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.
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?
|Title |CCLD MU 5.1 Support children’s care, learning and development in the early years | |Level |6 | |Credit value |8 | | | | |Learning outcomes |Assessment criteria | | | | |The learner will: |The learner can: | |Understand the |1.1 Outline early years curriculum models supporting children’s care, learning and | |impact of early years curriculum models on the |development | |application of theoretical perspectives of | | |children’s care, learning and development |1.2 Evaluate the relationship between theoretical perspectives and early years | | |curriculum models | |2. Be able to lead the implementation of the early |2.1 Support the development of procedures and practices used to implement the early | |years curriculum
PSY 375 Week 1 DQs 1 , 2 PSY 375 Week 2 Individual Assignment Infancy and Early Childhood Development Individual Assignment Infancy and Early Childhood Development Paper • Prepare a 1,050- to 1,400-word paper in which you explore development during infancy and early childhood. Include the following: • Explain how families affect the development of infants and young children. • Evaluate different parenting styles and their influence on development during infancy and early childhood. Include which parenting style you feel is most effective and why. • Discuss early childhood education and its influence on cognitive development.
At the end of the academic year when a child turns 5, the practitioner records each child’s development by watching the child playing and in the classroom. The completed assessment is used to help the year 1 teacher plan lessons for the children. There are a range of approved providers of early education: * Maintained sector: * School nursery classes * Independent sector: * Day nurseries * Pre-school playgroups * Children’s Centres * Childminders There is free entitlement available for disadvantaged 2
Developmentally Appropriate Practice ECE203: Introduction to Curriculum & Instruction for the Early Child Classroom Developmentally appropriate practice or DAP is illustrated as a means “To encourage quality early childhood instruction through the creation of an outline for best practice. Based on both in the study on child development and learning and in the knowledge base regarding instructional effectiveness, the agenda summarizes a practice that supports the best education and development for the children.” (National Association for the Education of Young Children, 2009, pg.1, para.1). Developmentally appropriate practice looks into every area of Early Childhood education; from the existing curriculum to the classroom set-up, and whether they are based on the children’s learning needs and how they will move forward, to ensure the children’s success. Some instructors find teaching young children overwhelming; but if they are able to comprehend the characteristics of these young ones, they can consider those characteristics every time they plan their lessons and activities. Children are always full of energy and they often get tired of sitting quietly for a long time; this may have an effect on their attention span, making them distracted and inattentive.
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
TDA 3.3 Supporting Learning Activities TDA 3.3 Supporting Learning Activities Unit reference F/601/4073 CACHE level 3 diploma in supporting teaching and learning in schools Unit reference F/601/4073 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities. 1.2 Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided. 1.3 Identify and explain when used knowledge of learners and curriculum to contribute to the teacher’s planning. 1.4 Give examples when offered constructive suggestions for own role in supporting planned learning activities. 1.5 Identify and obtain the information required to support learning activities.
Page ( 1 / 3 ) Department of Early Years and Care EVIDENCE RECORD SHEET Learner Name | | CACHE PIN | | ULN | | Assessor Name | | Assessment method A Direct observation of learner by Assessor J Reflection on own practice B Professional discussion K Written and pictorial information C Expert witness evidence L Scenario or case study D Learner’s own products M Task set by CACHE E Learner log N Questions and answers F Activity plan or planned activity O Assessment method devised by Centre G Observation of CYP or adults by the learner Assessment plan H Portfolio of evidence Feedback I Prior learning | Recording evidence | Unit | Assessment criteria | Area 1Effective communication we need to demonstrate effective skills.Considering how we approach children, young people and adults.Effective communication is not just about speaking and listening it’s also about watching and feelings.The tone of our voice can communicate better than words. Listening effectively involves be able to tune into others body language, tone of voice as well as words being strong and effective.We have to think how we relate to others e.g. like messages sent out. Misunderstanding can cause breakdown which could lead to bad feelings.Most important aspect is finding a way of communicating effectively like them being comfortable in our company.It is important we consider how we can develop numerous different ways to build positive relationships on a daily basis.Showing respect and courtesy listening to their points of views at all times, respecting their culture as they have different values and beliefs.Little things about remembering names.Time to listen make sure we are listening when they ask for help or advice, showing interest and respond appropriately.A little
CWDC – CHILDRENS WORKFORCE DEVELOPMENT COUNCIL – STANDARD 1 1a. DURING YOUR TRAINING AS A FOSTER CARER CAN YOU LIST THE LEGISLATION VALUES AND THEN PRINCIPLES THAT YOU ARE AWARE OF THAT GIVES THE FOUNDATION OF OUR CARING PRACTISE. LEGISLATION The Children’s Act 2004 The Children’s Act 1989 The Human Right Act 1998 The Disability Discrimination Act 1995 The Special Educational Needs Code of Practice 2001 The Data Protection Act 1998 The Crime and Disorder act 1998 The Freedom of Information Act 2000 Health and Safety at Work Act 1974 Learning and Skills Act 2000 The Education Act 2002 VALUES