“She was concerned for the health and well-being of working-class children, and she stressed the need for health care with proper nourishment, hygiene, exercise, and fresh air. Her nursery allowed free access to play areas and gardens and was not predicated upon a fixed time schedule. McMillan's methods, with her emphasis on fresh air, exercise, and nourishment, still influences some aspects of current English nursery practice” (Curtis, 1998)
Lev Vygotsky
(1896 - 1934)
Lev Vygotsky was a Russian teacher, psychologist and philosopher. Vygotsky believed that the child’s social and cultural development affected cognitive development and that learning through the interaction of skilled adults and through social interaction with peers. He identified the zone of proximal development or the difference between tested levels of cognitive development and potential development that can be achieved through interaction with adults. He analysed children’s play and concluded that it was not just important for emotional development but for physical development but also for cognitive development.
In 1962, Vygotsky believed that there was a strong interrelationship between language and thought and that speech was a tool developed in a social context which becomes a vehicle for thought; he also expected the transferability of higher order skills and of thinking processes from one context to another concluding that some higher order thinking skills such as classification or logical thought.
“Through others we become ourselves” Lev Vygotsky
http://www.goodreads.com/quotes/show/72485
Jean Piaget
(1896 - 1980)
Piaget’s interests in children’s thinking and logic began while he was working on intelligence tests. Piaget was fascinated by the way in which children regularly gave similar but wrong answers to some questions. He eventually concluded that children’s logic is different from that of adults and began to explore why. Using his own children as a basis, Piaget wrote detailed observations about their development. He finally concluded that children ‘construct’ their ideas based on experience; this is why the term ‘constructivist approach’ is used in relation to his theory. Piaget used the term ‘schema’ to mean a child’s conclusions or thoughts. Piaget’s felt that children’s schemas would change as new pieces of information became known.
Piaget’s work has had a huge influence on early years practice. Before his work was recognized, children’s education was generally about getting children to remember knowledge; children were seen as passive rather than active learners. Piaget’s work stresses the importance of encouraging children to learn from their direct experiences. This is often referred to as active learning. Piaget’s work has also been developed by further by others like Chris Athey.
Albert Bandura
(1925- present day)
Social learning theory, though simple has widespread implications. At its heart is the idea that children learn by imitating the actions, gestures and words of others. The key theorist linked to this theory is Albert Bandura. He showed through a range of experiments that children would remember and act out what they had seen.
The theory has strong implications for working with children for example through behaviour the social learning theory indicates that any behaviour should be modeled by practitioners and other workers. I saw this during placement week; the children were finding it difficult to share with each other they saw the members of staff sharing with each other.
We equally also had to ensure that the children did not learn about inappropriate behaviour, for example if an adult who shouts and whose tone of voice is aggressive is likely to find that children will learn this type of behaviour as being acceptable.
Another time when I was on placement week I saw Bandura’s social learning theory. The social learning theory reveals that children often learn how to do things alongside and involved with role models. In some ways this is a traditional way in which children learnt. I observed that my practitioner sat with a large group of children and played with the dough, the children noticed how my practitioner is handling the dough and copied her.
B1 – Evaluate how current influences on play and different theoretical models affect the planning and provision of learning opportunities.
Frederich Froebel
(1782-1852)
Most mainstream early years’ provision in the United Kingdom is based on Froebelian principles and most of his ideas are now taken for granted yet in his lifetime they were ground breaking.
Current mainstream settings encourage learning through first hand experiences and play remains central to provision for a child’s learning, including language development through rhymes and finger plays.
Most early years’ settings encourage imagination to flow freely in play, and symbolic play is seen as very significant for children’s development.
Early years’ settings integrate care and education and today this is emphasized more than ever before. Children’s development is still encouraged through provision of a wide range of materials and activities which are tailor made to suit the needs of an individual child.
Current practice still emphasizes creativity, science and the humanities and learning opportunities are integrated across all curriculum areas and current practice also places an emphasis on positive relationships and social development and values parent and educator partnerships.
Rachel McMillan & Margaret McMillan
(1859 - 1917) (1860-1931)
Child centred education is offered in many early years settings and reflects McMillan’s ideas. Today in current practice, there is a strong emphasis on involving the parent in the early years’ education and the use of a key worker scheme in many setting reflects the ideology that the nursery is an extension of the home with one main carer(s).
Also, the patterns of care that occur at home are replicated as far as possible so children are not confused. The provision of free school meals and medical services are also reflected and McMillan’s emphasis on the good health and nutrition if children are to learn effectively.
Maria Montessori
(1870-1952)
Montessori
The Montessori methods of education was started by Dr. Maria Montessori 100 years ago. Montessori was an innovative early childhood pioneer who believed that every child was an individual. The success of her methods continues to influence both policy and practice in early childhood education.
We can see evidence of this at Montessori settings as they take care to observe each child's needs and interests and create an environment that provides for those needs. It also helps each child to find activities which absorb and interest them, which in turn helps the child to develop concentration and a love of learning and at Montessori settings they encourage children to develop the skills necessary to do things for themselves - setting tables, putting on their coat, pouring drinks and having snack.
