Child care and education

chela c ar and educationIntroduction happen is central to the training of children which assistants them collapse soul of the cosmea they bouncing in and they catch out by bumping, exploring and trying points out.From 2008, child minders, nurseries, pre-schools and reception classes ar required to pursue the earlyish(a) Years Foundation exemplify (EYFS), and will be checked to a d admit(p)er place this framework by OfSTED. The EYFS has been planned to provide plunk for and direction to any those works with children up to the age of 5 in how best to change children to feel safe and supported and to ext give the gate their acquire and suppuration.In EYFS, stock is placed upon assureing that each child and their family be unique, with various necessitate and concerns. Effective practitioners should be contracting themselves What sort of child is this and how am I going to support their ontogeny and reading? The EYFS has rightly set the descent among pract itioner and child at its core because we have a very special, influential and vit on the whole toldy important role as we support, facilitate, model, reflect, rate and engage with children along their instruction trip. www.foundation-stage.infoChildrens attainment and extendment is from 6 beas in the flesh(predicate) cordial emotional bustmentcommunication, language and literacyproblem solving, reasoning and numeracy companionship and understanding of the worldcreative break- boundment somatogenic dilatementThey call for unitedly the skills, understanding and experiences appropriate for babies and children as they grow up, learn thing and vex.Childrens development happens generally in cardinal overlapping phases fork over 11 months,8 20 months,16 26 months,22 36 months,30 50 monthsand 40 60 months.The overlap is planned to emphasise the item that ar differences between the development of children in different varying of learning, and between children of ho mogeneous ages.It strengthens the principle that children learn and develop in different slipway and at different order provided in addition that all argonas of learning and development atomic number 18 equally important and atomic number 18 interconnected.There are a number of current influences on play and a straddle are highlighted below. plant SchoolsTheir are a number of points where Forest Schools support and inspire children of any age done dogmatic outdoor experiences.Forest Schools let to developThe soulalized development of the children so that there personal confidence, self esteem, self awareness, and brotherly skills improveA wider ordain of physical skillsUnderstanding of natural and man do environmentsUnderstanding of environmental issues self Regulation, Intrinsic Motivation, Empathy, Good social communication skills, Independence and a haughty mental attitude.Forest School create a unique learning environment they are used to support a range of ind ividuals, company groups and larger organisations to use their local open space for play, health, activity and personal development uses. The children would be encouraged to learn through play in the forests and develop their imagination through playForest Schools originated in Sweden in the 1950s when children were taught outside. They learnt just almost the world and nature and the environment through stories, songs and activities with timbre materials. The first Forest School in Britain was initiated by Bridgwater College 10 divisions ago.Forest Schools use the open space to table service children learn mulish and social skills as well as freedom. From as newborn as 5 eld old, children dejection sit nigh a combustion and learn how important it is to treat fire respectfully.Child Care and teaching pg 289Reggio EmiliaStarted in Italy in the late 1940s after the war. The aim is based on the musical themes that a child is creative competent prentice who discover in c ollaboration with adults and separate children so they develop social learning. The basic idea of Reggio is believing in the importance of discovery, some(prenominal) indoor(a) and outdoor, learning environments are stimulating and that children should reflect on their learning and register their consume learning.There are seven points that Reggio is based on inventive thinking / using their imaginationExploring and discovery / finding things out on their ownFree playFollowing childrens interests / doing what they get it onValuing, encouraging all ways children express themselvesAsking children to conversation about ideas and to expand on themAsking children to re-visit their ideasThere are also some central processiones to the Reggio Emelia come onLow adult to children ratiosTeachers as learners and reflective practioners.Child Care and pedagogy pg 289Child Development pg 155What is child development theories? There are many theories and research , national and local ini tiatives as well as policies, physical, intellectural, emotion and social as well as psychological reasons such as security and safety, mannerstyle,play .Technological reasons also affect child developmentChild development theories are sets of principles that are designed to predict and rationalize something. Over the categorys, psychologists and scientists had devised many theories which help explain observations and discoveries about child development. in any case, providing a broader framework of understanding, a approximate theory allows educated guesses about aspects of development that are not yet clearly understood.These ideas provide the basis for research. A theory also has practical value. When a parent, educator, therapist, or policy settler makes decisions that affect the lives of children, a well-founded theory can guide them in responsible ways.Child development theories can also limit understanding, such as when a poor theory misleadingly empha sizes unimportant influences on development and underestimates the importation of other factors.The regulation states that land underpins the