Unit Eymp 1 Context and Principles for Early Years Provision Essay

Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic

It was in 1996 that the first UK curriculum was introduced which was called ‘Desirable Outcomes’. Within the document were learning outcomes to be achieved by all children by the age of five and being a centralised system, an inspection scheme was also introduced. In this article Soler and Miller (2010) highlight how these changes were perceived to be shaping the early childhood curriculum from the outside rather than from within the early childhood community.

Early years education is about supporting very young children, children aged 3-5 years old. It is very different from Key Stage 1 as it is based on learning through play rather than a form of formal education. Although TA’s may not always work in the early years department it is important to

As child practitioners we must work on our skills in communicating with children because the way we communicate with them is important not only for their communication and language development, but also the development of our relationship with them. Young children often aren't able to express their thoughts and feelings in words, or express them poorly. Because of this, it's important that child practitioners can listen carefully and help children to learn how to express themselves and also provide what they need.

Throughout my years as a childcare practitioner, I have accumulated a wide range of experience working with children aged 3 – 11. However, the majority of my experience is with children aged 3-5. Through

As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development, as will be identified by this essay; below are areas where one should concentrate in order to further

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

EYMP1: context and principles for early years provision: i got a pass This bookelt will include criteria 1.1 1.2 1.3 3.1 3.2 3.3 3.4

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 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 children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other

As I was reading the journal one thing which really drew my attention was that it talked about the staff training being inconsistent. In some places staff seemed confident and in some places they were not. My self being an early year’s practitioner and working in a private sector I can relate to the problems as staff are expected to go on training in their own time. Working within the Borough of Hounslow I have experienced first-hand cuts that have definitely been made in regards to training.

My role within this job is to support, encourage and nurture children predominantly between the ages of 4 months and 4 years of age via their development journey. I follow the Early Years Foundation Stage within my work (https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 )

Early years setting defines the role of parents, carers, teacher, education providers and Government to work within the framework to support an integrated approach to provide the best possible care for children in the United Kingdom. It also provides professionals who work with children to set a common policy and commitments to deliver the best quality of early year education and childcare experience to all involved. It is important that early childhood practitioners understand that individual child develops at a different level in accordance with their surrounding environment. Policies and procedures become a tool to support practitioners to understand in detail any child’s development throughout their early year stages (Goulet, M. & Shroeder,

The first factor involved in maintaining a healthy environment is forming a good relationship between the early year’s practitioners and the child’s parents. This is incredibly important according to Jane Drake from Nursery World who says “it is parents who know their children best, and unless there is a sharing of information between practitioners and parents, a child’s learning needs will be neither fully understood nor, ultimately met”. Each child in the setting is assigned a key worker who will find out about their child’s likes and dislikes as well as some of their main interests which will contribute to the key person being able to provide for all of the child’s needs, they will also form a trusting relationship with both the child and their parent/carer and keep them informed of their child’s progress. It is vital that children form attachments with their key person as young children are known to flourish when things seem familiar and predictable and this can only be possible if the key person maintains a good personal relationship with the child. If children are loved and cared for then they will be in the right frame of mind to learn,