Montessori education may be 100 years old, however Montessori principles, are just as appropriate today as they were 100 years ago. All settings are required to comply with the government guidance, the , (EYFS). The EYFS aims to ensure that:
- children learn through play
- providers work closely with parents
- a child's learning at home is taken into account
- a parent/ carer is kept up-to-date on your child's progress
- all children's welfare, learning and holistic development are catered for.
The fundamental principle of the EYFS is that all planning and teaching should be based around the child's current interests, needs and developmental stage. This is a principle which is also at the heart of Montessori education.
John Dewey
(1859 - 1952)
John Dewey opposed authoritarian methods of education, feeling that children should not be kept occupied or trained as this does not prepare children for an independent life. However, he did advocate guidance to support the child’s development and preparation for this independent life and is reflected in today’s childcare provisions in today’s society as we are expected to support children in their decision making and in developing stages aspects of citizenship through the (EYFS) Early Years Foundation Stage and Key Stage 1. (KS1). Dewey followed Rousseau’s belief in child-centred childcare and began a shift from school-centred education towards more child-centred education and his ideas have been linked to progressive changes in the education system and how philosophical ideas can work in practice.
Rudolf Steiner
(1861 - 1925)
Steiner schools today are privately run and tend to attract many overseas students. However, some of Steiner’s theories have influenced the work of both state and privately run settings today in early years’ provision.
Steiner’s idea for circle time where children of all abilities join in and children wait until others have had their turn is widely used.
More able children are often grouped with slower ones to encourage children to support their peers. In the education of children with special needs, Steiner’s ideas can be seen where there is an element of integration with mainstream children and it is believed that this has had a positive effect on the education of the children with special needs because they are cared about and encouraged by their peers.
Susan Isaacs
(1885 - 1948)
In accordance with these theories, some nurseries do not have large nurseries of formal tables, and activities lay out so that children are able to move around freely and choose what they do. However, this is not always the case and some early years settings do not have children at formal desks from as young as 2 ½ years.
Parents are now seen as the central adults in a child’s life and the ones who know the child best. Modern research has also shown that children do seem to relapse on leaving nursery and entering school but it is still laid down by UK law that children must attend school by the term in which they reach their fifth birthday.
E5 – Include an explanation of how observations can inform planning to meet child or children’s learning needs.
There are many reasons why it is important to observe children. Firstly, it is the key way in which practitioners can plan for children’s progress and development.
By observing children practitioners can find out about a child’s pattern of development and their individual interests. This means that a practitioner can plan more effectively to take into account of their needs and just as importantly their strengths.
Observations can also help a practitioner to check that the provision in the setting is right for the child. A practitioner may see that a child finds it difficult to work alongside other children and from this realize that the child needs more adult support.
Observations can also help a practitioner to notice whether a child is making progress or that child’s particular strengths or difficulties and in this way it can help a practitioner to identify those children who will need additional learning support.
As well as helping a practitioner to be more aware of a child (ren’s) development, observations encourage a practitioner to talk to parents particular highlights and concerns with them.
This feedback is particularly vital where children attend extended sessions, as parents will need to know how their child’s day is like. In addition, observations can provide information for other professionals when concerns about a child’s development or behaviour have been expressed. Pooling information from both the child’s parents and pre school setting will help professionals to get a more rounded or holistic picture of the child.
“The quality of observations and subsequent assessment of children’s developmental and learning depends very much depends on the skill on the individual practitioner. If observations are going to be worthwhile, meeting children’s individual needs and providing information for future planning of activities and experiences, they should be consistently be of the highest possible quality. Practitioners should ensure that children make progress and that recognition to their achievements. To this end, observations are the key to quality provision.”
Riddal-Leech, S. 2007 How to Observe Children, London, Heinemann. Part 1, Page 1.
The planning cycle is ongoing and should flow seamlessly from one cycle to another. After the initial planning comes the implementation phase which in the early years is always flexible and responsive to changing needs and circumstances.
Ongoing monitoring of the plan is important. Observing, assessing and recording children’s achievements against the identified learning requirements are needed to ensure that the plan is fit for its purpose as monitoring may not lead to immediate change of plans but could lead to some modifications.
The review and evaluation phase is a vital part of the cycle and will inform future planning.
Evaluation should consider whether the aims and or goals were fulfilled both for the group and individual child. If they were, how the activity how could the activity be extended or improved or, if not the evaluation considers why and how things could be changed.
C2 – Analyse the role of assessment in informing planning and responding to learning needs.
Assessment comes from a Latin word meaning to sit beside and get to know. It is the process of observing, recording, and documenting children’s growth and behaviour. To be an authentic assessment, observations must be done over time in play-based situations. This type of assessment is best because it is the most accurate. It is used to make decisions about children’s education. Information is obtained on children’s developmental status, growth, and learning styles. Sometimes the terms assessment and evaluation are used interchangeably, but they are two different processes. Assessment is the process of collecting information or data. Evaluation is the process of reviewing the information and finding value in it. Information and data from assessment informs teachers about children’s developmental needs. It is important for several reasons. The information collected is used in planning developmentally appropriate curriculum. Assessment keeps the teachers and the curriculum responsive to the needs of the children. An authentic assessment involves gathering information when children are performing tasks in natural settings. Assessment should include all developmental areas—physical, social, emotional, and cognitive. Assessment should provide information on each child’s unique needs, strengths, and interests. It also charts progress over time. During the assessment process, a practitioner gains insight into children’s learning styles and needs. Assessment also allows a practitioner to identify children who might have special needs. A child has a hearing or vision impairment. Maybe a child has an emotional or behavioral problem that requires counseling.
