Identify settings, which provide early year’s education and care.
Statutory Service
Statutory services are provided by the government. For example, every child has right to use opticians, dentist, transport and education free because the government pays for them. Mentions to facilities provided by the local authority as a matter of course. Examples of statutory services contain benefits, social services, hospital treatment on the NHS and schools. The discussion in the volunteer part is how far charities and voluntary groups should provide statutory services and at what cost.
These are the services that children can use it until when they are 18 years old: Hospitals, dentist, healthcare, opticians, social workers, foster care, education, playground
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Private Service
Private services are provided by secretly and to made more money. This service is not getting money from government it only gets from people or make own money. The government has to control of if they are doing legal or illegal job. People can use these services for their children education: private nurseries, education, private play areas and schools.
Identify the skills, knowledge and attributes required for the role of the early years practitioner.
Skills
Skill is the ability to do something well so if you can do something well for example communication then you have a skill to communicate. Everyone can identify their own skills by trying different activities and if they can do it well, then they have skill.
These are the skills that nursery practitioners must have: communication skills, flexibility, creativity, independence, integrity, confidence, multi-tasking, teaching skills, training skills, responsibility, respect, drive, language and team work.
Knowledge
Knowledge means understanding of something or getting information about a subject that you get by experience or study, known either by one person or by people
The Early Years Foundation Stage (EYFS) was introduced into England and Wales to try and provide a standard framework for childrenâ€TMs care, learning and development. It followed on from the government report Every Child Matters (ECM) which described how all children should achieve outcomes; • Staying safe • Being healthy • Enjoying and achieving • Making a positive contribution • Achieving economic well-being The government provides funding for every child aged 3 and 4 to receive 15 hours a week Early Years education (38 weeks a year). This follows the EYFS and it enables children from all social backgrounds to have the same opportunity to receive education and therefore more easily achieve the outcomes above.
First Day Assignment I believe that year-round school would be best for Oskaloosa High School. I think it could help more in the long run. I hope this paper will help or change your perspective on year-round school. I would like to change Oskaloosa High School to year-round school.
It is important that staff recognise that human rights of all individuals involved in the service/s and that everyone be treated with dignity and respect. This rights include the equal access to assistance, confidentiality and acknowledgement of cultural heritage. This is important in relation to ATSI’s, as historically they have suffered at the hands of past government mistakes and may be less reluctant to use the service/s or follow procedure/policies because of their past experiences. Providing the best education, health and wellbeing throughout the service through such practices: It is important that all staff and service/s personalise their procedure and/or policies to reflect the families and children attending the service/s. Remaining ethically and professional safe in daily routines and practices but catering for individual families and children were best possible.
The Children and Young People (Scotland) Bill is proposed in the Scottish Parliament to introduce aspects of the GIRFEC Practice Model as a joined up approach to children’s services across Scotland. • June 2012: A second version of A Guide to getting it Right for Every Child is published, with no substantial change to the Practice Model. • June 2010:
These include for example: children should be healthy, be safe in their environments, to make positive contribution to the society or be supported to enjoy life. Childrenâ€TMs Act 2006- this legislation replaced Childrenâ€TMs Act 1989. It reinforce the strategy role of local authorities to outline the duties related to child care which include working with NHS and Job centres; secure childcare for working parents, provide information services to parents and provide information and training for childcare providers.
At the age of 22 months a child`s educational level can be predicator of their educational achievements at the age of 26 years, thus reducing unemployment and low paid income jobs and therefore better living conditions. Early intervention is essential to achieve the best possible outcome for the child. However multi-agency working is important too, when all the professionals involved with a child share information and co-operate with each other lives can be improved and even saved. Baby P is an example of
Families, children and young people have the right to live free from abuse, harm and neglect. If harm or abuse is suspected or alleged the child or young person has the right to be listened to, to be respected and to kept informed and be involved (where appropriate) in any decision making. †̃Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs.â€TM (Working Together to Safeguard Children) The Children Act 1989 requires that local authorities give due regard to a childâ€TMs wishes when determining what services to provide.
It is important that we work in an integrated way with other agencies in order to offer more effective care for young children. Integrated working means that different services join together to achieve this. It is important that a range of services that may work from either their own setting or integrated into another, are able to support individual children and their families. Integrated working ensures that children can get the support the need to achieve their
The roles and responsibilities of different agencies and practitioners working to with children and young people. The role of Local Safeguarding Children Boards (LSCB’s) The process to
Lord Laming produced a report called Every Child Matters which should ensure that each child should have their basic needs met i.e. food, water, warmth, be loved, feel safe respected and able to reach their full potential. The report has 5 outcomes: • being healthy: enjoying good physical and mental health and living a healthy lifestyle • staying safe: being protected from harm and neglect • enjoying and achieving: getting the most out of life and developing the skills for adulthood • making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour • Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. The needs and views of the child must not go un-noticed by putting the needs of the adult first. The wishes and feelings of the child should be a priority.
Knowledge is the condition of knowing something. When given it does not decrease, but will only increase. It is collective thoughts and experiences people go through. Books are the greatest source of knowledge and help develop the human mind. Knowledge also helps people not commit the same mistakes again and again.
Working Together to Safeguard Children 2010 This is a guide to how organisations must work with other services and individually to fulfil their duties to safeguard children and promote their welfare. Children Act 2004 After the death of 8-year-old Victoria Climbie at the hands of her carers, an independent inquiry led to Every Child Matters policy which led to the Children Act 2004. This act includes: • A duty for key agencies to safeguard children. • The local authority to set up a Local Safeguarding Children’s
Services that may be provided, in liaison with local authority childrenâ€TMs social care services, include the provision of reports for court, and direct work with children, parents and families. Services may be provided either within general or specialist multi-disciplinary teams, depending on the severity and complexity of the problem. In addition, consultation and training may be offered to services in the community – including, for example, social care schools, primary healthcare professionals and nurseries. Question: Question 10
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
Compare and contrast In England children start go to school at the age of four , while the children in America start go to school when they are six years old. The school starting age may impact children in different ways. Both the early school starting age or the late school starting age can effect children to learn to control themselves. As Whitebread(2013) believes, “Physical, constructional and social play supports children in developing their skills of intellectual and emotional ‘self-regulation’, skills which have been shown to be crucial in early learning and development ” , children can improve their self-control ability in early school learning period.