delivery of all the EYFS and has many unending reminders throughout the guidance for practitioners to aid child initiated learning through play.The legal practitioner is tuning into childrens interests and thoughts so that you can tap into what they love and hold out which stimulate and inspire.Play is also at the forefront of the EYFSs delivery and can be the start for anyone involved. You can enrich young childrens lives by world reflective and be a well equipped facilitators enjoying the learning journey with themThe EYFS programme is about improving chances for life for all children, by well-favoured them all an opportunity to have the best possible start, regardless of their family stead or circumstances or where they attend. The EYFS delivers improved outcomes for all children, across all areas of development and learning.The Childcare Bill seeks to establish a single banner phase of development for all children, as it set the 10 year system for childcare Choice for parents, the best start for children. Its provides a conciliative system that helps and supports childrens development from birth, when they will interact with adults that are trained and go through in environments that are safe, caring and loving.The primordial Years Foundation Stage is a central part of the ten year childcare strategyEnsuring a consistent approach to care and learning from birth to the end of the Foundation Stage.Incorporating elements of the National Standards.Has a play-based approachFocuses on stages of development earlier than chronological, age based teaching and learningThe overarching aim of the EYFS is to help children get to the Every Child Matters five outcomesStaying safeBeing healthyEnjoying and achieving fashioning a positive contributionAchieving economic wellbeingThe EYFS principles are grouped into 4 themesA unique chi ld.Principle Every child is a competent learner from birth who can be resilient, capable, confident and confidentPositive RelationshipsPrinciple Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key personEnabling EnvironmentsPrinciple The environment plays a key role in supporting and extending childrens development and learning larn and DevelopmentPrinciple Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected.The theorists, Piaget, and Vygotsky, both viewed the significance about the role of play and learning in the early years. Both found it to be a vital part of a childs development.Piagets idea of self discovery suggested that children extremityed minimal adult interactions to help them learn through life. He believed that the children tried, without adult help, to make sense of the world and understand what was going on around them. He also had similar thoughts on his theory of child language acquisition. He had a idea notion that play was a window that reflected the goings on in the life of a child.Vygotsky saw it differently. He suggested that children are social learners, and liked to look for and discover invigorated things with the help of adults and not without. This was his scaffolding theory and the regulate of proximal development.Bruner said that when the children get older they stop learning new things.They start to build on what they al put up know. If children were left to teach themselves, as Piaget said, the child may not learn all they compulsion to know, eg Maths. The battleground of Maths ineluctably adult help and teachings ensure that the children understand correctly, and that the prerequisite reading is being learnt. Also some children, even in a play situation, will continually return to the same area and objects because it is their allay zone. Evidently thi s way the child will fail to benefit from the learningBanduras Social Learning Theory modified traditional learning theory which was based on stimulus-response relationships. It considered learning to be no different among infants, children, adults, or even animals. Banduras approach is influential in the treatment of problem behaviors and disorders.Learning can be based on a spiral approach (Janet Moyles 1989)which starts with free-play.It allows children to explore e.g. To explore water using equipment provided. e.g. To explore how to change the size of a splash. Can they make a small splash, can you make a big splash? It is vital to allow children the chance to fare the skill they have learnt through lone and peer supported play.Childrens play reflects their wide ranging and varied interests and pre-occupations. In their play children learn at their highest level. Play with peers is important for childrens development.Through play children learn experiences by exploring and deve loping, which help them make sense of the world. They put on and build up ideas, and learn how to control themselves and understand the direct for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they inquire and solve problems. They express fears or re-live anxious experiences in controlled and safe situations. law-abiding children is different from being alert and noticing what is happening around you. Observations have to be focused and carried out in an order to plan for and assess children in a purposeful mannerThe information below gives advice on the side by side(p) on some principles for observational assessment, and how they can be put them into practiceAssessment must have a reason and a purpose. perpetual observation of children participating in both sidereal day activities is the most fit way of building up an accurate picture of what the children know, understand and feel, what they are interested in and what they can do.Practitioners should plan observations and also be ready to capture the spontaneous but important moments.Judgement of childrens development and learning must be based on skills, knowledge, understanding and behaviour that are demonstrated consistently and independently.Effective assessment places equal account of all aspects of the childs development and learning.Accurate assessments are reliant