From assessment, these needs can be identified and specialized services obtained. Through assessment, a practitioner will be able to find out where the children are in their development. Information on each child should be recorded at regular intervals. In this way, a practitioner can see how each child is progressing in his or her development. This information will help a practitioner make better curriculum planning decisions. It will also help a practitioner decide how to set up the environment and stimulate each child’s development. The information gained through assessment can also be useful during parent conferences. Parents want to know how their children are progressing. A practitioner will then be able to give them concrete evidence on their child’s progress. Parents will also be assured a practitioner knows and understands their child. A final purpose for assessment is in evaluating the settings program and provision. Information obtained through assessment can help your staff determine if a setting is effective in meeting its goals.
. .. “the term assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. (Black and Wiliam, 1998)
D2 – Include an explanation of the key issues in recording assessments.
Assessment is the process by which a practitioner considers children’s growth, development and progress in relation to expected development for his or her age or to previous assessment on the child.
Children from an early age have different methods of understand information and gradually develop different learning styles. From having different learning styles means then that children interpret different pieces of information provided to them in different ways and if a child does not understand what or why a task is being undertaken due to the learning intention not being clear or by having too many aspects to meet then misunderstandings will arise. The turning point of assessment in education was through Black and William’s report inside the Black Box which highlighted many negative aspects at that time backed by evidence that:
“There is a wealth of research evidence that the everyday practice of assessment in classrooms is beset with problems and short comings” Black and Williams, 1998:5
Traditional standardized tests rely on specific, structured procedures, which with young children present some problems. Young children (pre- school and early elementary years) do not have past experience and familiarity with tests and have limited understanding of the expectations of testing procedures.
Another issue of assessment and recording assessment is that it assumes that the same instrument can evaluate all students and is insensitive and might not reflect an accurate representation of the children’s ability as some children do not have English as their first language and can lower a child’s self confidence or self esteem. Parents are justifiably concerned that their child be evaluated fairly and appropriately. They have the right to understand the purpose of the assessment, how it will be performed, how the information will be used, who will see the assessment results, and how the privacy of their child will be protected. Any professional performing an educational or psychological assessment should be willing discuss these concerns and to share the results of the assessment and their implications with the parent.
However, some parents may be reluctant to share with examiners any information that might alter interpretation of the assessment results (for example, medical problems, cultural concerns). Formal assessments tends to focus on written tasks and is unlikely to reveal other areas of learning like creative or visual abilities. Assessments through tests and examination can cause anxiety and result in many students under performing. If assessment is performance based the assessment then ignores underachievers or students who have potential but need opportunities and/or support. However, by offering pupils or students the chance to be assessed in a range of formats teachers and practitioners are offering pupils the chance to be assessed in a range of formats and offer child to shine in or more formats.
An example of this could be a pupil who hates tests but may excel in self-directed project work like coursework and may decide to plagarise their coursework which will then lead to not providing a “true” picture of what a student can complete.
The storage of assessments for every student in different classes can become an overwhelming task as some settings ask the students to take full responsibility for their assessment, the only drawback is that a student might forget their assessment or portfolio of information, or likewise if the students need the teacher to bring the portfolios or assessments they might lose their portfolio. Another issue of assessments is students performing to standard it might cause the temptation for teachers to label students “good” and “bad” and will classify what is applied to the teachers expectations and who achieves the best grades and some who do not do so well and will affect a students self esteem .
Since their introduction in the mid-1990s, SATs have become one of the rare issues that unites parents, teachers and head teachers in disapproval - and for some good reasons. Children have to sit these tests at ages 7, 11 and 14, before their GCSE examinations at aged 16, all of which forces them on to a treadmill of assessment that invariably distracts from a more imaginative, rounded general education. Teachers have to prioritise pass rates, which narrows the scope of their independence in the classroom and forces them to deliver boring revision classes on things that have already been taught to bored children who have heard it all before.
This is the pressure that we have the bizarre spectacle of some teachers resorting to cheating to get their pupils through the tests.
Head teachers have their schools judged in narrow numerical terms, and spend their time mediating between anxious parents, frustrated teachers, government command and the oppression of the school league tables. The emphasis on the supposed stress and emotional damage caused to pupils by sitting SATs fails to confront the real problems with the exam treadmill currently operating in primary and secondary education, which is that it does not make for good education. Worse than that, it sets in motion an idea that children are damaged by testing by itself, and that they should be protected from all kinds of academic pressure.
Teachers project their political objections to SATs on to their pupils; parents are encouraged to project their own anxieties about their children’s achievements on to their children’s presumed feelings. Schooled in the idea that SATs are both very important and a waste of time, parents are understandably inclined to scrutinise their children for signs of SATs stress, and see the time-honoured tradition of children disliking exams in terms of a new psychological problem caused by these particular tests. So parents feel honour-bound to bully their kids through their homework for the sake of the SATs score, while emotionally prone to indulging them, and seeing their dislike of the tests or their failure to achieve high marks as the fault of the tests themselves, and the ‘stress’ that they produce.
