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Explain What Is Meant By The Eyfs

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Practitioners can support children to prepare for school by working in partnership with parent/carers, the school they will be attending, any other outside agencies including social workers, speech and language therapists, physiotherapists and most importantly the child. Practitioners need to identify the needs for the individual and cater for their needs, this relates to the practitioners practice being high quality. They could identify and cater for the needs of the child to prepare for school by reading books, talking to them about school, providing materials that they would use in school. (B3) Throughout practice, transitional objects are used in order for children to transition from home to the setting. This is the same when children are getting ready for primary school; children like to bring something that reminds them of home or pre-school when they start primary school. Having that transitional object with them allows them to settle into the setting easier than not having anything. Allowing children to have transitional objects enables them to have constant reassurance of home and having the caregiver return. This is relating to Winnicott’s theory of transitional objects (1964). (B3) …show more content…

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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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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The two current curriculum documents for children’s education in Australia are the Australian Curriculum (AC) and the Early Years Learning Framework (ELYF). The Australian Curriculum is intended for use with children in their foundation year of formal schooling through to their final senior secondary year. It is a framework designed to guide Australian educators on what skills and knowledge are to be taught and the quality of learning expected as students’ progress through school (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.). The Early Years Learning Framework is intended for educators of children aged birth to five years of age. This framework offers a vision that “all children experience learning that is engaging

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These statutory Areas of Learning 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. The implementation of these areas of learning are carried out with reference to the guidelines stated within The Framework for Children’s Learning (FCL) for 3-7 year olds (DCELLS , 2008). The FCL highlights the

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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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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.

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In most children’s childhoods, they have an item or object that serves a great obligation during their childhood and into their adulthood. For every child, the significant object is different; for one it may be a favorite toy, for another it may be a stuffed bear. Throughout my youth, I had a blankie. These items are comfort and security objects. Children are constantly in need of love and consolation because they are young and oblivious to the world around them.

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STANDARD 4: ASSESSMENT OF THE CHILD PROGRESS Artifact; Compering Early Childhood Assessment from Child Development 201 I chose this artifact because it is about the appropriate Early Childhood assessments while these have a variety of programs to choice depending on the needs of the child to help him to the next level I learned that there are many resources for the teacher to help children out so they can have a happy childhood; These all examples bellow guidance a center to set up the whole program of early childhood environment so it will be helpful for the provider education to have cozy a safety place for young children.

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Introduction: The Early Years Learning Framework (EYLF) was introduced in December 2007, agreed between the Council of Australian Governments (COAG), and the Australian State & Territory governments. They collaborated on the National Quality Agenda for Early Childhood Education & Care. The EYLF is the key element of the National Quality Agenda. An implementation of an approved education program is the legal requirement for the education & care service under the National Quality Framework (NQF).

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These issues are important because it is crucial that previous practitioners working with the young person share important information with the college and the young person 's one-to-one support worker and tutor. "There are many transition points in the life of an individual. Transitions include a child moving from nursery into primary school; from primary to secondary school; and moving into adulthood. Significant transitions can also occur when an individual leaves long-term care, hospitalisation or prison. In all of these cases, information sharing is important to ensure that the person gets the support that they require, through and after the transition."

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They foster relationship with children during school tours and visits. Parent-teacher relationship is strengthened when parents get involved with transition practices. Teachers personally contact parents to attend informal sessions, school visit and also provide them with information they need to help their children cope, adapt and have a positive transition to formal schooling. Preschools plan and work with key players like primary schools to ensure that classes created are with a balance of different children’s

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For example, the child's culture could have a great affect on their social development, as in some religions and cultures, women are not allowed to speak to males who are not a part of their families, which can change the way they would interact with them. It has also helped me understand that, within practice, sensitivity and consideration needs to take place when a child might be different, such as them being in a wheel chair. But also to be accommodative, so that their needs are going to be met, such as bringing in a ramp so that wheel chair users can gain accessed to the setting. I have also learnt that the style of parenting can greatly affect a child's development, as they are a child's first educators, whether that’s learning to walk, talk or write. So, it is important that, as a practitioner, I build strong positive relationships with the parents or carers of children, as we can then work together to get optimum care for the child to be able to reach their full

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Counselors can also create a feeling of safety and stability for a child who has lived a nomadic life. School and other routinely rituals can oftentimes feel strange and stressful to children who have not experienced stability. Consistent positive relationships formed at school can be the key to a child’s motivation and success. Although, at the end of the day kids must be self motivated. Mentors and other relationships can influence a child’s choice, but they must decide themselves if it is worth it or not.

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School readiness reflects a child’s ability to succeed both academically and socially in a school environment. It requires physical

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Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning, • Every child has unique characteristics, interests, abilities and learning needs, • Education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs, • Those who have special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable

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Integrated Child Development Services (ICDS) and Education for All (EFA) are the programs that have been established with the main aim of encouraging education throughout, to all the sections of the population. Nursery school education is considered important for all sections of the population; people who are wealthy for them finances do not serve to be issues and people who are economically deprived sometimes due to their financial problems, they are not able to send their children to nursery schools. Nursery school pedagogy was established in the second half of the 19th century as a result of development of child psychology. There are certain skills that are required to get developed, these are reading text, document use, writing, numeracy, oral communication, thinking skills, working with others, teamwork, using computers and technology and development of effective communication skills. The child development division has been established in many areas with the objective to enhance high quality services to children and their families.

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