upon taking account of contributions from a range of perspectives.Assessments must actively engage parents in developing an accurate picture of the childs development.Children must be fully involved in their own assessment.Record keeping is important and are an important tool to help practitioners and childrens attainment and progress.A multi professional approach when working with children and parents is important as it helps children not to slip through the net.Communication is the biggest part of the multi professional team, as everyone needs to know what is going on.The multi professional approach team is made up of a lot of different agencies, they are agencies including Schools and instructors, Hospitals and doctors, Social workers, police force and many more. They all work together to help parents and children to stop tragical cases such as death, child abuse, etc.Multi professional approach allows professionals packet knowledge about a family needs so that the parents dont have to take in the same questions over and over again.The professionals are aware of each others roles in supporting the family so that conflicting advice can be minimise. It is essential that each agency communicates well and understands not only there role and responsibilities but the others agencies as well.Parents/guardians are the most important people in a childs life, and recognise the importance of this. We have a responsible role that involves share-out care of the child with parents/guardians listen to parents/guardians, as they a re the expert on their child.Every Child Matters is a important part of the political program. Its aims as agree by leaders, teachers and other education professionals and is about promoting childrens wellbeing and enabling them to develop their potential as healthy, enterprising and responsible citizens.Every Child Matters states that every child, whatever their social upbringing or circumstances, should have the help they need to be healthy, stay safe, enjoy and gain, make a positive contribution, achieve economic wellbeingThese five outcomes need to be at the vegetable marrow of everything a nursery or school does and reinforced through every aspect of its curriculum- lessons, events, routines, the environment in which children learn and what they do out of school.Early learningProviders involved in the care and education of young children from birth to five follows rules from the Department for Children, Schools and Families. These rules are intended to support practitioners to meet the several(a) needs of all children, enabling them to enjoy and achieve.Children birth to three yearsCare, learning and development for babies and children up to three is available at a variety of settings including day nurseries, registered pre schools and childminders. Practitioners use the Birth to Three Matters Framework to support the young children in their care. The Frameworkvalues and celebrates babies and childrenrecognises their individuality, efforts and achievementsrecognises that all children from birth develop and learning though interaction with people and exploration of the world around themrecognises the holistic nature of development and learningThe child is at the bone marrow of the Birth to Three Matters Framework. It highlights four Areas which mark the skill and competence of babies and young children and shows the links between growth, learning, development and the importance of the environment in which they are cared for and educated.These four ar eas areA Strong ChildA salutary CommunicatorA Competent LearnerA Healthy Child exclusively children, whichever provision they attend, will experience a play based curriculum of planned, independent and adult led activities. These experiences may take place at heart and/or outdoors and will aim to develop knowledge, skills and understanding in the following areasPersonal, Social and Emotional DevelopmentHelps children to mix and form relationships with individuals and groups, performing and learning co-operatively. Children are supported to develop a positive sense of themselves and an awareness of the needs and feelings of othersCommunication, Language and LiteracyChildren are supported to develop skills in splattering and listening, reading and writing. They are introduced to a rich learning environment where these skills are valued.Mathematical DevelopmentMathematical understanding is developed through a variety of practical activities based on every day situations. Children ar e supported to develop mathematical ideas and use related expression while taking part in sorting, matching, ordering, counting, pattern making and working with numbers, shapes and measures.Knowledge and Understanding of the WorldChildren are encouraged to be curious, to ask questions, to experiment and solve problems to help them make sense of the world they live in. A variety of practical experiences build the foundation for later learning about science, design and technology, information and communication technology, history, geography and religious education. corporal DevelopmentYoung children are supported to develop physical control, co- regulation and manipulation, confidence and ability to move in different ways and handle large and small equipment. Children learn how their bodies work and how to stay active, safe and healthy.germinal DevelopmentChildren have opportunities to take part in a range of creative experiences. As their imagination develops they have opportuniti es to communicate and express their ideas and feelings in a number of ways through artwork, music, dance and role play.These six areas of learning are of equal importance and through activities and experiences children learn and develop in a holistic manner.Parents are childrens first educators and are extremely valued in the contribution that they make.The role that parents have played, and their coming(prenominal) role, in educating the children do this throughbefore their child starts in our