This just makes for more confusion among parents and children about what they are supposed to be doing and why they are doing it, and blunts that straightforward parental aspiration - that your kids should achieve good results. In late April 2003, a poll of nearly 200 parents, conducted by YouGov for the Times Education Supplement, claimed that more than a third of seven-year-olds suffered stress as a result of having to sit SATs, and that one in 10 seven-year-olds was reduced to tears and lost sleep because they were so worried about the tests. The proportion of kids stressed out by SATs had risen to two-thirds by age 11, the poll claimed. When BBC News asked for thoughts about SATs from its readers in February 2003, parents talked about their children crying themselves to sleep at night, or talking about suicide. One parent, quoted in the BBC article, summed up the way that parents experience this problem. ‘For every one stressed child there are two stressed adults; a vicious circle of school-induced stress is then enacted’, he said. ‘My own experience is that the parents’ stress is worse than their children’s.’
Another major issue and contribution to recording assessments is teacher’s judgements and expectations. Teachers are unavoidably involved in making judgements and classifying pupils, these judgements often affect a child’s chance of educational achievement. Bernstein (1960) observed that infant teachers in working class areas tended to judge students on their reactions to the commands and questions made by the teachers, while in middle class areas teachers were more interested in students who took initiatives.
Bernstein further speculated that in infant school teachers tend to encourage independence among middle class children but expect working class children simply to react to what they are told to do. Several studies have noted the effect of teachers’ expectations on their student’s performance and also on the actual assessments of students’ performance. Teachers tend to judge children who are well behaved as ‘bright’ while they tend to be more questioning about the good performance of those children who are less well behaved.
This is known as the “halo effect” students are typecast on the basis of early impressions based upon their appearance, clothing, manners, and speech and school records about their homes. Teachers, in effect label students. Many sociologists suggests that teachers’ assessments of students tend to reflect teachers’ views of what middle class and working class pupils should be capable of, rather than their actual performance. If teachers have low expectations of working class children this may affect the actual progress of children in a number of ways. For example, the teacher may make fewer attempts to encourage a child’s interest in a subject. Equally, if the teacher sees the student as only being capable of reaching certain level of academic achievement he or she may see no point in trying to develop the student’s performance any further. This is called the self fulfilling prophecy.
“Self-fulfilling Prophecy - children may become exactly what you expect them to become”
The idea of a self fulfilling prophecy has been used to explain how differences in students may be made more significant than the simple measure of classifying children as ‘dull’ or ‘clever’. Students often under pressure to bring their own self image in line with the teachers’ judgement of them, like what is the point in trying to improve your maths if the teacher has told you; you are hopeless in the subject? Even if the student resists the teacher’s assessment of them, they might still find it difficult to improve their performance because the teacher may deem it a waste of resources to spend time in trying to improve a performance that he or she has already judged to be irredeemable.
In effect, the student is forced to accept the teachers ‘prophecy’ about them. Again it is thought, that working class students are more likely to receive a negative ‘prophecy’ from teachers whereas middle class students will receive a more positive one.
Streaming is also another way teachers can classify students into different-ability based upon assessment of general ability, can be seen as an ideal way in which to meet the educational needs of individual students. For example, students will receive a level which is appropriate to their level of work that is appropriate to their needs and abilities and will be working alongside students of similar ability – this may avoid the stigma of being seen as ‘bottom of the class’.
“Tracking (also called streaming) is separating pupils by academic ability into groups for all subjects within a in a tracking system; the entire school population is assigned to classes according to whether the students' overall achievement is above average, normal, or below average. Students attend all classes only with students whose overall academic achievement is the same as their own”’
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Equally, teachers will be able to produce materials and lessons that meet the needs of students more effectively, as they know what ability range they to teach. However, streaming may have undesirable effects; similar to the self fulfilling prophecy for example, students in the lower streams tend to have their confidence damaged and this may result in them not trying to improve their position. Another issue of streaming is even when the students are not disheartened; teachers may devote less attention to the students in the lower stream than those in the higher stream.
E3 – Provide information about the current influences of the planning and provision of learning opportunities.
Early years’ education has seen many changes in recent years as the learning needs of young children have gained greater status. The stage of a child’s learning is now recognized as important stage in its own right, rather than simply as a springboard for learning in the later years.
OFSTED
OFSTED (Office for Standards in Education) inspects and regulates care for children and young people and inspects education and training for learners of all ages. OFSTED inspectors base their inspections on the five outcomes from the Every Child Matters Framework which is closely linked with the Children Act 2004. Most early years settings are inspected under the EYFS curriculum outcomes which are linked to the Every Child Matters framework and aims to meet the Every Child Matters outcomes by:
- Setting standards – for the learning development and care for young children and those children should experience when they attend a setting outside their family home. Every child should make progress with no children left behind.
- Providing equality of opportunity and anti discriminatory practice – ensuring that every child is included and not disadvantaged because of ethnicity, culture, religion, home language, family or background, learning difficulties or disabilities, gender or ability.
- Creating a framework for partnership with working between parents and professionals – this means that the setting has communication between all the settings that the child attends.
