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Strucutre of the early years foundation stage
Strucutre of the early years foundation stage
Strucutre of the early years foundation stage
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The Universal Pre-K Initiative is a movement to allow access to preschool programs for all eligible children in all states, regardless of social economic status, abilities and other factors. Except for the early years of the Bush administration, support for Universal Pre-K has come entirely from Democratic policy actors. Universal Pre-K didn’t emerge again as a national issue until it became part of the Obama campaign’s platform in 2006 (Brown & Wright 2011). The impact of Universal Pre-K Initiative will have on the Early Childhood Education field is apparent. Some have argued that the state should not be providing these services and should allow existing agencies to continue operating their Pre-K programs.
The early years foundation stage is a framework to work from when working with in the early years setting. It sets out the standard for learning, development, safeguarding and welfare for the children in England from birth to five years. Working in the early years setting you must have an understanding of its: • Scope and legal status • Overall structure • Principals and themes. You also need to understand what happens when your setting has an inspection and how the development of the children will be assessed.
Noemi a 42 Hispanic works as a Program Manger for an Early Head Start Program. She has a 9-year-old son named Andy that has an IEP for Hearing Impairment. Noemi and Andy Noemi and I met at the park to discuss her son’s learning disability. Andy is a 9-year-old boy that was diagnosed at the age of 6 with hearing loss in both ears the right one is worse than the left one.
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.
Both class discussions and chapter 5 in the book “Education the Practice and Profession of Teaching” has allowed me to gain knowledge of historical and current trends in policies and practices that affect early childhood and childhood educators because in the reading the authors speak in depth about social reform with in education, they tell about how policies were created and how they influence our education now for example in the text there is mention of attendance laws that protected children by educating them and keeping them from working. From the reading I also learned about ESEA which made federal government responsible, this act provided funds for poverty program as for current programs Bush’s passes NO CHILD LEFT BEHIND ACT which
A baseline assessment can be useful to record where the child is at with their progress, it will also identify what abilities they already have and where they require assistance the most. WAG (2011:2) explains, ‘the baseline assessment will be a description of the whole child using the developmental areas which make up the profile.’ ‘The Descriptions of behaviour are grouped into six Developmental Areas which describe the journey between ‘child development’ and ‘learning outcomes.’ The next step for her teacher would be to share her concerns with the school’s Special Educational Needs Co-ordinator (SENCO) they can then hold a meeting with Ella’s parents who are described as supportive and come up with effective plans to help Ella. These will be different to targets and actions already in place for the other children in her class.
Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning. These assessments are great tools that be used in theclassroom, after you have received the data from these assessment you are able to planinstruction. Through instruction is when you find strategies and activities to promote studentgrowth. No child should ever end a school year being on the same reading level, or a lowerreading level from where they started. Advancement is critical in the school system and everychild deserves to succeed to their full potential.
The Early Years Learning Framework (EYLF) and the Australian Curriculum are both frameworks introduced to create a coherent standard of achievements or learning outcomes for students at different development levels within Australia. The EYLF is dedicated to the learning outcomes of children from birth to 5 years in Kindergarten, early educational care settings and the transition to school. The Australian Curriculum is a framework focusing on children’s learning during the Foundation year through to year 10. Its standard of achievements and content descriptions establish the requirements for students to successfully progress through school. Both frameworks reinforce the principles of the United Nations Convention on the Rights of a Child.
The Early Years Learning Framework of Australia enriches and extends children’s learning and playing in supporting children’s being, becoming and belonging. This part mainly discusses the links between the project and EYLF. According to EYLF, children have a strong sense of identity, and they develop knowledge and confident self-identities. During daily learning and play, children will discover different identities whether they are cultural or social, and they will discover various points of view from others.
This essay aims to explore leadership and management within the Early Years and what they mean within the sector. It will critically analyse how these roles impact early years settings, the staff and the children. Early years framework and legislation is forever changing and there is a need for experienced and knowledgeable staff to lead the way for young children’s education. The Oxford Dictionary describes ‘management’ as a process of manging and dealing with situations and people (Oxford Dictionary, 2015). The manager in early years would manage practitioners working below them as well as dealing with situations that arise from children and families.
It important that boys frequently get an opportunity to explore and learn in the outdoor environment. The curriculum of Early Years Foundation Stage (EYFS), which became statutory in September 2008, emphasizes the importance of daily outdoor experience for the development of children (Neaum, 2015; Palaiologou, 2013). Neaum (2015) propagates four themes which are purposed to inform the role of early years’ practitioners. They include; the theme of a unique child which stipulates that all children are unique and capable of unique achievements, the theme of positive relationships which affirms that children learn to be strong through positives relationships, the theme of enabling environments whereby children learn well in environments that enable
Observation is the tool that practitioners use to obtain the necessary information that helps them to plan effectively for each child. Observations are considered to be an important part while working with the children. There are number of reasons why recorded observations are required. To plan for individual children’s needs-
EYE13WB-1.1 Explain the role of the early years practitioner during: • nappy changing • toilet training • washing and bath time • skin, teeth and hair • meal time It is very important to establish a routine as an early year practitioner. Routines will support the physical care needs of children. It should provide a predictable and well-ordered environment, children know what to expect. They are comforting and provide regularity, especially for babies as they enable them to adjust to their own body rhythms.
Through the literature review Early Childhood RtI are examine and explore so that developmentally appropriate practice in early childhood programs keep struggling students on grade level performance. Response to Intervention (RtI) Defining RtI Rudinoff (2011) defines RtI as a tiered model, and the intervention correlates with the student’s needs. The most important component of the RtI is its universal screening tool. The screening tool should employ developmentally and age appropriate assessments (Gersten, Rolhus, Clarke, Decker, Wilkins, & Dimino, 2015 and Watts, Duncan, Siegler, & Davis-Kean, 2014).
A child is classed as being in Early Years education from the beginning of the term after their third birthday up until they reach compulsory school age. Compulsory school age starts the term after their fifth birthday. For the English school system the Foundation Curriculum covers the ages of 3 to 5 beginning in nursery and cumulating in the reception class. The Early Years Foundation Stage was revised in September 2012 and then again in 2014 where they set out a standard framework “The Early Years Foundation Stage (EYFS) sets standards for learning, development and care of children from birth to 5 years old….It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences
