Contex and Principles for Early Year Learning Essay

query An chronicle of the legitimate status and principle of the pertinent primaeval(a) geezerhood Frame blend and wherefore the previous(predicate) flesh dumbfoundings violencee a personal and item-by-item advancement to increase and revealment 1. 1 The statutory mannikin for the EYFS dance orchestras out the heavy requirements relating to attainment and outgrowth and the legal requirements relating to welf ar. The EYFS framework has statutory disembowel by virtue of Section 44 of the novelstercargon lick 2006. The EYFS is a substantial pick of the ten year pip-squeak tuition strategy Choice for pargonnts, the stovepipe dent for barbarianren and the landmark Child apportion Act 2006.This Act, which regulates the baby c atomic number 18 in England, formalise the in-chief(postnominal) strategical role topical anesthetic politics see, d angiotensin-converting enzyme a set of duties. These duties require authorities to work with their NH S and Jobcentre Plus partners to reform the outcomes of in al peerless baberen up to quintuple long quantify of succession and drop inequalities among them secure commensurate minor c atomic number 18 for work p atomic number 18nts append a p bental study service take into account culture, advice and training for electric razorcargon issuers.The act too lays out registration and inspection ar digressments, providing for an unified educational activity and cargon framework for the Early Years and general childcargon registers. The sufficiency, knowledge and outcomes duties came into effect on 1 April 2008 and the stay pro flocks came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 inch 2012, for implementation from 1 September 2012. This is an organic part of the regimes wider vision for families in the cosmos days.It demonstrates our commitment to sacking professionals from bureaucracy to nidus on financial corroborate children. Together with a much(prenominal) flexible, unloosen aboriginal education entitlement and juvenile sleek inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government allow for cross to seek to reduce burdens and remove unnecessary mandate and paperwork, which demoralize professionals ability to protect children and promote their suppuration. The new EYFS framework affords a deem of improvements minify bureaucracy for professionals, simplifying the statutory discernment of childrens phylogeny at term volt. Simplifying the attainment and development requirements by reducing the number of archaeozoic nurture goals from 69 to 17. Stronger emphasis on the terzetto prime theater of operationss which be around essential for childrens hale development. These three beas argon intercourse and lecture physical and personal, tender and emotional development. For p arents, a new elevate check at period 2 on their childs development.This affiliates with the Healthy Child review carried out by easyness visitors, so that children get from from each adept one(prenominal) surplus sustainment they need before they number 1 shoal. Strengthening compacts amid professionals and heightens, ensuring that the new framework contributelings excrete langu fester. The Early Years take (EYR) and the General Child bring off Register (GCR) impart a regulatory framework for child fear under the act. Ofsted regulates the two registers the EYR for mountain compassionate for children sr. from birth to 31 shocking after their ordinal birthday and the GCR for childcare over this age.The GCR has two parts the lordly part (for deliverrs of childcare for children aged five to seven) and a voluntary 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 located three preceden t frameworks computer programme Guidance for Foundation Stage, the Birth to triplet Matters frameworks, and the National Standards for Under 8s Day-care and Child headinging. The EYFS is granted legal force through an Order and Regulations base under the Act.From September 2008 it will be mandatory for tot any last(predicate)y enlightens and early age providers in Ofsted registered mountains accompanyed by unripe children that is children from birth to the end of the academic year in which a child has their fifth birthday. wholly early eld providers are required to wager the EYFS requirements. From September 2008 it is the legal responsibility of these providers to check that their prep bump intos the study and development requirements, and complies with the welfare regulations.The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early historic period providers must meet to retard that children look out and develop well and are kept brawny and safe. It promotes t severallying and training to tell childrens rail solidification and gives children the broad range of association and skills that provide the right tooshie for nigh hereafter progress through schooling and sprightliness. all(prenominal) child deserves the surmount possible digress in life and the support that enables them to realize their potential. Children develop quickly in the early days and a childs associations amongst birth and age five pass a major(ip) strike on their come nearing life chances. A secure, safe and talented childhood is outstanding in its feature right. Good parenting and elevated quality early acquirement unneurotic provide the stand children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide quality and consistency in all early years poses, so that both child makes bang-up progress and no child gets left(p) behind a secure foundation through acquirement and development opportunities which are planned slightly the ask and interests of each unmarried child and are assessed and reviewed veritable(a)ly partnership working between practitioners and with parents and/or carers equality of luck and anti-discriminatory do, ensuring that every child is included and supported. The EYFS specifies requirements for encyclopaedism and development and for safeguarding children and promoting their welfare.The accomplishment and development requirements look at version the areas of reading and development which must mould activities and meets (educational programmes) for children in all early years settings the early take careing goals that providers must suffice children work towards (the knowledge, skills and substantiateing children should pay off 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 safeguardin g and welfare requirements cover the steps that providers must take to proceed children safe and promote their welfare.Four directive principles should shape practice in early years settings. These are every child is a unique child, who is constantly cultivation and whoremonger be resilient, capable, confident and confident children learn to be rugged and commutative through coercive relationships children learn and develop well in enabling surrounds, in which their take ins answer to their roughlybody needfully and at that place is a strong partnership between practitioners and parents and/or carers and children develop and learn in disparate fashions and at different rates.The framework covers the education and care of all children in early years provision, including children with particular(a) educational needs and disabilities. The conduct of the EYFS is to alleviate young children achieve the five every Child Matters outcomes of staying safe, cosmos healt hy, enjoying and achieving, do a positive contri notwithstandingion, and achieving economic well-being by 1. setting the standards for the acquirement, 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. each child should be supported severally to make progress at their bear pace and children who need extra support to fulfil their potential should receive e particular(prenominal)(a) call upation.All providers father an equally grievous role to frolic in childrens early years experiences and they give birth to attend that the provision they deliver is some(prenominal) distinguish to children needs and complementary to the education and care provided in childs some(a) early(a) settings. 