school talk to parents about their childchildren have the chance to spend epoch with their teacher before starting at a nursery school by having Induction Session. bountiful parents regular opportunities to talk about their childs progressGiving free access to their childrens Learning Journey record books .Encouraging parents to talk to their childs teachers about any concerns they may have.A range of activities throughout the year that will encourage collaboration between child, nursery s chool and parents. Ie.fund ski lift days, themed activity days, concerts like Harvest Festival, nativity, Easter and leavers concert.Have 2 stately meetings per year (Autumn and Summer term) with parents to discuss the childs progress and development. totally staff who are involved with EYFS should aim to develop good relationships with children and interact with them and take time to listen to the children.Recognising variety is about recognising that children can come from lots of different backgrounds and family structures and this could be from the language they speak, culture and beliefs.Diversity means responding in a positive manner to differences, valuing all people.All children are citizens and have rights and entitlements.Children should be treated fairly regardless of race, organized religion or abilities. This applies no matterwhat they think or saywhat type of family they come fromwhat language(s) they speakwhat their parents dowhether they are girls or boyswhether t hey have a disability or whether they are rich or poor.All children have an equal right to be listened to and valued in the setting.Improving the physical environment physical back up to access education such as ICT equipment and portable aids for children with repel co-ordination and poor hand/eye skills. New buildings should be physically brotherly to disabled pupils and will involve improving access to existing buildings including ramps, wider doors, low sinks, etcImproving the delivery of information to disabled children at nurserys or schools The information should take account of pupils disabilities and parents preferred formats and be made availableAll children should be treated in the same way regardless of race, religion or abilities. Nno matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor.All children have an equal right to be listened to and valued in the setting and all children have a need to develop, which is helped by exploring and discovering the people and things around them.Some childrens development may be at risk, for example children who are disabled and those with special educational needs , those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness, children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds.All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own heathen and spiritual beliefs. Practitioners ensure that their own knowledge about different ethnical groups is up-to-date and consider their own attitudes to people who are different from themselves.In the UK, children are being raised in a society with many sources of enriching transmutation. Good early years practice needs to sustain this from the earliest months of babyhood. Practitioners need to work to create a encouraging learning environment. Play materials, books and other resources can be on hand in a helpful way by reflecting on how young children learn about culture and cultural uniqueness.Diversity and inclusion is also linked to regulation such the Childrens Act 1989, SEN act 2001, Rights of Children 1989 and the Race Relations Act 1976. Also included is the Disability Act 2004.Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences. Early childhood is a good time to offer opportunities that enable children to stretch beyond the familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance. All opportunities need to be well grounded in positive pride for the styles common in every childs own background.Learning about identity and cultural diversity can help young people to live and work together in diverse communities, both in this rustic and the wider world. It can also help them develop their identity and sense of belonging which are central to personal well-being and the achievements of a flourishing and cohesive society.The United kingdom already has of a large range of ethnicities, cultures, languages, beliefs and religions. These are not staying alleviate but are constantly changing and interacting, so that everyone can bring up with different aspects of their heritage in different situations. Diversity also cover, social class, regional differences, gender, sexual orientation, religious and non-religious beliefs and values.Young people need to develop the ability to see themselves as part of this diversity, and to reflect on who they are. Schools can give them the opportunity to explore their identities in a safe and positive environment, and to discuss what is important to them and their families. This develops a sense of belong ing to a residential area that values them and improves their understanding of what binds people in communities together. When individuals recognise and value their own culture, beliefs and traditions, they can better understand how others develop their identities.The identity and cultural diversity curriculum dimension helps learners to gain a broad understanding of the country they are growing up in its past, its present and its future. They learn about its range of cultures and traditions, its political system, values and human rights, how it has evolved to be as it is, and in particular, how they are able to contribute through democratic participation to its future development.ReferencesChild Care and Education Tassoni. P. (2007). Heinemann (Harcourt Education Limited). Oxford , EnglandChild Development Meggitt. C. (2006). Heinemann (Pearson Education Limited). Harlow, EnglandDepartment of education and Skills (DFES) 2007 Early Childhood Studies, Willan, Parker-Rees, Savage ( 2004) Learning Matters ltd