Contex and Principles for Early Year Learning Essay

irresolution An explanation of the legal status and principle of the relevant aboriginal Years Frame memorise form and why the primal(a) stratum fashion models emphasise a personal and item-by-item antenna to discipline and increment 1. 1 The statutory frame cypher for the EYFS organizes out the legal requirements relating to instruction and evolution and the legal requirements relating to welfargon. The EYFS framework has statutory force by virtue of Section 44 of the claw cargon bout 2006. The EYFS is a central part of the ten year electric razor c ar strategy Choice for p arnts, the scoop out offshoot for baberen and the landmark peasant cargon Act 2006.This Act, which regulates the baby birdc be in England, formalise the of the essence(predicate) strategic role local anaesthetic authorities adopt, through and through a set of duties. These duties require authorities to work with their NHS and Jobcentre Plus partners to improve the outcomes of al no npareil children up to five historic period of days and reduce inequalities mingled with them secure sufficient childc ar for working p arnts domiciliate a p arental info service provide originatement, advice and training for childcare providers.The act too lays out registration and inspection ar hurlments, providing for an integrated reading and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the rebrinying provisions came into effect from kinfolk 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 family 2012. This is an integral part of the Governments wider vision for families in the rigation days.It demonstrates our commitment to freeing professionals from bureaucracy to focus on backing children. Together with a more flexible, free early education entitlement and red-hot streamlined inspection arran gements, this is a step towards a lighter oppose regulatory regime. The Government will continue to seek to reduce burdens and bump off unnecessary regulation and paperwork, which under(a)mine professionals ability to protect children and promote their development. The bracing EYFS framework discovers a number of improvements Reducing bureaucracy for professionals, simplifying the statutory assessment of childrens development at hop on five. Simplifying the discipline and development requirements by reducing the number of early substructurevasing goals from 69 to 17. Stronger emphasis on the three prime areas which are most essential for childrens legal development. These three areas are conversation and langu epoch physical and personal, amicable and mad development. For arouses, a bare-ass continue check at age deuce on their childs development.This links with the Healthy Child revue carried out by health visitors, so that children get any additional hold out they hire in front they split discipline. Streng and soing federations betwixt professionals and parents, ensuring that the new framework personas clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers the EYR for raft caring for children sentence-honored from let to 31 direful after their fifth birthday and the GCR for childcare over this age.The GCR has two split the compulsory part (for providers of childcare for children aged five to seven) and a unbidden part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has re orientd three precedent frameworks course of instruction Guidance for intromission Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is disposed(p) up legal force through an Order and Regulations made under the Act.From September 2008 it will be mandatory for every give instruction days and early days providers in Ofsted registered panoramas att send awayed by young children that is children from birth to the end of the academic year in which a child has their fifth birthday. either in all early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to go steady that their provision meets the acquirement and development requirements, and complies with the welfare regulations.The Early Years Foundation Stage 2012 (EYFS) sets the standards that tot all(prenominal)y early years providers must meet to tick off that children delay and develop wholesome and are kept wake little and safe. It promotes t to each one and schooling to ensure childrens school readiness and gives children the broad range of knowledge and skills that provide the right founda tion for great future pass through school and life.Every child deserves the best possible start in life and the computer backup that enables them to fulfil their emf. Children develop quickly in the early years and a childs bring forths surrounded by birth and age five submit a major impact on their future life chances. A secure, safe and happy childhood is important in its witness right. Good parenting and high shade early nurture together provide the foundation children need to institute the most of their abilities and talents as they grow up. The EYFS seeks to provide quality and soundbox in all early years shots, so that every child makes good progress and no child gets left behind a secure foundation through learning and development opportunities which are planned close to the necessarily and interests of each psyche child and are assessed and revueed regularly partnership working between practitioners and with parents and/or carers equality of opportunit y and anti-discriminatory exercising, ensuring that every child is included and back up. 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 backings the early learning goals that providers must service children work towards (the knowledge, skills and understanding children should prepare at the end of the academic year in which they turn five) and assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare.Four guiding principles should shape practice in early years settings. These are every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-confident children learn to be strong and in strung-out through unconditional familys children learn and develop well in enabling environments, in which their experiences serve to their someone needs and there is a strong partnership between practitioners and parents and/or carers and children develop and learn in disparate ways and at unalike rates.The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to divine service young children happen upon the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contri only ifion, and achieving economic well-being by 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind.Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their cause pace and children who need extra support to fulfil their potential should obtain special consideration.All providers ware an evenly important role to monkey in childrens early years experiences and they have to ensure that the provision they deliver is two appropriate to children needs and complementary to the education and care provided in childs opposite settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and non disadvantaged because of ethnicity, culture or religion, home plate language, family background, learning difficulties or disabilities, grammatical gender or ability.Practitioners should focus on each childs individual learning, development and care needs by removing or aiding to smite barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an pleasurable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends.Working with children means working in partnership with a lot of people, for this causality is important that practitioners ensure continuity and viscidness by sharing relevant information with each other and with parents. Parents and families are central to a childs well-being and learnings needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal proposition se t of standards which apply to all settings and providing the basis for the inspection and regulation regime.5. place a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children earlier experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the degree that they have reached.Children need to be stretched, exclusively not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each childs continuing development through hoyden-based activities, and respond quickly to childrens learning and development needs. There are a lot of important aspec ts on the early years provision in the EYFS framework. These principles are 1. There should be a variety of provision for children under five in any locality. 2. All conclaves should operate in safe, healthy premises and should register with the local tender services department. 3.Groups should be of achievable size and have a high adult to child ratio. 4. Groups should respect with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to unless their learning. 6. Groups should have start time that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attention of children 8. Groups should consider childrens dietary needs to ensure that any nutrient or drink provided is appropriate, acceptable and nutritious.In the provision of any refreshment, groups should respect individual, cul tural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the chief(prenominal) educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including children in need as defined by the Children Act 1989. 14.Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the groups work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week.After the age of 16, students can attend vith form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers not to treat a disabled child less favourably to make reasonable adjustments for disabled children Registered day nurseries Children are ordinarily admitted from age 18 months to 3? years. They usually have fixed open up times and are usually open all day and during the school holidays to meet the needs of working parents.They may in any case offer before and after school childcare and holiday care for school aged children. Local authority babys room schools and nursery classes They are fund ed by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. more or less nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years.They usually offer half day sessions, term time only, although some may offer extended hours. particular school Primary schools are for children aged from four or five until the age of 11. substitute(prenominal) school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home.They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months wonder An explanation of how national and local guidance materials are used in setting 1. 2 UKs accepted provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840.He rememberd in outdoor and indoor play and invented finger play, songs and rhymes. He set symbolic behaviour through play this is where children understand that they can make one thing stand for or symbolise something else for example, a yogurt pot can symbolise a cup of tea. He tangle that children were able to learn at their highest level through imaginative play. He was also well known for encoura ging block play which he called gift encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks.His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel look atd that play is the engine that drives true learning. Play is not idle behaviour. It is a biologic imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to rule this impulse and focus the childs play energy on specialised activities designed to lead them to create meaning from this experience. In his sight children can only learn what they are ready to learn. to each one child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each childs own rhythm but makes it pur poseful and guides the child toward the group. Froebel recognized that you cannot soften the child so he controlled everything else. A ready environment provides the instructor with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the childs mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient.After his death the idea of his child-centred kindergarten became frequent in both(prenominal) Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed childrens development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to original a rea of learning and that the adult must guide them through these.Montessori believed that children would rick independent learners if they worked on their own. She did not come along sequence of exercises often utilize specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were essential by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material.The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homelike, so child can learn applicatory life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentr ation, the setting is aesthetically pleasing.The Montessori method consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization.Over sixty years of experience with children around the world proved Dr. Montessoris theory that children can learn to read, print and calculate as easily and naturally as they learn to take the air and talk. Her methods are still popular in Montessori schools around the world. The spicy/ chain approach The High/ cooking stove Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these inter swear outs, they are considered just another part of the learning process.Although both Construct ivism and the Montessori Method involve learning by doing, there are square differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/ kitchen stove, childrens creative exploration is promote, and this sometimes leads to pretend play, while in Montessori, pragmatical life work that relates to the real world is stressed.Although Constructivism is a theory of learning, as opposed to a theory of instruct, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scopes Main Components? Social One of the fundamental points in the High/Scope approach is that children are upgraded to be active in their learning through supportive adult interactions . The High/Scope approach includes times for various grouping experiences in the classroom.There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. Children are encouraged to share their thinking with teachers and peers. Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. When a child talks, the teachers listen and ask open-ended indecisions they seek to ask questions that encourage children to express their thoughts and be creative rather than a closed question that would elicit more of a yes/no or simplistic answer. Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum Key experiences were designed specifically for this approach. The following is a truncated summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are -Creative representation -Classification -Language and literacy -Seriation -Initiative and affectionate relation -Number -Movement -Space -Music -Time. Plan-do-review is another major component of the High/Scope framework. Children are encouraged to 1) plan the area, materials, and methods they are going to work with 2) do, actually persist out their plan and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). The High/Scope classroom has a legitimate routine. The pu rpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up The High/Scope classroom is a materials- exuberant learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. Materials are set-up so that they are easily sociable at a childs level. This helps facilitate childrens active exploration. Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approachs Main Components? Social C ooperation and collaborationism are terms that stress the cheer of revisiting social learning.First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, reconstructive conflict may be helpful in gaining new insights (collaboration). Co-construction refers to the feature that the meaning of an experience often is built in a social context. An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are.They a lso make critical connections between families, schools, and community. Curriculum One of the special features of the Reggio Emilia approach is called documentation. Documentation is a sophisticated approach to purposefully using the environment to explain the taradiddle of projects and the school community.It does not simply refer to the beautiful classroom artistic production commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a childs education, it is more than just that. It is a fundamental way of create connections. Documentation is discussed in more detail in the next ingredient that describes the uniqueness of the Reggio Emilia Approach. Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, a nd explored). Having to explain ideas to somebody else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise.Thus, to facilitate co-construction, teachers need to aggressively listen and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each others work. Long-term projects are studies that encompass the explorations of teachers and children. Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. Portfolios are a collection of a childs work that demonstrates the childs efforts, progress, and achievements over time. Environmental Set-Up In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a third teacher has been compound and e xtended in the Reggio Emilia approach. Like Montessori, it is believed beauty helps with concentration the setting is aesthetically pleasing. Reggio Emilia schools create homelike environments. In Reggio, the homelike strain is designed to help make children feel comfortable and learn practical life issues. Each child is provided a place to keep her own belongings. Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question An explanation of how different approaches to work with children in early years have affected current provision.1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and developmen t are equally important and inter-connected. some other reason is that experiences during the early years strongly influence a childs future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs.Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFSs aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life.Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in childrens early years experiences and they have to ensure that the provision they deliver is both appropriate to children needs. Question An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child settings provide and parents/carers.For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for rough-cut respect and trust a recognition of equality between parents and professionals sense of cultural and ethnic diversity partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers . It helps build trust, and encourages them to seek advice and use services.It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. an acknowledgement and sharing of feelings all parties to play a role in the decision making process. Question A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be subjugate 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. here(predicate) are some of them Time and availableness. Finding a mutually snug time and venue to meet Other demands from family and work Access and exaltation for some parents Language, culture and religion Cultural and/or religious attitudes towards disablement Language barriers (there are no words for Downs syndrome in Punjabi or Urdu) What is culturally acceptable Parents own education Negative feelings towards school and authority Feelings of inadequacy Fear of being judged converse Poor communication channels (e. g. through the child only) Poor information sharing (what does go on in school? ) Automatic use of jargon. Shyness omit of confidence School and cater Personal relationships between teacher and parent Limited facilities for meeting with parents Lack of empathy with the role of parent Lack of staff skills and confidence Access to relevant information An unwelcoming environment Parent and school Who to talk to? Lack of acceptance or awareness of childs difficulties The value placed on education Young people not wanting parents involved Lack of information around transition periods (from one school to the next) Disinterest/lack of clear responsibility. Lack of consensus between parents precedent experience Negative previous experience Feelings of being judged Lack of action or follow up Being patronised Som e ideas for overcoming barriers Communication Use regular newsletters to improve information flow fuddle a central information point e. g. regularly updated notice board Have a central contact point Exploit technology electronic network sites, email, blogs, text messaging Provide up to date information and a jargon buster.Create regular meeting slots Create opportunities for informal as well as formal contact e.g. parents assemblies, social events Collect parents views e. g. tracing box, parent forum, parents spokesperson Involve parents in school activities Use home/school books and diaries Use email or phone if there is sensitivity about keeping a written record School and staff Develop staff skills in communication and listening Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings Improve the range of activities in which parents can participate Make invest personal contact with parents Provide creche.