The range of qualifications today is very different from when I qualified as a nursery nurse in 1990. When I first started out in my career as a nursery nurse there were a number of local day care settings within which childcare would be run by an older ‘grandmother figure’. This figure, (it was still relatively unusual in the 1990’s to see males in the childcare profession), often didn’t have any formal qualifications in childcare, but had a great number of years’ experience in guiding children’s learning, having gathered tacit knowledge and often a seemingly endless supply of patience and kindness. That said, there is a possibility that I have put rose tinted glasses on during my reminiscing of this period. I accept that there were also …show more content…
The combination of the Rumbold Report and the establishment of Ofsted was the reason why the early learning goals and then the Early Years Foundation Stage Curriculum (EYFS) for children under five and further childcare qualifications were brought in. This introduction of early years’ qualifications led to a number of practitioners refusing or resisting undertaking a course of study for qualifications in a career that they had been participating in for years. As a result, a large number of highly experienced, quality practitioners left childcare. These practitioners were a serious loss to the industry. In 2003, the Department for Education and Skills published their guidance: National Standards for Under 8s Day care and Child minding. This guidance was a set of 14 national standards which established a baseline of quality that all day care and child minding providers were expected to meet. These standards were intended to drive continuous improvement in quality in all care settings for children under eight. The standards identified criteria on the suitability of carers and the qualifications/experience needed (DfES …show more content…
The reasoning behind the introduction of the EYFS was to strengthen government policy to see a general improvement in the nation’s childcare by instituting relevant qualifications. Over the next decade most practitioners undertook specific early years qualifications. This was to ensure that they could maintain their position in their careers. However, some of these qualifications were more inclined to be accepted by local authorities than others. Some qualifications placed greater emphasis on knowledge and academic abilities, while others needed more experience and practical skills. The problem was that there was not a national uniform
Explain the legal status and principles of the relevant early years frameworks and how national and local guidance materials are used in settings
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
working with a child as an individual can show the practitioner if that child needs help in a certain area of development and also if that child is in the correct age band of the eyfs, if they child is below in any then the practitioner can help put some needs& activities in place for this child to help their development. Help with
Surprisingly to the majority, the nanny jobs may be a notably tightened one. If an individual is interested in nannying as a career as a result of the notion that it chiefly consists of buzzing lullabies to babies to send them off to never-never land, then they'll be enlightened once the truth sets in. Not everybody will be a nanny. It's physically and showing emotion tightened, and as we tend to are liable for young lives, mistakes merely should not happen. Babies learning to crawl will tumble down steps, toddles will reach for and grasp a cup of hot occasional.
The article I chose discusses the continual change in the roles of nurses. The article also poses a concept that nursing now is not based on caring, but medicine. “By accepting continual changes to the role of the nurse, the core function of nursing has become obscured and, despite assuming medical tasks, the occupation continues to be seen in terms of a role that is subordinate to and dependent on medicine.” (Iley 2004) Nurses are taking a more professional role, and more tasks are being delegated to assertive personnel. Therefore, with all these changes occurring, the role of the enrolled nurse is unclear. “Previously, having two levels of qualified nurse in the United Kingdom had been seen as problematic for health service managers and nurses themselves, and the ending of enrolled nurse programs in 1992 helped to solve this problem.” (2004) The study in this article gathered the characteristics of enrolled nurses and differentiated the groups converting to registered nurses, groups in the process of conversion, and groups interested or not interested in conversion. This study reveals the situation of enrolled nurses in context of continuing towards the professionalization of nursing. “The data from this study support the possibility that the role of nurses as direct caregivers is seen as a positive dimension of the work they undertake.” (2004) The findings imply that nurses need to get back to being caregivers, instead of concentrating on obtaining professional status in medicine.
The childcare industry has variables including childcare by a family member, a traditional caregiver or a day care center. It depends on a family’s situation as to which one benefits them most. The two types of childcare to be discussed are the traditional caregiver and a day care center. Parents must decide whether they want a one-on-one or a group setting for the care of their children.
A normal day for a daycare facility is to have many classrooms full of students like a typical public school; however, they are younger children and are being supervised by an adult. That adult is responsible for, on average, four to ten students at any given time, ages ranging from zero to six. During that time, a lot can happen. These busy workers have many responsibilities throughout the day. The most important one is safety. Because these children are so young, they are also adventurous therefore need a lot of attention. Daycare workers have to spend much time supervising these children while performing other tasks throughout the day. Not only do children need to be supervised to be safe, but they also need to have a safe, clean and presentable environment that the daycare workers of the facility are to maintain. One way to keep things clean is to sanitize, in which is a big task of these workers. Children are always putting things in their mouth and then passing it off to other kids; therefore, sanitation is a big deal in these types of facilities. Another responsibility that daycare providers have are to enforce rules. When rules are broken, these providers are to then enforce discipline policies. These can sometimes become an issue seeing that these providers are not the parents of the children thus they have to consult with the parents on certain discipline techniques to use on specific children. On the other hand, these providers are similar to parents in the sense that they wash children's clothing and clean up after every child. In addition to all the other responsibilities, daycare providers also have to maintain current, accurate and confidential client files per child. These files are to consist of observations and r...
This has led to children having a poor start to life, which carries on through their learning and is the leading cause of behavioural or emotional problems (Commonwealth of Australia, 2015). Therefore, the Australian Government inaugurates an ECE and care reform agenda. The key components: • Australian Early Development Census (AEDC) • Early Years Learning Framework (EYLF) • Early Years Workforce Strategy •
Child care is a rewarding and yet demanding career. These demands come from an abundance of sources: consistent changes to rules and regulations, requests from parents, and the forever evolving needs of a child in your care. Not only should these demands help solidify you as a growing early childhood professional, there are also plenty of other demands that can significantly affect your career choice. These include educational levels, levels of hands-on training, personal interests, family obligations, values, abilities, and your individual professional priorities.
Commission for Social Care Inspection (2005) Making Every Child Matter, Commission for Social Care Inspection
In England, Early yearâ€TMs education is provided to all children regardless of background between the ages of 3-5. The Early Years Foundation Scheme (EYFS) is a government funded scheme, supported by the local authorities that entitle all children within this bracket to receive 15 hours of free education per week, for 38 weeks per year over two years. This can be at nursery, Pre School or reception setting. Any family wishing their child to have further education outside of the allocated 15 hours must be funded financially by the parents of the child in question.
Care and education have become a part of children’s daily lives in Ireland and England outside the home in childcare services. The Early Years Foundation Stage (EYFS) is the statutory curriculum framework for children up to the age of five in England. It was first introduced in 2008 and on the 1st of September 2012 a new revised document was published. Aistear, published in 2009, is Ireland’s first early year’s curriculum framework for children from birth to six years of age. A curriculum framework is a scaffold or support for the development of a curriculum that can be used in childcare settings. A curriculum framework can also be used in partnership with parents when developing a curriculum. This paper will compare and contrast these two curriculum frameworks in relation to philosophy, content, pedagogical practices and expected/targeted outcomes for children. Due to the limits of this paper, it will only be possible to develop an overview of the similarities and differences.
Across Australia there are a variety of different facilities available to families in assisting them to care for their children. These include family day care (FDC), long day care (LDC), an early learning centre (ELC), and out of school hours care (OSHC). All care supplied to children in an LDC, FDC, OSHC or ELC must comply with government and state regulations. There are two approved national learning frameworks to help improve the quality care for children aged zero to twelve years of age. These include Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) and My Time, Our Place: Framework for School Age Care in Australia (Australian Children’s Education and Care Quality Authority [ACECQA], n.d.).
Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education.