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Why is communication and collaboration important in early childhood education
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I am applying for the position for a full time Level 2 Qualified Early Years Practitioner in a private sector. I am a devoted and qualified an early year practitioner level 2 with a dedication for who is capable to work across the age ranges from 3 months to 5 years and after school provision for children up to 7 years of age. As a qualified early years practitioner level 2, I am a reliable and motivated, and delicate to children’s individual needs. Its really important for an early year practitioner to have a range of skills and attributes to a good level of knowledge in many areas such as child development, observation and assessment, safeguarding, legislation, policies and procedures also working with others. Also as early years practitioner
need to have control of everything such as every day routine that have to carry out to make sure the settings ensure a safe for the children such as risk assessment, helping development, organizing activities, teaching, caring and hygiene checks. Whit all this as early years practitioner must know the limits the role and it is important that need to be detect closely and to know what to do in a range of situations such as fire drill, accident or illness, complaint from a parent, concerns over a child’s health and welfare and confidentiality. I would like to part of the team because I delight helping to create high standards to children from 3 months to 5 years and after school for children up to 7 years old to understand and support their individual development pathway.
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
However, reputation and the amount of learning goals put strains on early year’s practitioners when assessing the areas of development. This became one of the significant changes in the new reform in 2012 lowering the amount to make it clearer to follow and to have a clear understanding of what adds value to their work with children (Tickell, 2011).
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
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
“Teachers are missing in at least two ways, a four year degree and certification, teachers and their work are largely missing from the early care and education literature and they are missing in terms of omission: of not having the knowledge and skills necessary for supporting
Whalley, M.E., and Allen, S. (2011). Leading Practice in Early Years Settings (2nd ed). Exeter: Learning Matters.
To add on, families will have a better understanding of the programmes and will be able to differentiate and choose the best quality education and care services for their children.... ... middle of paper ... ... Early childhood professionals leading today and tomorrow. Marrickville, NSW: MacLennan & Petty.
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
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.
In this assessment I will be talking about the principles and philosophy of Frobel and Montessori, what they have in common and differences, there contributions to Siolta and my own thoughts in relation to early childhood education and their impact on the learning environment
Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42.
In this unit, I have described how important it is for every child to be treated as an individual. A child will learn, be confident and self-assured if they feel safe, happy, valued and accepted. It is important that every child has their individual needs met so that they are able to progress in their development. I have explained how important a key person’s role is in an early years setting in supporting children and their families. Activities should always be differentiated so that all children including children with disabilities and impairments are included in all activities. It is important that children are kept safe and secure to promote their physical and emotional well-being. All these factors put together are important when viewing every child as a unique individual.
Preschool programs began in the United States during the first quarter of the twentieth century with the first public preschool opening in 1925 in Chicago at Franklin School. After the 1970s the popularity of preschools increased as women were entering the workforce and people believed that children needed initial skills before they attended elementary school. (“All About Preschools, History…”2).
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and