- Improving quality and consistency in the early years through standards that apply to all settings – this provides the basis for inspection and regulation regime carried out by OFSTED.
- Laying a secure foundation for future learning – The EYFS meets the Every Child Matters outcomes through learning and development that is planned around the individual needs and interests of the child. This is informed by the use of ongoing observational assessment.
EYFS (Early Years Foundation Stage)
The Early Years Foundation Stage was introduced from September 2008 and it’s mandatory for all schools and all early years providers in OFSTED registered settings. It will apply to children from birth to the end of the academic year in which the child has had their fifth birthday. In the Statutory framework for the Early Years Foundation Stage the Department for Education and Skills tells us that:
“Every child deserves the best possible start in life and support their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make most of their abilities and talents as they grow up. When parents choose to use early years services they want to know their provision will keep their children safe and help them to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes…”
The Foundation Stage curriculum is made up of six areas of learning:
- Personal, social and emotional development (PSED)
- Communication, language and literacy (CLL)
- Problem solving reasoning and numeracy (PSRN)
- Knowledge and understanding of the world (KUW)
- Physical development (P)
- Creative development (C)
NC (National Curriculum)
The English National Curriculum sets out the minimum curriculum requirements for all maintained schools including:
- The subjects taught
- The knowledge, skills and understand required in each subject
- Attainment targets in each subjects
- How children’s progress is assessed and reported
Within the framework of the National Curriculum, schools are free to plan and organize teaching and learning themselves. Many schools choose to use Schemes of Works from the Qualifications and Curriculums Authority. These help to translate the National Curriculum’s objectives into teaching and learning activities for children. The National Curriculum is divided into key stages that children pass through the school system.
These stages are in addition to the EYFS described earlier:
- Year 1 and Year 2 of primary school are known as Key Stage 1
- Years 3 to 6 of primary school is known as Key Stage 2
- Years 7 to 9 of secondary school are known as Key Stage 3
- Years 10 to 11 of secondary school are known as Key Stage 4
The compulsory National Curriculum subjects for Key Stages 1 and 2 are:
- English
- Mathematics
- Science
- Design and Technology
- Information and Communication Technology
- History
- Geography
- Art and Design
- Music
- PE
Schools also have to teach:
- Religious education – Parents have the right to withdraw children from religious education curriculum if they choose.
Schools are advised to teach:
- Personal, social and health education
- Citizenship
- One or more modern foreign language
There are attainment targets and a programme of study for each subject. Programmes of study describe the subject knowledge, skills and understanding pupils are expected to develop during each key stage. Attainment targets are split into levels and teachers carry out regular checks on children’s progress in each subject. There will also be a formal teacher assessment at the end of Key Stage 1-3 (pupils will usually take GCSE/equivalent exams at the end of Key Stage 4.) In Year 9 children do national tests and choose what to study at Key Stage 4, when they will study both compulsory and optional subjects. Most pupils work towards national qualifications. Pupils are then advised to choose a balance of options to give them more choice when deciding on courses and jobs later on. Pupils may choose from a growing range of vocational qualifications.
“The National Curriculum sets out the stages and core subjects your child will be taught during their time at school. Children aged five to 16 in ‘maintained’ or state schools must be taught the National Curriculum”
Children Act 1989
This is a complex and far reaching Act which enshrines many rights for children. It has had a significant impact on delivery and care in pre-schools. Under this Act, children’s rights and needs are seen as paramount. The Act looks at the significance of involving parents and ensuring that families, wherever possible remain united. Under this Act, establishments including pre-schools and crèches have to be inspected. Since 2001, much work has been carried out by OFSTED, the inspectorate for children’s and learners in England. As part of these standards, pre-schools have to show that they promote equality of opportunity and show anti discriminatory practice for all children in the setting. They also have to show how they identify and respond to children with special needs.
“The Children’s Act applies to playgroups, day nurseries, child minders, out of school provision and private nursery schools. The Act says that children’s welfare and development are more important than anything else. To protect the welfare of children, the Act sets out a framework for the quality of care which must be provided by playgroups, day nurseries, child minders and private nursery schools for children under the age of 8. They must be registered to confirm that they meet the standard of care set by OFSTED with National Guidelines set by Care Standards Act 2000. They are then inspected every year. From September 2001, the responsibility for registration and inspection has rested with OFSTED’s Early Years Directorate.”
Children Act 2004
This Act implemented into practice the provisions outlined in Every Child Matters and provided for a new inspection regime. This government Green Paper outlined a new approach to ensuring the well being of children and young people from birth to the age of 19 years of age. It laid down five aims for every child, whatever the child’s background or circumstances. Each child needs to have the support he or she needs to:
- Be healthy
- Stay safe
- Enjoy and achieve
- Make a positive contribution
- Achieve economic well being
This means that all organizations involved with providing children’s services will find new ways of working together, for example, by sharing information and working co-operatively to protect children and young people from harm and help them achieve what they want in life. Local authorities have a co-ordinating role under the children’s trusts to ensure that this happens. A ‘common core’ of knowledge and skills was established for everyone involved in work with children and young people, even if this is only part of what their work will include. Training will now include:
- Effective communication and engagement
- Child and young person development
- Safeguarding and promoting the welfare of the child
- Supporting transitions
- Multi agency working
- Sharing information
“This Act was introduced following high profile enquiries into child protection e.g. Victoria Climbie) and the introduction of the Government’s Green Paper ‘Every Child Matters’. As the Act affects the way you should work with other professionals to benefit 5 outcomes and 4 key themes that must be considered when working with young children”
Bruce, T. & Meggit, C. 2007 CACHE Level 3 Childcare and Education, London, Hodder Arnold. Page 268.
C1 – Analyse the importance of planning and providing learning opportunities to meet children’s diverse needs.
Early years settings offer a range of learning opportunities that meet the diverse needs of children to enable them to achieve their full potential. All activities and experiences are responsive of individual differences and promote the acceptance of each person and their ability. In order, to meet diverse needs of the children the National Curriculum guidance highlights the significance of practitioners doing the following:
“Ensuring that careful consideration is given planning opportunities that use a wide range of teaching strategies which reflect the individual learning styles of children and maximize learning experiences, using materials that positively reflect diversity and are free from discrimination and stereotyping, monitoring children’s progress and identifying any areas of concern and taking action to provide support for example by using different approaches, additional help and other agencies”
Young children learn a lot from around them especially themselves and others. Early years practitioners should offer guidance and support. In order to achieve this all the adults working in the setting need to have an understanding and awareness of what equality of opportunity involves and how to facilitate it.
The breadth of children’s cultural and religious experience should be reflected in the resources and practitioners can provide a diversity insight into faiths and cultures which will help children to gain more awareness of the cultures and beliefs of others that surround them through positive images of this as this helps to weave the thread of diversity throughout the setting.
It is also significant to plan and provide learning opportunities to meet the children’s diverse learning needs and provides the setting a two way process of communication to ensure that any records of essential information about the child such as the parents or anyone else who cares for the child is aware of their learning needs so practitioners can differentiate an activity if necessary.
“Child care workers must recognize the value of parental involvement and understand how it can support their work with children. Everyone works with children should recognize the importance of establishing a good relationship with the child’s parents or main carers. The basis of this relationship must be a desire to work in co-operation in the interests of the child. To do this successfully, you need to understand how such relationships are established”
Beaver, M. et al 2006 Babies and Young Children CCE/DCE Support Pack, London, Nelson Thornes. Page 106
E7- Include TWO plans for curriculum activities which show different approaches to planning learning opportunities & D1 – Provide evidence of how the planned curriculum activities promote learning.
Activity: Chinese Stir-fry. ADULT LED Date: Thursday 4th Feb 2010
E1 – Collate evidence which describes the role of the practitioner in meeting children’s learning needs.
See appendices
A – Include a reflective account of the role of the practitioner in supporting the learning needs of children.
“Adults who criticize teachers for allowing children to play are unaware that play is the principal means of learning in early childhood. It is the way through which children reconcile their inner lives with external reality. In play, children gradually develop concepts of casual relationships, the power to discriminate, to make judgements, to analyse and synthesise, to imagine and to formulate. Children become absorbed in their play and their satisfaction of bringing it to a satisfactory conclusion fixes habits of concentration which can be transferred onto other learning”
Department of Education and Science, 1967, para 523
Before starting my course in childcare I never realised the significance of learning through play. Now through completing many assignments and undertaking work experience placement in different childcare settings working with different age groups I feel I have gained an insight and understanding of what early years practitioners have to do. Before discussing a practitioner’s responsibilities and duties in terms of challenge it is significant to remember that it is a crucial role to understand and support children’s wellbeing. I observed this on placement and found that unless children feel safe and secure they will not be in a place emotionally that enables them to access all the learning that is on offer at a setting and that the role of the key person is particularly significant in ensuring close attachments with the child and in building trusting relationships with parents was crucial to ensure the best possible conditions for learning
“When children’s physical and emotional needs are met, they are more ready to take advantage of the play and learning opportunities on offer”
Principles into Practice card 3.2 Enabling Environments: Supporting Every Child.
In planning the environment, a practitioner who I once worked with told me planning an environment helped to view the provision as a structure which scaffolds children’s learning but allows them the freedom to experiment, investigate and pursue personal interests, from this children will then learn to be active and independent learners which I then researched conforms to the EYFS and by making these choices and feeling confident to ‘try out’ ideas in a supportive and safe setting and that the provision should be organized in a way that offers children opportunities working individually, in pairs or groups and should be constant enough for children to return to these areas after over a period of days or weeks to develop ideas and modify their work.
“Making choices about things such as what they will do or what they will wear helps children feel some control over their day. Remember that choices sometimes include choosing not do something, such as choosing not to join in when everyone else is moving to music!”
Principles into Practice card 1.1 A Unique Child: Child Development
Also throughout the different settings I have worked at all settings showed especially on block week that children had daily opportunities to become deeply involved in their learning often through self initiated activities with a balance of adult initiated experiences over a period of time which proved very effective.
Throughout my work experience I have also found that children were given opportunities to become more aware of diversity in customs and cultures which helped the children to gain a knowledge and understanding of their own culture and community and helped children develop a sense of belonging and strong self image as each child has a culture defined by their community and more uniquely by their family and can be shown in a variety of ways by a setting an example of this was when I was on placement and I saw that the children were in the role play corner and appreciated the similarities and differences through wearing saris and were asking questions what certain utensils were and trying out different cultural clothing different from their own.
