High/Scope. This approach began in the USA as a way of improving outcomes for disadvantaged children. It stresses that children should be involved in decision making and taking responsibility. Children are seen as active learners and so play is used as the model for learning. Routines are
“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
CACHE Level 3 Diploma for the Children and Young People’s Workforce ___________________________________________________________________ Assessment task – EYMP 5 Support children’s speech, language and communication The task set for “Support children’s speech, language and communication” is an extension for the task set for “Context and principles for early years provision” and therefore can be delivered and written together.. Task links to learning outcomes 1 and 2, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2 and 2.3. Scenario: As the early years practitioner with responsibility for supporting children’s speech language and communication, you are asked to provide the following evidence: • an explanation of each of the following terms: Speech The speech sounds children use to build up words, saying sounds accurately and in the right places
Support children and young people to achieve their learning potential Understand the legislation and policies that underpin education and learning for children and young people 1.2: explain how policies have influenced access to learning opportunities for children and young people Policies have influenced access to learning opportunities for children and young people because of the: * UNCRC - articles 19, 23, 24, 28 most specifically, 29 and 30. * Children’s act... 2004 gives rise to ECM (Every Child Matters) * Education act * Equality act * National policy Every child matters * National policy Every parent matters & parental perspective * Home nation frameworks: EYFS * Wales: foundation phase * Northern Ireland: foundation stage * Scotland: Pre-birth to 3 and curriculum for excellence
9. theory Natural line of development Cultural line of development 10. Period of development & basic concerns: 11. Infancy(0-2 yrs) Sensorimotor stage affiliation 12. Early childhood(2-7yrs) Preoperational stage play 13. Middle childhood(7-11yrs) Concrete operational stage learning 14.
Personal Development Planning 9. Study programme 10. Coursework submission – dates and times 11. Assessment criteria for coursework 12. Coursework submission - procedure 13.
Other Resources 12 10. Module Evaluation 12 11. Report on Last Delivery of Module 13 1. Key Information Module title: Introduction to Practice Management and Professional Conduct Module Leader: Liam J Kite Cambridge Campus: COS204 Ext 2050 (0845 196 2050 external direct dial) Email: liam.kite@anglia.ac.uk Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access
Unit 136 Support children’s learning and development in the early years Outcome 1 Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development 1.1 Outline early years curriculum models supporting children’s care, learning and development Birth to Three Matters In 2002, Sure Start published a framework for learning to support practitioners working with babies and young children. This framework is called “Birth to Three Matters” and aims to raise the quality of learning and development opportunities for babies and children from birth to three years and to provide the necessary training to enable practitioners to deliver and implement the framework. The opportunities that the framework identifies, forms the basis of holistic care for babies and young children whilst focussing on care for them as individuals. It is important to note however, that “Birth to Three Matters” is not intended to be a curriculum for under threes but put in place to support and guide practitioners. The framework does not focus on individual areas of development but on the child themselves.
Cognitive development focuses on how well the child processes information and can develop the processes around them, it connects the child’s thoughts through the movements they make. Psychoanalytical development believes that the Childs development and behaviours are driven by their unconscious thoughts and the Childs development is determined by events they experience in their early life. Humanist’s development is being aware that the child’s basic needs are being met and when met the child can build solid foundations to develop successfully and form positive relationships throughout their life and having a positive opinion of themselves with good self
support children's care, learning and development in the early years Outcome 1 1.1 Outline early years curriculum models supporting children’s care, learning and development. In Wales the Foundation Phase is practised. The Foundation Phase has seven areas of learning: * Personal, Social development, Well-being and Cultural Diversity * Language, Literacy and communication * Mathematics * Welsh * Knowledge and Understanding * Physical Development * Creative Development The Foundation phase promotes equality of opportunity, values and celebrates diversity with positive relationships with parents and carers and respecting their role as a child’s first educator. Opportunity is provided for children to explore their environment, appropriately challenging activities to help them develop their thinking and by using open ended questions, the principle is to provide a holistic approach to developing children’s skills allowing them to build on their previous experiences, knowledge and skills. We provide an experiential approach through activities and play opportunities, children can practice, learn to take and evaluate risk, solve problems, make decisions, work independently and as part of a team.