The Framework demonstrates how important is communication and language, and also emotional and social development. Important is to keep children safe and healthy. Following the EYFS standard will help to prepare children for future life. The Curriculum is built around for principles: -UNIQUE CHILDREN- every child is unique with their own characteristic. Every area of development: physical, social, emotional, spiritual is important and individual.
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
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
What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded? The aim of the EYFS is to ensure that all children- notwithstanding their background, gain access to quality and consistent early year’s education. To make this possible, a series of documented outcomes is given for each of the seven areas of learning and development of the EYFS. These outcomes are called the Early Learning Goals. These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS.
However, we can aim to offer each unique child equality of opportunity suited to their individual needs and requirements. We as staff need to understand the needs and requirements of each individual child. For each child to have equal opportunities, settings they learn and play in must ensure that they and their families are fully included in the setting, taking into account the diversity of the children and families who come to the setting. Inclusion is the process of making this happens. Working towards inclusion involves striving to remove barriers to children and their families.
They ensure that all the children in the school understand clearly how they are expected to behave in a kind and considerate manner and also encourage them to learn in a positive environment. The policies include guidance in two areas Promoting appropriate behaviour in the children and discouraging
We provide an experiential approach through activities and play opportunities, children can practice, learn to take and evaluate risk, solve problems, make decisions, work independently and as part of a team. Every child is respected and their own self-image, self-worth and self-esteem is an important part of the Foundation phase framework. Emphasis is on inclusive practice to all with opportunity provided so that every child is able to reach their full potential and to prepare them for further learning. Children’s development is based on their stage of learning as well as their age. The indoor and outdoor environment provides them with fun, exciting and stimulating opportunities to play and learn.
ALL staff who work in a nursery setting are fully qualified professionals and have a duty to provide pre-school education aims, which encourage children to learn to play and develop. To build learning skills which can be placed in school and at home and prepare the children for life at primary school. Community Schools The Local Education Authority (LEA) own and run community schools. Their aim is to make more links with the local community and provide support services and
Children will lear and develop when ether is a friendly environment with people they trust. As a role model gain trust its important ,so children and young people can be confident to talk to you,be confident and focus and develop the selfs. Every child is different so we should adapt the way we communicate to fulfil the individual needs. Always communicate in a appropriate way to match the stage of development,personal circumstance and need of that person you are talking to. 1.2 Explain the principals of relationship building with children,young people and adults .
Infant and Toddler Learning Development Sheila Bagwell Infant and Toddler Learning & Development/ECE345 Merrian Gagnon Throughout their day-to-day experiences with infants and toddlers, caregivers will find that there are developmental strands that tie the elements together, much like a ribbon. The strands come together to create a picture of excellent care for infants and toddlers. The strands do not represent lessons or activities in the traditional sense. Rather, the strands provide a framework that supports optimal developmental in all areas. The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time.