Another aspect of practice which I saw quite frequently on placement was observation and I saw that observing children’s play is the key way to understanding a child’s interests and learning needs were and found it a salient feature of the ‘teaching’ role and I allowed time to complete these observations and tracked a child over a period of time looking at specifically at a particular aspect of development.
This was useful if there were concerns about a child’s development for example physical development, when I observed a child joining paper clips together with treasury tags this indicated to me the child may be fascinated or connected to that specific activity and prompt me to explore this schema and interest further and helped me to match the curriculum to the child and define and address their needs referencing to the Practice Guidance for the EYFS which helped me to understand the different six areas of developmental stages and helped me to plan their next steps and was important for me to remember that the guidance was just that, a guide. I then saw that my supervisor used a profiling system which she used as combining the observations and any assessments she completed and told me that she started the profile when the child entered the setting when she completed a home visit and that it is extremely effective in informing planning and reporting process. In addition complying a profile helps to reporting progress and supporting continuity for the child during times of transition. The profile also helped my supervisor to identify any patterns of play, repeated behaviours or interests and builds up a holistic nature of a child’s learning. Another way I found effective whilst being on placement is by having good teamwork as good teamwork is essential to provide a rich and secure environment for children and to make positive steps forward and after attending some staff meetings I found that all the staff were purposefully involved in discussions and decision making about curricular and organizational issues about long term developments and helped to encourage attitudes of commitment and self confidence which ensured that the aims of the setting were being complied with by all staff, irrespective of their background or current responsibilities. From listening to all members of staff there is to be gained from sharing the knowledge and ideas and helped to reinforce the team as a whole.
“If you value and respect yourself, you will do the same to others. Professional relationships focus on respecting and valuing the strengths, skills and knowledge of people you work with and recognizing the contribution made by everyone in your setting. There should be open communication to ensure everyone’s views are listened to and considered fairly, always keeping the needs of the children firmly in mind.”
Principles into Practice card 2.1 Positive Relationships: Respecting Each Other
In conclusion, the role of the adult is crucial in identifying children’s needs, assessing their stage of development and intervening in play to support children in moving forward and practitioners will need to plan adult time in areas of the provision to observe children engaging in play either supporting a planned focus or responding spontaneously to children’s learning interests. In her book, The Nursery Teacher in Action by Margaret Edgington writes about enabling children to learn and I think the following explanation of the role of the teacher in supporting children’s learning can be applied to all practitioners working in childcare providers:
“Teachers enable each child to learn and develop by helping them to sustain their current interests, and also by interesting them in new things. The role of the enabler involves her in using a number of teaching roles and strategies. Sometimes she initiates new experiences with a view to stimulating, supporting or extending interest. Sometimes she acts as a role model for the children to engage for the children to encourage particular kinds of dispositions or skills. Sometimes she demonstrates skills or imparts knowledge. Often she uses a combination of these strategies. Whichever approach she uses, she keeps the needs of the children in mind to help her determine the optimum moment for learning – the moment when the children wants to or needs to learn” …
E6 - Include TWO examples of information from agencies outside the setting which may contribute to the assessment of learning needs
SPEECH THERAPIST
A speech therapist works with children and adults who have speech or language impairment.
A speech therapist works regularly with a child and devises a programme to help improve a child’s speech. It is also common for parents or early years’ practitioners’ within settings to carry out certain parts of a programme.
Speech therapists carry out individual assessment of a child’s language and also make assessments during the programme to see how the child is progressing. Speech therapists may also ask for feedback from parents and early years practitioners.
“The role of a speech and language therapist (SLT) is to assess and treat speech, language and communication problems in people of all ages to enable them to communicate to the best of their ability. They may also work with people who have eating and swallowing problems.”
EDUCATIONAL PSYCHOLOGIST
“An educational psychologist is concerned with helping children or young people who are experiencing problems within an educational setting with the aim of enhancing their learning.
These may include learning difficulties and social or emotional problems. They work directly with people as individuals or in groups and also advise teachers, parents, social workers and other professionals who are involved”
A child is referred to an educational psychologist if there are concerns about the child’s cognitive or behavioural development. The psychologist makes an initial assessment of the child, talking to parents and early years practitioners before diagnosing the difficulty. Specific tests often form the basis of the assessment, for example asking a child to solve problems or put pictures in a sequence. Educational psychologists are also responsible for drawing up a ‘statement of special needs’ which is reviewed annually. This statement is very significant as it states the requirements that the local authority are meant to cater for the child and their needs. The psychologist would then liaise with the practitioner providing any relevant information that would contribute to that child’s needs in the form of reports and specific activities to help the child.
E8 – Include information about the importance of consulting with parents and others when planning and providing learning opportunities.
To work successfully with children and their parents it is crucial for early years practitioners to understand the central role that parents have in their children’s lives and the role they have in partnership with the childcare setting and it is important to realise as a practitioner that parents are the main carers and educators of their children who know and understand their children.
