TDA 3.2 Schools and Organisations Criteria 1.1 Summarise entitlement and provision for early years education. There are different types of childcare options available for 0-5 year olds, these include:Sure Start - Giving every child the best possible start in life is an initiative called Sure Start which is government led. They offer a broad range of services focusing on Family Health, Early Years Care and Education and Improved Well Being Programmes to children aged 4 and under. Sure Start makes contact with parents as soon as possible in the child's life and can offer support to families who have developmental concerns or other worries about their child. They can also give them support in making referrals for other services.
It identifies five outcomes which relate to all children: * be healthy * stay safe * enjoy and achieve * make a positive contribution * achieve economic well-being Childcare Act (2006) – This act introduced the Early Years Foundation Stage (EYFS) in England Care of Substances Hazardous to Health (COSHH) Regulations (2002) – This deals with the identification, storage and use of potentially harmful substances, such as cleaning fluids. Special Educational Needs and Disability Act (2001) – Protects children from discrimination on the basis of disability, and settings must make reasonable adjustments to their provision to meet the needs and rights of the child. Data Protection Act (1998) – Prevents confidential and personal information being passed on without your consent; this consent must be that of the
The NQF and NQS have been introduced by the Australian governments to provide better educational outcomes for children using educational and care services such as day care, family day care and preschool/kindergarten. It shapes the future of children as the early years are the years of establishing self-esteem, resilience, healthy growth and capacity to learn. Children need the attention required to meet their individual needs. The two main influences on child care are caregiver qualifications, and lower staff to child ratios which particularly help young children and those from disadvantaged backgrounds. The improvement of educator to child ratio allows staff to give more individual care to children and to build stronger relationships with children.
1.3 analyse a strategic national or local policy that has a positive impact on outcomes and life chances and young people. Howdon Children's Centre aims to achieve better outcomes for children through, early education integrated with Childcare and creche, family support, outreach, and child & family health services and adult training and employment support. The Centre is scrutinised by an Advisory Board made up of local parents and partner agencies. The Early Life Support team with an emphasis on delivering prevention services, provide a wide range of services to children aged 0-5 and their families. Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops.
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.
Unit 51: Support the Creativity of Children and Young People 1.1 Benefits of creativity for the wellbeing of children and young people. In the Early Years Foundation Stage (EYFS) booklet, shows children and young people workers on how to improve the quality of care and education for children from birth to the end of their first year in school. In one part of the book it covers the areas of learning and one of the main ones out of five others is called Creative Development. In the EYFS booklet it says “Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-okay activities, mathematics, and design and technology’ Statutory Framework 2.17.
Outcome 1- Understand the purposes and principles of early years frameworks 1. Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings The aim of the early years framework ( EYFS)is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution. They do this by ensuring setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind, my setting dose this by providing for equality of opportunity and by putting in place anti-discriminatory practice to ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability, The EYFS was designed to ensure that all children have access to early year’s education. Within my setting we have a series of outcomes for each of the areas of learning to ensure that us as practitioners have a clear focus. These outcomes are known as The Early Learning Goals with the aim being that each child can achieve the goals by the time they leave us to go to school , The goals provide the basis for planning and learning throughout the EYFS.
We also used the EYFS to help the children to achieve the five Every Child Matters outcomes which are: staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. This helps improve quality and consistency in the early year’s sector and is now also a universal set of standards which apply to all early year settings that are register by Ofsted . September 2008; it is the legal responsibility as us the providers to reach the learning needs and development of the child’s requirements and that we comply with the welfare regulations section 40 of the Childcare Act
By: Ixchellle Sandoval March 24, 2013 Child Development 340 NAEYC Standards There are ten NAEYC Standards are as follows: Positive relationships: Positive relationships are important for the development of personal responsibility, capacity for self-regulation, for constructive interactions with others, and for fostering academic Functioning and mastery. Warm, sensitive, and responsive interactions help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships also help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more
The Childrens Act 2004 set out a national framework for looking after childrens services, at the same time they brought in the Every Child Matters framework which has five main outcomes and they are be healthy, stay safe, enjoy and achieve, make a positive contribution and achive economic well-being, this has had a huge impact on provisions for children and young people nationally. With Every Child Matters and community cohesion (bonding of the school and the local community) schools have been developing their role to become central to the community with projects like the extended schools programme with things like after school clubs, breakfast clubs, adult education and mums and tots groups. Q6c) Explain the roles of other organisations working with children and young people and how these may impact on the work of