It is a government programme aimed to provide care and support to every child to give them the best possible start in their life. They provide range of services to parents and children who are under the age of 4 and those who live in disadvantaged area. The service focuses mainly on the healthy of the family, early year care,education and improve well being programme to children age 0- 4. The main aim of this service is to support the parents from pregnancy and give them the better start in their early life.
Sure start service aim to improve the following,
Ability to learn
Health
Social development
What does Sure Start Service offer?
Sure Start project works with parents as well as community based organization and agencies like statutory
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The project mainly aims to support their social and emotional development, build up their communication and language skills and encourage their imagination through games and activities. This project helps the younger children as well as the parents to achieve their full potential.
However the programmes isn’t intended for every child but it is available to those children in year before their pre school year who would benefit most from the support. When a parent applies to be involved with the programmes, they will look carefully at a range of information on each child and will be decided which children would benefit most after participating in the programme. The project also encourages parents to get involved in the activities as they help the younger children to play very important role in their
Its focus is to provide initial health screening, immunizations, primary care treatment and referral/follow-up appointments for everyday and serious medical needs and deliver the care directly to under-served children.
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
In this centre, their all settings for the school age children are appropriate for their all developmental skills. I think they are trying to meet their philosophy which is fostering and contributing to the child development partnership with parents. as well their mission statement, “Our mandate is to meet the needs of our school families by providing quality age appropriate, interesting, engaging enjoyable activities for the students entrusted to our care on all regular school days and non school weekdays.”
To begin, enrolling a child in a child care program can be beneficial for the child in terms of his/her social and emotional development as well as educational achievement. The experience itself seems to have an overall positive effect on children. Firstly, in the area of social interaction, child care aids in develop...
supervision. In this program all kids will be safe. The program will have high supervision, which
The name of my project is gardening which is planting sunflower. I chose this project because my kindergarten’s outdoor environment space is limited. This project involved 5 years old children. The process of growing this sunflower took about two months. The project has met the objective well. The main objective of this project was experiencing the outdoor environment by the children.
Origin from a city in the north of Italy, the Reggio Emilia approach in Early Childhood Education is adopted by multi-countries over the past decades. This approach has a core philosophy, that children should play a leading role in education. Children are seen as full of knowledge and intelligence, with full capabilities to express themselves if only given the proper ways to do to so. They are protagonists of their own learning and have a say in what topics and problems they will study and research. Teachers provide resources to assistant children’s learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on careful listening and observations of their student’s interests, needs and inquiries. Children are encouraged to use materials and media to demonstrate their learning and understanding of a topic or project. Documentations and environment have direct influences in helping children’s learning. Parents and community also play a supportive role in children education (O.E.C.D, 2004).
The National Council for Curriculum and Assessment (NCCA) has developed Aistear, a curriculum framework for children from birth to six years of age. This framework establishes principles and themes that are relevant in early childhood education and all early childhood services in Ireland work towards these principles and themes. Aistear was devised to support parents, early childhood practitioners and teachers in planning and providing enriching and enjoyable learning opportunities for children. Emphasising the fact that most children learn a number of different things at the same time, the Framework uses four themes to describe children's learning and development: these themes are, Well-being, Identity and Belonging, Communicating, and Exploring and Thinking. Aistear highlights the importance of play and the role of play, in relationships and language in young children's learning. In doing this, it provides a guide to using play, interactions, and partnerships with parents, and assessment to help children progress in their learning and development. In doing this, it provides a guide to using play, interactions and partnerships with parents and assessment to help children to progress in their learning and in their development. - See more at: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/#sthash.wYiffawr.dpuf
Parents and families are children’s first educator as they play an important role into young children’s education and development. The term “partnership with parents” has been outlined as a “working relationship that is characterised by shared interest of purpose, mutual respect and the willingness to negotiate” (Pugh & De’ath, 1989, p. 34). This includes parents and educators coming together; sharing the process of decision making; outlining individual information and skills; sharing of feelings and recognition of individuality of families (O’Hogan & Curtis, 2003). However, OECD (2001) emphasized that partnership is not about being involved but instead it’s more about the educator sharing the responsibility for young children with their parents and taking the opportunity of learning from all the unique knowledge that different countries bring on board. According to Pugh & Duffy (2010) partnership can be identified by having parents involved in the planning of next steps for their child’s learning or being involved in the recruitment of staffs. As Lindon (1997) stated that partnership with parents is the fundamental part of enriching good practice in the early years. In relation to Aistear (NCCA, 2009) the responsibilities from parents and educators value each other’s opinions in order to benefit children. Síolta (CEDE, 2006) highlight partnership with parents takes a child’s best interest into account by being opened, honest and respectful.
Early childhood education is vital in the holistic development of a child. The providers of this program are therefore called upon to do many tasks in fulfillment of this very purpose that the early childhood education is intended to fulfill (Wardle, 2007). Different countries across the globe have taken different approaches in implementing this program notably in governance and mode of delivery. Relating to governance, there has been a major development. The early childhood education has been integrated into the national education system by transferring the responsibilities to the respective education ministries (Kaga, Bennett & Moss, 2010). Regarding the mode of delivery there has been a dramatic change over the past ten years. Providers of this education are keen in equipping the children with skills needed for success in the 21st century among them being critical thinking, problem solving, communication etc.
The first strategy is product is developing the right good or service for the company’s customers, including package arrangement, trade name, and contract with educational backing. The service proved is quality child care with an experiences provider and an extended educational back ground in early childhood. The day care will provide two healthy meals a day and two snacks at no extra charge. That are recommended and approved by the department the health and nutrition. The day care also provided preschool education based on class room setting. The children were also provided with field trip or day outing’s at least twice a month. Other activities are available such as swimming and dance but only at parent’s expense. After school program are available, with homework assists and a snack. All service provides are clear stated in the day care package for customers to review, this include contracts, rules and any forms that are need to be eligible the program.
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.
Sims, M. & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon Press.
Teachers must work effectively with parents to support the children within their class. ‘Young children achieve more and are happier when early years educators work together with parents’ (Whalley, 1997, p.ix). Practitioners and parents and carers working together, will help boost children’s self esteem. Parents have expert knowledge of their child, therefore, communicating well with their childs teacher will help to ensure that the child’s needs are met (Myles, 1997, p.63 in Whalley). Parents can be very beneficial, when working with teachers, to explain childrens behaviours. (Knowles and Lander p.236) For efficient assessment in the classroom parents, teachers and pupils all need to work together (EADSNE, 2012, p.7). On placement the support of parents was recognizable. Attending a parents evening, it was clear that the children’s parents who were interested in their children’s learning, were those of children making greater progress. Those parents that did not show interest or attend were those of the children achieving lower than their expected levels. The parents encouraged and supported their reading and writing skills in the home.
Programme planning is a vital sector in diverse early childhood education (ECE) service to provide quality education and care for young children. There are many ways we could plan things. The planning will link to the document of desirable of objectives (DOPs), Te Whariki and the licensing criteria which provide by the government. Planning in ECE cycle has no beginning and no end; it is a continued cycle day after day, week after week and year after year. Play is basic element to learn and develop in child’s life.