And by having this two way flow of information helps the setting to have an idea of what skills and experiences that can be of any value to the childcare setting. Research has also demonstrated that parental involvement in the educational process has on the progress of children and outlined that if parents become involved early on their child’s education they are more likely to maintain this involvement. If there is a regular exchange and update of information between parents and the practitioners parents will feel more valued and welcomed within the setting.
In child care settings, child care professionals ensure that the daily program and experiences cater to the needs and interests of all children, including those who have additional needs. The term ‘additional needs’ is used to identify a range of conditions that require and qualify for special support, and it may include children who have behaviour, learning or speech difficulties, giftedness, physical disability or health issues such as allergies or chronic illness. Children with additional needs also frequently receive support or therapy from other professionals such as social workers, psychologists, occupational or speech therapists or health care professionals.
It is important that whenever possible, child care professionals work in collaboration with other practitioners or professionals from external agencies who are supporting a child who has additional needs. The programs devised by other professionals may be central to supporting the child’s inclusion in child care and, for maximum effect, these often need to be followed through consistently in all aspects of the child’s life, including in the child care setting.
Effective communication between the service and other professionals who are working with a child with additional needs is integral to promoting the best possible outcomes for the child. Family members often act as the liaison between the service and the other professionals working with their child. While this can be a very effective way to share information between the service and the external agency, it is often helpful to also use some more direct communication strategies between the service and other professionals
When communicating with other professionals who are supporting a child with additional needs, child care professionals need to be aware of confidentiality issues relating not only to the child and their family, but also to other children, staff and families in the service. Child care professionals must always seek permission from the child’s family before contacting or speaking with a third party about their child’s needs.
When discussing a child’s needs or issues with other professionals, child care professionals need to maintain a respectful and sensitive approach. It is important to remember that the child’s family will often be experiencing concern and anxiety about their child’s additional needs, and while honest communication is important, this must be approached thoughtfully.
It is important to recognise that some external professionals may have limited understanding of child care and what is accepted as quality care and education in these settings. As a result, child care professionals may at times be asked by another professional to implement a strategy or activity that is either unrealistic or not appropriate for child care. For example, they may be asked to use a behaviour management strategy such as ‘time out’ that conflicts with what is understood to be best child care practice. In this situation, the service needs to clearly explain why it is not possible to implement the suggested strategy, and to collaborate with the other professional to develop strategies that can be used in the service.
While communication and collaboration between the service and other professionals is important, the best outcomes for children are usually achieved when families are also engaged in this partnership. Each party in this ‘team’ will have a unique perspective of the child and his or her needs, and these perspectives when combined may provide everyone with a holistic understanding of the child. Families generally know their child best, and when they share their insights they can assist child care and other professionals to customise therapies, activities and strategies in ways that will most effectively cater to their child’s interests and needs.
“In order to achieve the Every Child Matters outcomes for children- being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being –practitioners need to work across services.”
Principles into practice card 3.4 Enabling Environments: The Wider Context
(DfES 2007a)
BIBLIOGRAPHY – UNIT 7 : Play and learning in children’s education
INTERNET
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Books
Abbot, L & Rodger, R. (1994) Quality Education in the Early Years, Buckingham, Open University Press
Bennet, N., Wood, L and Rogers, S. (1997) Teaching through Play: Teachers’ Thinking and Classroom Practice, Buckingham: Open University Press
Bruce, T. (1997) Early Childhood Education, 2nd Edn, London, Hodder and Stoughton
Bruce, T. and Meggitt, C. (2006) Child Care and Education, 4th edition, Hodder & Stoughton
Carr, M. (2001) Assessment in Early Childhood Settings, London, Paul Chapman Publishing
Clark, A. and Moss, P. (2001) listening to Young Children: the Mosaic approach, National Children’s Bureau
Curtis, A. (1986) A Curriculum for the Pre-School Child: Learning to Learn 2nd Edition London, Routledge.
Edgington, M. (1998) The Nursery Teacher in Action, London, Paul Chapman publishing
Fisher J. (1996) Starting from the Child? Buckingham, Open University Press
Hurst, V. (1991) Planning for Early Learning: Education in the First Five Years, London, Paul Chapman publishing
Levinson, D. & Cookson, P.W. Education and Sociology : An Encyclopedia,
Lindon, J. (1997) Working With Young Children, 3rd Edition, London, Hodder and Stoughton
O’Hagan, M. and Smith, M. (1999) Early Years Child Care and Education: key issues, 2nd edition, Ballière Tindall
Perry, R. (1997) Teaching Practice – A Guide for Early Childhood Students, London, Routledge
Pugh, G. (1996) Contemporary Issues in the Early Years : Working Collaboratively for Children, London, Paul Chapman Publishing
Tassoni, P., Bulman, K. and Beith, K. (2005) Children’s Care, Learning and Development, Heinemann
Tassoni, P. and Hucker, K. (2005) Planning Play and the Early Years 2nd Edition, Heinemann
Publications
Department for Children, Schools and Families (2007) The Early Years Foundation Stage.
Department for Children, Schools and Families (2008) Early Years Foundation Stage Profile Handbook
Department of Education and Science (1990) Starting with Quality: The Report of the Committee Inquiry into the Quality of Educational Experience offered to 3 and 4 year olds, London: HMSO (The Rumbold Report)
CHILDCARE AND EDUCATION LEVEL 3 of