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How current provision and practice is influenced by the work of the early years educators and approaches to practice.

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Introduction

How current provision and practice is influenced by the work of the early years educators and approaches to practice. The High-Scope Approach This is a structured programme designed in the 1960's in the USA and is extended for use with babies and pre-school children. The approach was developed to gap the child's learning and everyday experience. Children are required to PLAN-DO-REVIEW as an institutional routine. They tell an adult what they have planned, carry out their plan and then in a small group with an adult and show how it went. High-scope is based on educational principles. These are:- Active learning: the child is encouraged to become an active learner and be involved in their own learning. Personal initiative: the child is encouraged to use their own initiative to plan-do- review their learning, to undertake the learning experience and then to review the experience. Consistency: high-scope believes the children need consistent, daily routines and organisation in the learning environment, which can help them to become confident and independent learners. Genuine relationships: high-scope practitioners aim to bring warmth and trust to the children, respect and value their cultural diversity. ...read more.

Middle

Documentation of children's work is of vital importance in the Reggio approach. Projects are documented as they develop through notes, recordings, drawings, photographs, video and many other different media; "educators use their professional interpretation of the evidence they have gathered to plan and support the possible next stages of a project" (Thornton and Brunton, 2003, p.17). This documentation is important so that parents are able to see how their children are developing and so that the children themselves "feel valued and take pleasure in the process of learning" In Reggio approach, the curriculum is described as 'emergent'; it develops around the children and their involvement in long- and short-term projects. These projects grow from the children's first-hand experiences and the theories they develop about the World. This idea of curriculum centred around projects is similar to how curriculum is based around various themes and topics in the Foundation Stage, e.g. The Farm, the festival of food e.t.c. Friedrich Froebel A lot of the mainstream early years provision in the UK is based on the principles of Froebel. ...read more.

Conclusion

As well as the community in itself, the early years settings extend the provision into the community and then therefore become part of the community. School meals and medical services are now accepted part of the provision. I.e. school nurse e.t.c. Maria Montessori Early years settings see the child as an active learner. Some Montessori ideas and resources are used. The Montessori provision differs from early years settings. E.g. early years settings emphasise the role of the adult in intervening and supporting the children's learning . They would not usually leave the child to work alone through activities alone but to encourage the child to work in groups and the adult to intervene where appropriate. The involvement of parents/carers is a high commodity in current practice now. Rudolph Steiner Mainstream settings believe in the childhood as a unique phase of life that is more than just preparation for adulthood and that the individual child's needs and their personality are very important. Establishing relationships is valued and serving the community is considered part of the nursery's role in the Steiner schools. Mainstream settings do not emphasise the spiritual dimension and consider the how and when (the process of learning) but also the content., as much as Steiner's approach. ...read more.

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This is an interesting essay that presents quite a range of summaries of different educators and their approach to early years. Probably the most needed now is for some evaluation of their contribution, real life practical examples where possible, and an attempt to avoid the essay looking like a disconnected list. You may like to review the educators and group them where they are similar and contrast those which are different. Conclude with an attempt to make sense of their contribution bearing in mind the question. 4*

Marked by teacher Stephanie Porras 26/03/2013

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