Assignment 136 Unit 1:1 – Outline early years curriculum models supporting CCLD. In a child’s first three years of their life there is recognition that this could be the time in which has an impact later on in their development. This has now led to frameworks being put in place to support effective practice. The three main practices are Birth To Three Matters, Foundation Phase Framework and Common Assessment Framework. Birth to Three Matters Framework The Birth to Three Matters framework was put together by Sure Start in England.
Unit 136 Support Children’s learning and development in the early years 1.1 Understand the impact of early year’s curriculum models on the application of theoretical perspectives of children’s care, learning and development. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. 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.
Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development Birth to three matters ‘Birth to three matters’ framework explains that since 1997, childcare and early years education have been central to our vision of a better start for all children and their families. Children’s experiences in the earliest years of their lives are critical to their later development. High quality childcare is a very important step towards ensuring that all children arrive at school ready to learn, so that they do not underachieve. ‘Birth to three matters’ reinforces four different aspects; A strong child Me, myself and I Being acknowledged and affirmed Developing self-assurance A sense of belonging Me myself and I is about helping young children to get to know themselves and their own capabilities. The respect, care, love and emotional support experienced by babies and children helps them to develop emotional safety, trust and a positive self-image.
A secure attachment is where someone is always there for the child to make the child feel safe, secure and comforted. John Bowlby believed that children who have a secure attachment are more confident and are more likely to go off on their own to explore different things but only knowing that they can go back to their main carer at any time. (Working with life experiences pp26-27).The child becomes dependant on their primary carer and this can be identified from a very young age, and as the child gets older they will still turn to their primary carer whenever they are hurt or upset. John Bowlby believed that if the child does not have a secure attachment (main carer) when they are young then they are more likely to be disruptive and could have attachment problems throughout adulthood. (About.com attachment theory.
How remarkable and strong willed is the child that can present this quality in face of hardship. It is the strength that most would like to possess. There were three examples of resiliency that was discovered in my research. The articles were about resiliency in children who experience the death of their parents, the resiliency of children who have been placed in foster homes with a relative as their foster parent, and helping children learn to practice resiliency during difficult times of learning from their teacher. The following articles have been summarized to express the ideas of this learner.
Initiative versus guilt, Erikson’s second stage (one to three years), is the stage where children being to explore and make choices, teaching them self-control. Child Care A provides an interactive environment, with plenty of space to crawl around and explore, giving them the chance to interrelate with other children; when children have this around them they learn to gain self-control and make the appropriate choices (Bukatko, 2008). Lastly (but not Erikson’s last stage), there is initiative versus guilt (three to six years), which is the stage where children being to develop a willingness to lead and interact with other children. This daycare seems to have a heavy presence of safety, love and equality, which can encourage the children to develop further socially (McLeod, 2008). The two stages of Piaget’s approach that
By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning, which is a requirement of the Early Years Foundation Stage (EYFS) One of the four principles of the EYFS is ‘A unique child’’ which states that ‘Every child is a competent learner from birth who can be resilient, capable, confident and self-assured’. We had a child attend our setting who had Special Educational Needs (SEN), the child was delayed in certain areas of their development such as speech and cognitive development by 12 - 18 months. This sometimes meant that the child, although physically capable, sometimes struggled to participate fully in the activities and quieter times such as story time. As we are an independent setting and not part of a children’s centre, which may have multi agency teams in the same building, we contacted an educational psychologist who was able to come in to the setting and observe the child and give us strategies and information to ensure that we were able to uphold ‘Inclusive practice’ which is a vital part of the EYFS. The child also had mild food/drink intolerances which we were able to understand and accommodate by communication via the parent with the child's medical specialist.
Emotional development should be the most important thing we do for the child. This capacity, skill, self-perceived ability to manage one’s emotions of themselves and groups, show that they can be more successful in life, career, less likely to divorce and have much more fulfilled lives when compared to lower emotionally intelligent scores (Erikson). Emotional attachment continues on as a child ages and continues to grow. The continuations of parental teachings to guide to the child help demonstrate what should be sociably
The preschool years, age three to five years, are the next step after toddlerhood. A child should continue to make vast progress in their language, motor skills development, and their overall view of the world (McGoldrick, Carter, & Garcia-Preto, The Expanded Family Life Cycle: Individual, Family, and Social Perspectives, 2011). According to Erikson these preschool years are referred to as the stage of “initiative versus guilt” (Cloninger, 2004). The goal of this stage is for the child to develop more purpose. This stage builds upon the autonomy the child has developed.
Well-Being Essay Well-being in the early years is paramount and highly contributes to form a healthy child. (Veale, 2013). Stratham and Chase (2010) define wellbeing as ’the quality of people’s lives’, which include aspects such as emotional and social well-being, health status and other objective measures. In this essay, I aim to explore three separate case studies which all interlink with children’s well-being. The predominant purpose of this essay is to analyse the effectiveness of integrated working.