textures with various sounds, a coil type handle with shapes that can be moved throughout the coil ring, and a mirror to promote individual visual stimulation (Appendix A). The “Intell-A-Box” is designed for infants aged 18 months to 24 months.
Article Analysis I: Parent–Child Visits in Foster Care: Reaching Shared Goals and Expectations to Better Prepare Children and Parents for Visits. 1. Record a full reference citation in APA format. Nesmith, A. (2013).
Cognitive development is tied into physical and social interactions in the preschool years as children are constructing view of the world and actions in the preschool years as children are constructing a view of the world and discovering concepts. Play also enables children to sort through conflicts and deal with anxieties, fears, and disturbing feelings in an active, powerful way. Adults contribute to the development of children’s sense of initiative in several ways. Adutls are responsible for setting up the environments for children’s play and making sure it is safe for everybody in it. There has been a movement for many years to include children with disabilities with their peers in schools, preschools, and child care center.