The kindergarten class of 2010-11 cohort will follow a sample of children from kindergarten through the fifth grade. The ECLS program provides national data on children's status at birth and at various points thereafter; children's transitions to non-parental care, early education programs, and school; and children's experiences and growth through the eighth grade. The ECLS program also provides data to analyze the relationships among a wide range of family, school, community, and individual variables with children's development, early learning, and performance in school. What is the objective of the study? The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) was designed to provide policy makers, researchers, child care providers, teachers, and parents with detailed information about children's early life
Question: Analyse, in terms of psychological theory, a recent topical event concerned with child care or education. In September 2008 a new national curriculum for the under-fives will be introduced. This new curriculum is known as the Early Years Foundation Stage framework and all childminders and nurseries will be legally required to follow its guidelines. The framework sets out around 500 developmental milestones between birth and primary school and requires under-fives to be assessed on writing, problem solving and numeracy skills. The framework focuses on ‘learning through play’ and states that by the age of five children should be able to do such things as write their own name, count up to ten and understand that people have different needs, views and beliefs.
The Early Years Foundation stage was revised in England in September 2012, this was to set out one standard framework for learning, development and care for all children from birth until the children reach the age of end of Reception year. In each country Wales, Scotland and Northern Ireland, the framework for learning, developing and care is distinct from England. In English schools the Early Years Foundation Curriculum runs from the ages of 3 to 5 years and therefore the framework is used in Reception and Nurseries. Learning with young children in the Early Years focuses on engaging children in activities that involve particular ideas in the classroom. For example, children the lesson may involve numbers or writing language activities.
Preoperational This is the stage from the age of 2 year up to the age of around 6 or 7 years old. Piaget said that "children learn to manipulate the environment and to represent objects by words, which supports play with ideas". Concrete Operational This third stage is from the age of around 7 to 11 years. Logical thought develops, the child emphasises classification or categorisation by difference and similarity. Formal Operations This final stage begins at around age 12 and continues into adulthood.
Reading Assignment: Young Investigators Chapter 1: Project and Young Children Name _______________________________________ Due Date__________ 1. Describe two differences between curriculum planning by theme and the project approach. 2. Describe one benefit of projects in the early years in relationship to each of the following: a. Projects and academic achievement b.
The DLO’s signalled a move to a more formal approach to learning in the early years, aimed at improving outcomes for children at the end of their primary education. This was the first stage of a nursery voucher scheme which linked to the Desirable Learning Outcomes. The scheme gave parents with 4 year old children a voucher for up to three terms of part time education in any preschool provision. However, in order to be able to receive the vouchers pre school provisions had to show that they were moving towards the
Children aged five to 16 in 'maintained' or state schools must be taught the National Curriculum. The National Curriculum is a framework used by all maintained schools to ensure that teaching and learning is balanced and consistent. It sets out: the subjects taught, the knowledge, skills and understanding required in each subject, standards or attainment targets in each subject - teachers can use these to measure your child's progress and plan the next steps in their learning and how your child's progress is assessed and reported D2 'A Unique Child' it is broken down into four commitments which highlight the importance of the child as an individual. This theme reinforces the need for all aspects of provision to be responsive to the needs of each child. 'Positive Relationships' it is broken down into four commitments which highlight the crucial role early years practitioners have in working with parents to support the learning and development of children.
The EYFS, while being different in each country, allows children to learn to work and play on their own initiative. In England children follow a standard framework, which includes all learning, care and development and is assessed regularly until their year in Reception comes to an end. Scotland presents a difference in their way of delivering their Early Years education. Children start the curriculum at ages two and three, and follow it through to the age of eighteen. Schools in Wales deliver the Early Years Foundation Phase, which is started from the ages of two and three, and continued through to Key Stage One at age 7.
The early years provision is very different to KS1 and KS2 in a primary setting, the EYFS (early years foundation stage) teaching is based on the learning through play scheme rather than a formal way of learning they will start once in KS1, the child initiated learning covers some of these areas by the child learning through games. Here are some of the areas they cover: * Literacy * Phonics * Physical development * Reading * Communication and language * Personal, social and emotional development * Mathematics B. Explain the characteristics of the different types of schools in relation to education stages and school governance. Community schools These types of schools are run by local authority’s, which employ their own staff, own their own land, and sets its own entrance requirements. The local authority has primary responsibility for admissions.
Bleile (2004) explained that speech is the foundation of language. Approximately 60% of brain growth occurs during the first few years of life, during this time the brain is shaped by children’s environment. Up to this point in a child’s life, parents have been the primary source of sounds and expressions. Once children are of school age this responsibility becomes shared with an educator who will become the primary source of learning for young children therefore they need to possess the knowledge surrounding speech and sounds to effectively teach children and avoid communicative and cognitive delays that occur through decreased environmental stimulation and appropriate examples of speech