Monday, June 3, 2019

Scope and Legal Status of the EYFs

Scope and Legal Status of the EYFsThe Early Years instruction poser describes the principles, exercising and outcomes essential to support and enhance green childrens engageing from birth to flipper eld of age, as well as their transition to take aim. The Early Years Frame report has a strong emphasis on play-based discipline as play is the beaver vehicle for young childrens learning providing the most appropriate stimulus for hotshot development. The Framework in addition recognises the importance of communication and language and social and emotional development. The four nations that make up the United Kingdom pay slightly distinguishable onrushes to the planning and the delivery of the earlyish years pedagogics. England has the Early Years Foundation Stage which was founded in September 2008. England introduced a statuary political platform for children ages zero to five years old that ar being educated outside of their homes. This applies to all child-minders as well as after school clubs, preschools, nurseries and schools. The EYFS withal incorporates the welfare requirements, the structure of the education program is the six areas of development Personal, Social and Emotional (PSE), Communication, Language and Literacy (C+L), Problem solving, Reasoning and Numeracy (PRN), Knowledge and Understanding of the World (KUW), Physical development (PD) and germinal development (CD). At the end of reception year children are assessed by the teacher, this is where the teacher completes an early years profile which consists of thirteen different scales that link to the early years learning goals from the area of learning.In Wales they have a Foundation Phase which was established in August 2008, this applies to children aged three to 7 who are in receipt of local authority funding in schools, nurseries, preschools and child-minders. The structure of the education program is slightly different to Englands one as they have seven areas of develop ment. These areas are Personal and social development, Well-being and cultural diversity, Language, literacy and communication skills, Mathematical development, Welsh language development, Knowledge and understanding of the world, Physical development and Creative development. At the end of the Foundation stage the children are assessed in three areas personal and social development, well-being and cultural diversity, Language, literacy and communication skills in English or welsh and Mathematical development.Scotland will have a curriculum for excellence but at the moment they are still in the process of introducing it which will be for children aged three to eighteen years. It is part of an overall strategic approach to education. The curriculum includes the totality of experiences which are planned for children and young people through with(predicate) their education, wherever they are being educated. Underpinning the curriculum is the idea that children should be given experi ences in order to progress their development and instead of working to their age they will learn according to their own level. There are eight areas of experiences and outcomes Technologies, Expressive arts, Health and well-being, Languages, Mathematics, Religious and moral education, Sciences and Social studies. The experiences and outcomes are written at five levels and young children will be working at the graduation level known as early years. In addition to the eight areas practioners have a obligation to embed health and well-being, literacy and numeracy across the learning opportunities provided for children. In 2010 the assessment arrangement were still being drawn up but it was expected that setting would have to draw up their own assessments.In Northern Ireland children before they reach statutory school age there are no specific curriculum but once children are in education they will follow the foundation stage. There are six areas of development which are taken through to key stage one and two. These six areas are Language and Literacy, The World Around Us, Mathematics and Numeracy, Personal organic evolution and Mutual Understanding, The Art and Physical Development and Movement.1.2 An explanation of how national and local guidance materials are used in settingTo support the implementation of the national frameworks, each country has also real guidance, information just about the statutory elements and training materials. This is statutory guidance from the Department for rearing. This means that local authorities must have regard to it when carrying out duties relating to encyclopaedism Difficulty Assessments (LDAs) conducted under section 139A of the Learning and Skills Act 2000. Comments from the organizations below have been considered during drafting of this guidance.The Local Government AssociationHampshire County Council, post 14 learning groupThe Young Peoples Learning Agencyconnexions Buckinghamshireconnexions MerseysideAssociatio n of CollegesNational Association of Independent Schools and Non-Maintained Special Schools (NASS)Natspec the Association of National Specialist CollegesDisability Alliance.http//www.education.gov.uk/aboutdfe/statutory/g00203393/ldaThe legislations that this guidance relates to is the Education Act 1996 and sections 139A to 139C of the Learning and Skills Act 2000. This guidance is made for local authorities to help you them make reliable, effective and robust judgments that may lead to well-informed decisions relating to education and training for children and young people with learning difficulties or disabilities but its not designed to be prescriptive in every individual case. The guidance may also be of interest to children, young people and their families, staff working directly with teenagers and their managers, FE colleges and also other providers including specialist providers, and also the Young Peoples Learning Agency (YPLA) and from April 2012 the Education Funding Agen cy (EFA).1.3 An explanation of how different approaches to work with children in early years have affected contemporary provision in the UKReggio EmiliaReggio Emilia is an educational approach that is inspired by a group of pre-schools that surround the city that surrounds the area of Reggio Emilia the heart of this approach focuses on the partnership with parents and children aged between birth to six years old being involved in their learning. There are four main features to this approach which are children need some control over their learning, children learn through using all of their senses, learn from and enjoy being with other children and that children need a rich environment so they can learn and express themselves in a number of ways.High/scopeThe high/scope approach first started in America to help improve outcomes for disadvantaged children. Settings that use this approach will let children plan their own learning they will review it and also report back to the other ch ildren. Children are considered to be active learners so play is used for model learning, routines are also considered important they gain constancyMontessoriThe Montessori approach originated with Maria Montessori who was an Italian doctor who wanted to help improve the outcome for children that had disabilities. The Montessori approach shows the practitioner as an observer of the children who can support their learning by making appropriate interventions. The term play is the heart of Montessori resources and equipment has specific learning objects and also provides children with challenge.SteinerThe Steiner approach origins in the work of a philosopher named Rudolf Steiner that founded a school after the First World War. Steiners approach emphasises the importance of fostering childrens creativity and imagination. Manufactured toys are not used as they are thought to capture childrens curiosity. Formal reading and writing will not start until children are seven years old.3.1 An explanation of partnership model of working with carersMany years ago once parents or carers had handed over their children to nursery, school or preschool they were considered to be fairly surplus to requirements and it was known as practitioners knew best. Today it is understood that the best outcomes for children are when practioners and parents work together. The idea is while practioners and parents have different rolls within a childs life they can come together to address ideas, information and thoughts about the best way forward for the child or young person. Settings use ways to make partnerships with parents or carers. An open door policy allows parents or carers to masticate the setting and they are welcome at any time without needing an appointment. The assessments we do on children used to be top secret but now we share these with the parents and carers and get them to contribute to them. This is because children act differently with parents than they do when they ar e with their practioners. In many setting not only do they share planning with the parents they also encourage parents and carers to contribute towards them with their own ideas and comments, such as the lay out of the learning environment. Many setting do invite the parents to come in and work alongside them such as drop in sessions or open mornings and helping out on school outings. Parents will be informed of the current activities that they are doing in school so these can be continued at home.

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