Reviews from Tickell (2011); the independent chair of the EYFS review, supported and criticised the curriculum which was brought in by the government. Stating mistakes and suggesting improvements which needed to be made. As recommended by Tickell a new reformed EYFS was introduced in 2012 updating and making EYFS exceptional. This reform strengthened the curriculum by outlining and changing the problems which became difficult for early years practitioners. The reform adapted by reducing paperwork, strengthening parents and practitioners relationships, simplifying assessments, and providing early intervention where necessary. Critiquing the 2008 version of EYFS, it is clear that Tickell states positive aspects of the curriculum towards the impact on children in an early years setting. Some …show more content…
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 acknowledges that the curriculum does identify the connection between parents and practitioners, however views that there could be more partnership to overcome those who are at a disadvantage. A suggestion that practitioners should give to parents and carers a short summary outlining the children communication, language, personal, social, emotional, and physical development between 24-38 months, and when appropriate, shared with health visitors if seen as necessary. Overall Tickell made forty six recommendations for the new framework of EYFS focusing around areas including teaching and learning, supervision, safeguarding and welfare requirements, ratio of classes and workforce
The development of Early Childhood education and Care services in Australia is not that easy as we think. Started form the late 19C and early 20C there are lots of change, challenge, belief and arguments. When looking back on the historical stages and compare to the current stage there are lots better funding, resources, policy and practice to have quality early educations.
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
When working with children it is vital we have a good understanding of the principles and values such as United Nations Children’s Rights Convention. The Foundation Phase curriculum promotes equality of opportunity and values, and celebrates diversity.’ (Foundation Phase revised curriculum, 2015) whereas the UNCRC focuses on the rights of the child, these rights underpins everything that practitioners do in the setting. Alternatively the Foundation Phase is a framework that is used to plan for children’s play and learning but gives us many opportunities to celebrate diversity and promote an inclusive and equal setting.
Promoting positive relationships is important towards a child’s fulfilment and towards how the child may develop. Positive relationships in a nursery are essential in helping to settle a child in and to benefit the child whilst they are in a new environment. Parent partnership links into this as it guides the child and benefits them in many different ways. This essay will be an in-depth case study on homelink books which will then be evaluated using parent partnership. For practitioners to plan effectively towards children’s development needs, parent partnership is essential because parents are the child’s first educators. Fitzgerald (2004) stated that “partnerships within early years settings are about reciprocal relationships: the influence that the family has on the setting and the influence of the setting on the family”. Parent partnership has several key features, one of which is that practitioners know the needs of the child. Practitioners need to know how the child is and how their needs are so they can fulfil them to the best of their ability. In Early Years settings daily sheets are filled out to inform parents about their child’s progress throughout the day, practitioners then feedback to parents about the child’s overall day. Sure Start (2000) look at the importance of establishing continuity between home and early years settings in order to develop relationships between parents. Progress files are completed for practitioners to see how the child is developing within their learning, parents are involved in this due to many settings showing them their child’s development. Procedures such as enrolment forms are filled out in Early Years settings so that practitioners know about the child’s development, history, health and...
In this essay, I am going to reflect on my learning and the way it has informed my practice in developing a positive learning environment. I am going to demonstrate my understanding of the need of promoting enabling environment in early years and the changes in my practice since attending university. I will critically evaluate on my own reflective and evaluative skills and I will offer examples of implementing these skills into my practice. I will explain why I decided to nurture the areas from the action plan and how I can achieve the recommended proposals. I am going to evaluate other modules and I will identify the areas I found interesting and would like to study in more depth. At the end of this essay, I will reflect on the learning journey and the way it helped to shape my personal and professional life. I will include references, which review related issues, where eligible.
Statutory framework for EarlyYears Foundation stage 2008 sets out the standards for learning development and care for children 0-5. This provides help and support for children and parents in their early years so as they can achieve to their full potential.
Developmentally appropriate practice is a set of practices that are formed based upon research that focuses on the development of children. These practices are then used to develop the cognitive, social/emotional, fine motor, and gross motor skills of children at different age levels. The different age levels, as it pertains to early child care, are generally seen as 0-12 months, 12-24 months, 24-36 months, 36-48 months, and 48-60 months. Each age level consists of a set of milestones. Milestones are certain attributes children should be able to perform at a certain age. Milestones allow the age levels to be broken down further to narrow the scope of the practices.
