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Introduction

Myself, my setting and my role and responsibilities. Part 1 My Setting My setting is a private nursery, providing day care for children 3 months- 3 years. My setting operates 50 weeks of the year, 8am-6pm. My setting is recognised by Ofsted and ISI which are the schools independent school inspectors[MSOffice1]. My setting is part of a fee paying independent school which serves mostly professional families. My setting acts as a gateway to the main school and we work very closely with staff from one department to another to support transition when moving settings. We have a number of children from different ethnic origins but in response of the parents they are spoken to in English. My role within the setting is an Early Years Practitioner, I am the team leader. I am located in the baby room. I work with children 3 months-16 months, there are 3 other practitioners that work alongside me and as early years practitioners we work well together to meet the needs of the children. Read and Rees (2010 p43-53) states the importance of teamwork highlighting that "theoretical and practical insights for early years practitioners into ways of working together, communication in forging and maintaining professional relationships and consider how to develop and manage strategies for dealing with conflict within teams." ...read more.

Middle

The Curriculum The curriculum we comply with is the EYFS Framework(DCSF,2008) which has four complementary themes, 'A unique child', 'Positive Relationships', Enabling Environments' and 'Learning and Development' which are then broken up into six learning and development stages. The Statutory framework for the early year's foundation stage 2008 says "effective practice in the EYFS is built on these four guiding themes, they provide a context for the requirements and describe how practitioners should support the development, learning and care of young children".(P9;1.11)This is then used to undertake regular observations and assessments to record each of my key children's development in correlation with the EYFS Framework(DCSF, 2008) Using this framework enables me to plan and provide for my key children's next developmental stage and differentiate provision to meet each of their individual needs. These observations and assessments are shown in learning journeys for parents to view every 4 months and are discussed at regular parent's evenings. My team and I meet once a week to plan activities for the children as a group and individually. It is important to provide activities that are suitable for their age, stage and development[PD4]. As an Early Years Practitioner our planning should allow for flexibility and the children's spontaneity. ...read more.

Conclusion

I have found it quite challenging and difficult to get quotes and learn how to reference again after such a long time away from studying[MSOffice9]. Reference List Jones, C and Pound L. (2010) 'The roles and responsibilities of leaders' in Cable, C et al (eds) Working with Children in the early Years setting (2nd edn) Abingdon, Routledge/Open University. Read, M and Rees, M (2010) 'Working in teams in the early years setting' in Cable, C et al (eds) Working in the early years setting (2nd edn) Abingdon, Routledge/Open University. The Open University (2011) "Thinking about Change", E100 Supplementary material. Milton Keynes. The Open University. Department for Children, Schools and Families,(DCSF)(2008a). The Early Years Foundation Stage. Nottingham DCSF. Appendix The role of an early year's practitioner within the setting EARLY YEARS PRACTITIONER Carer role Educator role Other roles Key person Facilitating and supporting learning Liaise with other professionals Settle Children and reassure parents Planning for group activities and individual key children Assist other team members Provide a stimulating atmosphere Building Relationships and confidence Support manager Prepare bottle feeds, healthy snack and support with feeding meals Observations and assessments Ensure health and safety Provide a second key person Provide age stage appropriate toys Implementing policies and procedures Safe guarding children Ensure safety and wellbeing Liaise with parents and guardians [MSOffice1]KU3 [MSOffice2]KU3 [MSOffice3]KU3 [PD4]CS2 [MSOffice5]CS2 [MSOffice6]CS3 [MSOffice7]CS2 [MSOffice8]CS3 [MSOffice9]CS3 ?? ?? ?? ?? ...read more.

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