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Explain How The Development Of Learning And Development Which Helps To Achieve Positive Outcomes For Children

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The Early Years Foundation Stage contains all the principles to help achieve positive outcomes for children and breaks them down into smaller units. The four main areas include; » Unique child – Every child is a unique child, who is learning and can be resilient, confident, self-assures and capable. » Positive relationships – Children learn to be strong and manage feelings through positive relationships. » Enabling environment – Children learn and develop well in enabling environments, which their experiences respond to the own individual needs and there is a strong partnership between the practitioners and the child’s parents/carers. » Learning and development – Children embrace learning and development in different rates and ways. The framework covers education and care of all children in early years’ provision, including children with special …show more content…

These can include; race, gender, ethnicity, sex and sexuality, economic status, disabilities, religious beliefs, age, political beliefs etc. It’s the examination of these differences in a positive, safe and nurturing environment. It is about understanding each other and moving beyond simple acceptance to embracing and celebrating the rich dimensions of diversity contained within each individual. Inclusion; Inclusion is the state of being included, it is used by disability rights activists to promote the idea that all people should be freely and openly accommodated without restrictions or limitations of any kind. It is defined by some as the practice of ensuring that being feel as though they belong, are engaged and connected. It’s a universal human right whose aim is to embrace everyone, irrespective of their; race, sex and sexuality, disability, religious beliefs or anything other quality which can be perceived as different. Every Child Matters has positive outcomes for children and young people, which

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462 Words | 2 Pages

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.

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Every child matters is a programme that help all children age from 0 to 19. The programme helps parents to work together with a school to make sure every child has the best chance on life.

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These areas are: • Personal and Social Development, well-being and cultural diversity • Mathematical Development • Physical Development • Creative development • Language, Literacy and Communication Skills • Welsh Language Development • Knowledge and Understanding of The World "The principles of the Foundation Phase and its seven areas of learning are understood and applied in a way appropriate to the age, abilities and stage of development of children in their care and the nature of the provision." (National Minimum Standards for Regulated Child Care in Wales, 2012). Within each area there are standards to which children are expected to perform. The Framework is designed in a way to ensure that the diverse needs of all children are met and that every child is able to develop at their own pace, therefore taking into account that each child is different and developmentally ready at different times. A cross curricular approach has been developed to ensure that all children are developing their skills across the seven Areas of

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636 Words | 3 Pages

The EYFS has three documents; statutory frameworks, two year old assessment and development matters. The EYFS should be used until the end of reception year. There are several areas of learning and development, they are; personal social and emotional, physical, communication and language, literacy, numeracy, understanding the world and expressive arts and design. The prime areas are; personal social and emotional, physical and communication and language. These are the areas that children should be able to do before the more specific areas- literacy, numeracy, understanding the world and expressive arts and design.

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The Department of Education (DfE) is responsible for education and children’s services. It means they get a very thorough overview of the position of children and the way in which they should be developed to become well-rounded adults who can contribute to society. It includes setting the National Curriculum and Early Years Foundation Stage and the setting up and administering of the School league tables. These documents are put into effect by schools and nurseries; therefore it is also the DfE’s task to improve the calibre of service available to children. It means the realisations of the five outcomes of Every Child Matters: “enjoy and achieve, stay safe, be healthy, achieve economic well-being, make a positive contribution.”

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Assessment is one of the essential procedures stated in the Early Years Foundation Stage (EYFS) statutory framework. (DfE 2014:13). Jess’s key person has been constantly assessing Jess through the progress check for age 2 to ensure her needs are met within setting and at home. (DfE 2014:13). She noticed that Jess is a blossom girl in class, but there are significant emergent concerns on her prime areas, such as communication and language development, physical development and personal, social and emotional development.

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All children must have their personal needs met by Practitioners. The care towards a child’s learning is crucial for their academic mindset; children must be challenged with work to improve their intelligence in the future. However, they must be helped if there is a gap in their learning development. It’s important to identify the care a child needs; this may be speech therapy or extra maths sessions. For Practitioners there are guidelines to suggest to them what levels the children are working at this is called the ‘Early Years Outcomes Guidance’ this will go on their reports and later help the teachers/practitioners/parents challenge their child to their full potential.

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169 Words | 1 Pages

The Every Child Matters policy applies to the welfare of children and young people aged 0- 19 years of age. It was established on the thought that every child should receive sufficient support throughout their years regardless of their status, circumstances or background. There are five key principles to the policy which the government think children should be supported with, which are to be healthy, to stay safe, to enjoy and achieve, to make a positive contribution and lastly to achieve economic wellbeing. There are five key principles to the policy which the government think children should be supported with, which are to be healthy, to stay safe, to enjoy and achieve, to make a positive contribution and lastly to achieve economic wellbeing.

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Under the CHILDREN AND YOUNG PERSON’S ACT 2008, you must ensure that all children have the best care and

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Section 39 The Early Years Foundation Stage (1) For the purpose of promoting the well-being of young children for whom early years provision is provided by early years providers to whom section 40 applies, the Secretary of State must— (a) by order specify in accordance with section 41 such requirements as he considers appropriate relating to learning by, and the development of, such children (“learning and development requirements”), and (b) by regulations specify in accordance with section 43 such requirements as he considers appropriate governing the activities of early years providers to whom section 40 applies (“welfare requirements”). (2) The learning and development requirements and the welfare requirements are together to be known as “the Early Years Foundation Stage”. Section 40 Duty to implement Early Years Foundation

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464 Words | 2 Pages

Child centred approaches in school are encouraged and supported by the legislations and codes of practice in place in schools such as the children act (1989) which required LA to consider fairly the wishes of the child, equality act (2010) which supports the equal rights of all children to have access to the required and appropriate services as required, the SEND code of practice (DfE 2014) details the specific requirements of safeguarding children with special educational needs. And also, the rights of the child (1989) act, which stats that children have a right to express themselves freely as individuals and receive accurate information. These are the main legislations and codes of practice with regards to safeguarding children and encouraging a child-centred

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This enables practitioners to be able to observe the individual child, analyse the observation to see what the child can do or what they need support with and then go on to plan for that child so they can help that child develop within the curriculum. Practitioners have to understand what a child can do before they are able to help progress their skills within the Development Matters in the Early Years Foundation

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All children should grow up in a supportive and stable environment. The government works to protect children and support the professionals who care for them and their families. Schools are expected to know about and show that they are working from national policies which relate to children, young people and families. One of the frameworks that schools should be working from is the Every Child Matters framework established in 2003.

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This section is all encompassing as it is one that the outlines that as a guide, the curriculum used will meet a child’s distinctive needs and as well as embody their abilities, strengths, weaknesses as well as interests. Furthermore, children will gain the skills that promote independence, conflict management and leadership skills. Staff members will monitor the curriculum they are using to ensure the effectiveness in meeting the child’s need (pages 8-9). These are also reinforced in the textbook “Caring for School-Age Children” it defines that by using a holistic

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539 Words | 3 Pages

We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children

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