... with fewer cross-curricula links. Structurally the difference between the lessons of understanding the world in EYFS and Geography and History in key stage one and two can be difficult for many children to adapt to. With more specific guidelines to follow and more set and specific criteria to meet with Key Stage one and two it can tend to leave less room for interpretation in these sessions. The focus heavily lies on ensuring the children are meeting the expected outcomes.
The Educational System in Ontario, Canada has been implementing a new curriculum to ensure a successful, practical and functional early education, where children of three, four and five years old could benefit in the short term from a new early intervention educational system. This group of legislators believes that during the following four years with full day educational intervention (FDEL) will bring new changes within the old philosophy that will affect the way young children’ are leaning . (OCDE, 2006).
This essay will attempt to clarify why it is significant that early years practitioners retain knowledge of the historical and philosophical influences on early years policies. It will look at many pioneers, their philosophy and how their ideas have developed, it will look at how their work, historical influences and events of the past have shaped the early years foundation stage (EYFS). It will then detail why it is important for practitioners to learn about the contribution of the pioneers and history influences to improve their practice when working in an early years setting the penultimate section will then talk about the term practitioner and then will finish with a conclusion.
The objectives of the National Quality Framework in early education settings are; to ensuring safety, health and wellbeing, to improve education and development outcomes, to promote improvement within the sector and to improve public knowledge and access to information. (Australian Children's Education and Care Quality Authority, 2013, p3) The National Quality Framework consists of a national legislative framework, a National Quality Standard, a national rating assessment, a regulatory authority in each state and the national body of the Australian Children’s Education and Care Quality Authority. (Australian Children's Education and Care Quality Authority, 2013, p4) The National Quality Standards for Australia set “…a new benchmark for high-quality ECEC (Early Childhood Education and Care) by emphasising the importance of educators facilitating learning in play-based programs.” (Barber, Cohrssen & Church, 2014) The National Quality Standard is linked to the Victorian Early Years Learning and Development Framework and Being, Belonging and Becoming: The Early Years Learning Framework for Australia and is comprised of seven quality areas. These areas are; Educational program and practice, children’s health and safety, physical environment, staffing arrangements, relationships with children,
The introduction of the Early Years Foundation Stage (EYFS) brought in radical changes to early years education when it was first introduced in 2008. With being revised and updated in 2012, making significant changes to the curriculum. Opening the curriculum, the government delivers principles and standards for all practitioners working with children aged zero to five (Hutchin, 2013). Defining the curriculum as a ‘comprehensive framework which sets the standards for learning, development and care of children from birth to five’ (Dfs, 2012). The aim for this curriculum was to ensure and offer legal requirements to providers to ensure children’s safety, health, learning and development, to meet the high quality standards outlined in the government
When interacting with parents and their child, we should speak in a warm, caring, patient, and professional tone. Parents that we will interact with will not only be experiencing the same vulnerability and exhaustion that all new parents experience, but may also be nervous or fearful for their child. As OT professionals we should provide as much relevant medical information as possible in a professional and empathetic manner. At times we may have to reassure the parent that we and any associated healthcare team will do all we can to help. A health literacy assessment can be given to the parent so we can provide instructions in ways they will understand and be able to implement proper care for their child. Repeating important information at the beginning and end of therapy sessions will help to ensure that the caregiver understands. When providing parents with essential information we should practice the “teach back technique”, as we learned in class, to confirm their understanding. We should do our best to be available to answer any questions that the parent or care giver may have. Because infants learn through play, pamphlets that provide information about a diagnosis, or play activities designed to help encourage an infant’s growth may be very helpful. Parents of infants with specific diagnoses may benefit from individual or group therapy. Providing positive emotional resources to the parent of an infant will help them to fulfill their child’s
National Association for the Education of Young Children. (2002). NAEYC Standards for early childhood professional preparation. Retrieved from
The National Quality Area 6- Collaborative partnerships with families and communities (NQS, 2011) fosters the importance of working in strong partnership with families to support children achieve their full potential. According to the NQS (2011) ongoing collaboration supports families in developing a sense of connectivity and belonging as well as “trust and confidence in the service” (Guide to the NQS, 2011, p.148). Similarly, the Early Years Learning Framework (DEEWR, 2009) enhances the importance of working in partnership with families. As stated in the EYLF, best learning outcomes for children are achieved when educators, families and support professionals are working together to explore children’s learning potential in everyday events, routines and play (DEEWR, 2009a, p.12; Davies, 2000 cited in Garvis & Pendergast, 2014, p. 192; Rouse,