3.1 Know the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of children and the implications for early year’s settings. 3.2 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. 3.3 Establish a safe environment and employ practices that promote children’s health and safety. 4. Set high expectations which inspire, motivate and challenge every
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 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
A policy relating to The Children’s Act 1989/2004 could be the Safeguarding linking to child protection. A policy brought in by the ‘Children’s Act 1989/ 2004’ was the ‘Working together to Safeguard Children (1999)’, this policy was brought in to help emphasis the responsibilities of staff towards any child at the risk of being put at risk. The Childcare Act 2006 ‘The Act will help transform childcare and Early Years services in England for generations to come’ - http://webarchive.nationalarchives.gov.uk The Childcare act of 2006 was brought in to allow children to have the best start to their childhood. This act also links to ‘Every Child Matters’ framework. Within a childcare setting a childcare
KEEP emphasises that secure relationships are valuable for effective learning in children. The Early Years Foundation Stage (EYFS) include forming secure relationships and learning through play as key elements. In my setting I adopt evidence-based practice: by building on skills gained from personal experiences both from childhood and from bringing up three children of my own; by undertaking relevant training and by sharing information with colleagues. Evidence-based practice helps support positive outcomes for children in many ways including: to ask questions about injuries that can’t be explained satisfactorily (Baby P enquiry); the value of early learning through ‘guided play’ (EPPE project) and reflective practice and self-evaluation being important (SPEEL
The first is that one must be clear about what type of intervention one is analysing. Early intervention refers to programs such as childcare or home visiting that are designed to promote the development of children from birth through the time they enter the school, and typically, these programs are targeted to children identified as high risk for poor development (Wolfendale, 2004). The second caution is that one must be clear about what children and families received the intervention. Using childcare as an example, the age at which child enters childcare is obviously a critical mediating factor, but so too are factors such
It is time to put students first, align resources to student needs and advocate for a more balanced approach. I believe that education should be approached first and foremost at the early stages of life. I believe that it is a team effort from administrators, parents, the community and school board members to ensure that students have the best education. I also believe that nurturing a child from a very young age is very vital to their future success. A child who enters school healthy and feels safe is ready to learn and will most likely love school.
That is why it is our most joyous obligation to insure that every child gets all the information and exploration they each desire. A supportive and safe learning environment is crucial to young children. We at Puzzle’s Preschool believe every child develops at their own rate. This is why we base all of our learning activities on what is best for each child’s developing mind. All of our learning activities include four very important ingredients; socialization, to have the children get to know one another.
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.
• Nannies and home-based carers: Provide care for children in your home and can look after children of any age. Since 2004 all children in the UK aged three and four years old have been entitled to free places at nursery or another preschool setting (including childminders). From 1st September 2010 the Government extended these hours from 12.5 to 15 hours for up to 38 weeks of the year. The free entitlement provides universal access to early childhood education and care, ensuring that all children have the opportunity to benefit from early years education. The extended hours also supports parents who wish to go back to work or develop their careers through further education by providing affordable day