This assignment shall explore the services for children and the range of settings that provide care and education for children. It will look at the professional practice and the principles and values that underpin working with children including the promotion of their rights.
The statutory sector, voluntary sector and private sector are three different types of sectors that support children and their families. There are many different types of settings that provide care and education for children which link into the different sectors.
The statutory sector services are provided by the government and funded through taxation. The statutory sector services includes health, social care and education. The government is required by law to ensure that all children receive education and to ensure that settings make reasonable adjustments for all kinds of children. Examples of settings in the statutory sector are nursery and primary education. Drove Primary School is a statutory service, it is located in the middle of Swindon and overlooks the magic roundabout and County Ground. The school has been around for over fifty years, and continues to be a focal point for the local community. Drove Primary school cater for boys and girls between the ages of three and eleven. The aim at Drove Primary School is to provide the children with the best education and to have a safe environment. Their biggest ambition is to give the children who go to the school ‘’the roots to grow and the wings to fly’’. Drove Primary School offer activities and clubs for the children in the morning and afternoon which support the parents and carers of the children who have to go to work.
Services in the voluntary sector are not for profit neither funded by the governmen...
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... treated fairly and that they can join in activities and be involved . It bulds upon trust with the practitioner and allows the child to open up to the practitioner if they are worried about anything.
Works Cited
(Development Matters in the Early Years Foundation Stage) (2012). Available online at: http://www.foundationyears.org.uk/wpcontent/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf. Accessed on 29th October 2013.
The Early Years Foundation Stage. (2010/11). ‘Setting the Standards for Learning, Development and Care for Children from birth to five.’ Department for education and skills: Every Child Matters, Change for Children.
http://www.cache.org.uk/Qualifications/CYP/CYPL3/Documents/DCCEL3_V5.1.pdf [Accessed on 21/10/2013]
Meggitt, C., Bruce, T. and Grenier, J. (2012). ‘Childcare and Education.’ (Second edition). London: Hodder Education.
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
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
McDevitt, T. M., & Ormrod, J. E. (2007). Child development and education (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
It helps to improved outcomes for children and families through access to a wider range of services, benefits for staff and services, such as less replication between different service providers and increased efficiency in the delivery of services through better links between different providers. Partnership working is also referred to as integrated and multi-agency working. Nursery practitioners need to understand the importance of working together in an integrated way and to build it into their everyday practice. The importance of partnership working is to become the accepted way of working and the parents of the children with special or additional needs would probably face many different appointments with several different people, none of them who would have spoken to each other. Partnership working is designed to cut across this by bringing together professionals with a range of skills to work across their traditional service
It extends the idea of child development and highlights the importance of relationships, the environment and society’s expectations. The model has had a significant impact on practice today; it has seen the development of frameworks (the BEM) and initiatives (The FAST programme), bought new ecological factors to light and has motivated schools to succeed. However, as discussed it also has its limitations. It can only be used if the practitioner understands the model and applies it appropriately to their practice with children and young
It is important that building relationships with children and their parents/careers will help to gain positive attention from adults. It is important you involve children and young people about decisions about the environment as this will make the child feel more valued in the setting. As a practitioner, you should set realistic expectations and meet the child’s individual needs. Also, you should do activities with each individual’s child’s interests. This will make children to feel secure and confident. It is important that children come into a safe environment as it will help practitioners to manage unwanted behaviour effectively. Providing a safe environment will help children to manage their own behaviour. There are a variety of reasons
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.
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.). Pg. 194 - Upper Saddle River, NJ: Pearson Education.
National Center for Children in Poverty. Early childhood education. n.d. - n.d. - n.d. Retrieved 08 2010, from Wikipedia: http://en.wikipedia.org/w/index.php?title=Early_childhood_education&oldid=377988928. Erikson’s Stages of Development. a.
Doherty, J and Hughes, M (2009) Child Development: Theory and Practice 0-11, Essex: Pearson Education Ltd
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.
..., L., Beecher, B., Death, E., Dockett, S., & Farmer S. (2008). Programme and Planning in Early Childhood Settings (4th ed.). South Melbourne, Victoria: Nelsons Australia Pty Ltd
Dunlop, A., Hilary, F. (2002) Transition in the Early Years: Debating Continuity and Progression for Children in Early Education. Routledge. London.
Legislation introduced compels all early childhood workers to undertake formal training in early childhood education, which includes existing and new early child-hood workers entering the early childhood sector. Through the implementation of this ini-tiative and its linking with the National Quality Standards introduced in 2009, the early childhood sector can now be formally incorporated into Australia’s education system and thereby recognized as an integral part of our educational
McDevitt, T. & Ormrod, J. (2010). Child Development and Education 4th Edition. New Jersey: Pearson Education.