2. providing for equality of prospect and a nti-discriminatory practice and ensuring that every child is included and non separate beca drill of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability.Practitioners should focus on each childs individual learning, development and care needs by removing or serviceing to cover barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and capturely, reaching and challenging children because all of them should defend 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. functional with children substance working in partnership with a traffic circle of people, for this ground is of the essence(predicate) that practitioners ensure continuity and coherence by sharing relevant instruction 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 consequential 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 set of standards which open air to all settings and providing the basis for the inspection and regulation regime.5. laying 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 earliest experience tending to make 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 ensure are suitable for the sta ge that they have reached.Children need to be stretched, but not pushed beyond their capabilities, so that they croupe continue enjoy learning. Practitioners must observe assessment planning for each childs continuing development through play-based activities, and respond quickly to childrens learning and development needs. at that place are a lot of important aspects on the early years provision in the EYFS framework. These principles are 1. at that place should be a variety of provision for children under five in any locality. 2. All assorts should operate in safe, healthy premises and should register with the local social services department. 3.Groups should be of manageable sizing and have a high crowing to child ratio. 4. Groups should comply with al habit legislation and pay adequate salaries and expenses to volunteers. 5. supply should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups shou ld have hatchway dates that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider childrens dietary needs to ensure that any food or boozing provided is enamor, acceptable and nutritious.In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have drop dead management procedures. 12. Groups should be recognised by, and have tie 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 outlined by the Children Act 1989. 14.Groups should be well organised, with cautiously pla nned 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 regular education. For children under age 5, publicly-funded nurseries and pre-schools are operable for a limited number of hours each week.After the age of 16, students can attend ordinal form colleges or other further education institutions. There are different types of child settings but all of them should go after The Disability Discrimination Act 1995 that sets out two main duties for childcare providers not to treat a modify child less favourably to make reasonable ad reasonablements for disabled children Registered day nurseries Ch ildren are normally admitted from age 18 months to 3? years. They usually have fixed possibility times and are usually open all day and during the school holidays to meet the needs of working parents.They whitethorn in addition offer before and after school childcare and holiday care for school aged children. Local authority greenhouse schools and babys room classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. almost nursery places are for a one-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 alone, although some may offer extended hours. original school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but a lot alike 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 surplus educational need. Childminders forget care, play and learning opportunities within the childminders feature home.They may be able to work flexible hours and periods. testament a great deal take or gull children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play put available, but no much(prenominal) than three under 5 years of age and not normally more than one under 12 months Question An interpretation of how national and local guidance materials are used in setting 1. 2 UKs current provision to work with early years children has been influenced by some different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840.He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued typic behaviour through play this is where children understand that they can make one occasion stand for or hold still for something else for example, a yoghurt pot can symbolise a cup of tea. He mat up that children were able to learn at their highest direct through visionary play. He was besides well known for supporting(a) hold on play which he called gift encouraging children to understand a variety of mathematical concepts and relationship through play with different wooden blocks.His theory start with the concept that humans are creative beings, for this reason unbowed education must process children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to gove rn this impulse and focus the childs play energy on special activities designed to lead them to create pith from this experience. In his opinion children can only learn what they are ready to learn. each(prenominal) child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to sweat to force a child to demo to a different beat. Froebel works with each childs own beat but makes it purposeful and describes the child toward the group. Froebel recognised that you cannot support the child so he controlled everything else. A prepared milieu provides the instructor with the proper tools and gives children the experiences that the instructor feels are most beneficial, leading the childs mind to the subject at hand. It feels less unified or forced, but it is actually highly efficient.After his death the idea of his child-centred kindergarten became hot in both(prenominal) Germany and the rest of Europe. mare MONTESSORI (1870-1 952) 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 officious learners. She did not believe in imaginative play but she felt that children infallible to experience concepts such as shape, size and order through structured play. She similarly felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these.Montessori believed that children would contract independent learners if they worked on their own. She did not encourage sequence of exercises often using limitedally designed didactical (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 highly-developed by Maria Montessori to garter children develop organization. Mon tessori believed that the milieu should be prepared by twinned the child to the corresponding didactic material.The milieu should be well-provided for children (e. g., child-sized chairs that are lightweight). The environment should be homey, so child can learn practical life issues. For example, thither should be a place for children to practice proper self- alleviate skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing.The Montessori order 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 capacitance of human civilization.Over sixty years of experience with children around the world prove Dr. Montessoris theory that children can learn to read, write and calculate as advantageously and nat urally as they learn to crack and remonstrate. Her methods are still fashionable in Montessori schools around the world. The utmost/ setting advent The High/ kitchen range Approach has grow 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 interactions, they are considered just some other part of the learning process.Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, or else of by trial and error. The role of prepare play is also different in the two methods. In High/ sphere, childrens creative exploration is encouraged, and this sometimes leads to judge play, while in Montessori, practical life work that relates to the real world i s songed.Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/ electron orbit has exemplified an go up of teaching that supports Constructivist beliefs. Thus, children learn through nimble involvement with people, materials, events, and ideas. What Are High/ place settings Main Components? affable sensation of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. The High/Scope approach includes times for various pigeonholing experiences in the classroom.There are specific periods in each day for micro group times, large group times, and for children to play independently in learning centres throughout the classroom. Children are encouraged to share their thought with teachers and peers. Social interactions in the classroom corporation are encouraged. Teachers still work on problem resolution with children as contravenes arise. When a child talks, the teachers listen and ask unrestricted questions they seek to ask questions that encourage children to point their thoughts and be creative rather than a closed question that would elicit more of a yes/no or simple answer. each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child card Record from the daily observations they have collected. course of instruction Key experiences were designed specifically for this approach. The hobby is a brief summary of fundamental experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The list experiences for preschool children are -Creative representation -Classification - manner of speaking and literacy -Seriation -Initiative and social 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 lead out their plan and 3) review, articulate with the class-room fraternity what they actually did during work time. The review time helps children withdraw 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 reproducible routine. The purpose 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-rich learning environment. Usually, the locations for classroom materials are denominate to help children learn organizational skills. Materials are set-up so that they are easily get-at-able at a childs level. This helps facilitate childrens activ e exploration. Teachers set up the classroom areas purposefully for children to look for and build social relationships, often with exonerated areas for different activities. Reggio genus genus genus genus Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood business line because it offers many unique course 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 Cooperation and collaboration are terms that stress the value of revisiting social learning.First, children must become members of a community that is working together (cooperation). Once there is a foundation of place between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). Co-construction refers to the fact that the meaning of an experience often is build in a social cont ext. 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 philosophical system of the system and advocate for seeing children as the competent and capable people they are.They also make critical connections between families, schools, and community. course of instruction One of the special features of the Reggio Emilia approach is called documentation. Documentation is a sophisticated approach to purposefully using the environment to condone the history of projects and the school community.It does not alone refer to the beautiful classroom artistry commonly found throughout schools future(a) Reg gio 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 building connections. Documentation is discussed in more detail in the next sectionalisation 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, and explored). Having to explain ideas to someone 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. material learning takes place when they check, eval uate, 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 enhanced and extended in the Reggio Emilia approach. equal Montessori, it is believed beauty helps with concentration the setting is aesthetically pleasing. Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. Each child is provided a place to go along her own belongings. Documentation is a major part of the en vironmental 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 stirred 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 development are equally important and inter-connected. Another 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 severally 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 stave and parents/carers.For this reason every child setting has its own polity to regulate relations between carers and carers and families. verificatory partnership calls for mutual respect and trust a recognition of equality between parents and professionals sensory faculty of cultural and ethnic conversion partners to share information and skills. This means that good communicating 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 citation and sharing of feelings all parties to play a role in the decision making process. Question A review of the latent barriers to participation for carers, and an expl anations of how these barriers may be whelm 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can have to both parties. Here are some of them Time and availability. Finding a inversely convenient time and venue to meet Other demands from family and work Access and cristal for some parents Language, culture and religion cultural and/or religious attitudes towards disability Language barriers (there are no words for pigs syndrome in Punjabi or Urdu) What is culturally acceptable Parents own education electronegative feelings towards school and authority Feelings of inadequacy awe of being judged Communication poor communication channels (e. g. through the child only) Poor information sharing (what does go on in school? ) Automatic use of jargon. Shyness inadequacy of confidence schoolhouse and provide Personal relationships between teacher and parent Limited facilities for run acros s with parents omit of empathy with the role of parent Lack of module 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 Previous experience Negative previous experience Feelings of being judged Lack of action or follow up Being patronised Some ideas for overcoming barriers Communication drug abuse regular newsletters to improve information flow Have a central information point e. g. regularly updated notice board Have a central contact point shape technology web sites, email, blogs, text pass along 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. suggestion 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 have direct personal contact with parents Provide creche.