Explain how different approaches to work with children in the early years has influenced current provisions in the UK
 

hia ive wrote about Frobel and Montessori and how they have influenced current practice.

can anyone tell me how the Reggio Emilia approach has influenced current practice in the UK? i've read loads but still dont know! :banghead:

also has anyone got any information on the HighScope approach please?

thank you :smile:

Hi yes this question was a tough one. Below is some information I have noticed on a website that may be useful for you.

All that takes place within the Reggio establishments in terms of learning and teaching, building relationships and professional development stems from one over-riding factor – the image of the child.

Rather than seeing the child as an empty vessel waiting eagerly to be filled with knowledge, Reggio educators believe strongly in a child with unlimited potential who is eager to interact with and contribute to the world. They believe in a child who has a fundamental right to 'realise and expand their potential'.

This is a child who is driven by curiosity and imagination, a capable child who delights in taking responsibility for his or her own learning, a child who listens and is listened to, a child with an enormous need to love and to be loved, a child who is valued.

Information taken from the link below.

http://www.educationscotland.gov.uk/...bout/index.asp

Check the link it holds quite a bit of information of which will hopefully help you along with the question.

This is what i wrote about High scope and has been signed off to hopefully give you a rough idea.

High/scope theory
• Resources available at all times and at a child’s level.
• Taking responsibility for the own actions.
• Planning-do-review.
• Resolving their own conflicts.
• Reviewing about their work.
• What they have done?
• Did they enjoy it?

The impact of the current influences on the early year’s sector

Different toys/books is always available and at a child’s level, The children are free to go outside and play with adult supervision depending on the weather, on some occasions we will dress them appropriately and go out exploring the snow or rain. Sometimes on a Childs request we will do something they enjoy like for example if a child asks to do some dancing, we would put on some music and let the child dance, or if a child mentions he/she wants to do some colouring, we would get out the paper, and let them choose from a variety of tools. In the afternoon the preschool room would have circle time, talking about different things each day some days they might talk about what’s there favourite toy or activity, sometimes they might be asked what makes them happy, or might even play a game with numbers or colours or a memory game with names. Children are encourage to resolve their own conflicts if a child is unhappy because another child has a toy that he/she wants, then its explained to them that they need to share and take it in turns and when the other child is finished they will let them have a go of that toy. In result of being spiteful, name calling or hitting then the child is made to say sorry and had to think about what they have done and think about how the other child might feel, and that everyone has feelings.

And here is a link with some useful info

http://perpetualpreschool.com/highsc...scope_info.htm


Good luck hun!

Thanks Jo1988, that is great help. i'll give it another go 2mora! xx

No problem. :)

Hi there

Just wondered how you got on with your unit in the end. Trying to piece mine together at the moment.

Also, did you just write it as an essay?

Hi All.

I'm really struggling with this question

Explain how different approaches to work with children in the early years have influenced current provision in the UK

I don't know where to even begin.

Any support would be extremely appreciated x