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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

Al about observations, assessments and planning in the Early Years

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  #1  
Unread 07-27-2015, 05:42 PM
Merrique Merrique is offline
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I'm hoping I am on the right track for this outcome. Explain how different approaches to work with children in the early years has influenced current provision on the UK. Feel like I have been typing forever and my brain has shut down spectacularly.

Understand the purpose and principle of early years frameworks.


Explain the legal status and principle of the relelvent early years framework/s and how national and local guidance materials are used in the settings.

The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The act lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012, further update 2014 becoming effective from the 1st September 2014.

All providers of early years services are required to use the EYFS, this ensures that everybody is working to the same standards for children and young people’s care, learning and development to enable children to achieve the five Every Child Matters outcomes: being healthy, staying safe, enjoying and achieving, achieving economic wellbeing and making a positive contribution.

The EYFS should ensure early providers provide
*Good, quality and consistency, this can ensure all children make good progress and no child gets missed or left behind, so all children start on an equal footing.
*Secure foundation through development and learning opportunities, which are planned around the child and their needs and interests, this ensures each child is treated individually and each child is reviewed and assessed regularly.
*Partnership working between parents and settings/practitioners to provide the best care for the children and ensure parents are included in their child’s developmental progress.
*Equality of opportunity and anti-discriminatory practice, this practice ensures everyone is treated fairly and equally and given support.


The EYFS covers six early learning goals and educational programmes. Each area is as equally important and all the areas must be delivered by planned, purposeful play with a balance of adult led and child initiated activities. The six areas are:
*Personal, Social & Emotional development
*Communication, Language and Literacy
*Problem solving, reasoning and Numeracy
*Knowledge and understanding of the world
*Physical development
*Creative development
Scotland, Wales and Ireland have taken slightly different approaches.
The principles that should shape how settings and providers practice are
*Every child is an unique child
*Positive relationships
*Enabling environments
*Learning and development

At the end of the child’s final EYFS year, the EYFS profile must be completed as a record of their achievement/journey. The EYFS prolife is a way of summarising a child’s learning and development achievements’ through the observations of consistent and independent behaviour, mainly from the child’s self-initiated activities.

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

Throughout history, there have been people that not only understand what young people need but have been prepared to stand up and fight for what they need. These people are educational pioneers and have helped people that work with children past and present, to move forward. These people all believed in integrated early year’s provision.

Friedrich Froebel (1782-1852)

Froebel founded the first children’s nursery in 1840, he studied in Switzerland with Pestalozzi in his school. Through observation Froebel learned how important it was for children to have real life experiences, which involved them being physically active. Froebels’ ideas are now part of everyday thinking about the integration of early years services but a lot of people working in the service have never heard of the man himself.

Froebel ideas included:

* Froebel believed that a child’s first educators are the parents.
* Schools should be communities that parents are welcome to come and join in with their children.
* He believed children should learn outdoors as well as indoors. He encouraged movement, games and the study of natural science in the garden.
* He invented finger play and songs and rhymes in an educational context.
* He encouraged art and crafts. He had a love for literature and mathematical understanding.

* He believed that children should wear clothes that can easily move about in and children should have freedom of movement.
* Children should eat sensible food that isn’t too rich.
* He believed that children’s best thinking happens when they’re playing. That the best way for children to try out symbolic behaviour is in their play.
* He designed various items and activities to help symbolic behaviour.
* He encouraged children to pay with special wooden blocks, he called these gifts.
* He made up songs, movements and dancing, and crafts that he called his occupations.
* He allowed children to use gifts and occupations whenever they wished to do so and how they wished to use them. This is now known as free flow play.


Common core of skills and knowledge for the children’s workforce.

Core skills and knowledge are set under six headings
:
1* Effective communication and engagement with children, young people and families.

2* Children and young person development.

3* Safeguarding and promoting the welfare of the child.

4* Supporting transitions.

5* Multi-agency working.

6* Sharing information.

These basic skills and knowledge are required by everybody whose work brings them into regular contact with children, young people and their families.

The aim of the common core is to promote equality, respect diversity and challenge stereotypes. It is to help to improve the life chances of all children and young people and to provide them with more effective and integrated services. It acknowledges the role of parents/carers and the families of children and young people.


Maria Montessori (1870-1952)

Originally in the early 1900’s Maria Montessori was a doctor working in one of the poorest areas of Rome, Italy. She worked with children that had learning difficulties. One of the greatest strengths of her work was the many hours she used to observe the children she was taking care of. This helped her too come to the conclusion, which is now supported by modern research that children pass through sensitive periods of development when they’re more receptive to particular area of learning. Like Piaget and others she saw children as active learners.

Montessori ideas included:


* She devised a structured teaching programme, this based on her observations of children with learning difficulties. She believed this was making Froebel’s work more scientifically rigorous.

* She followed the work of another educator called Seguin. He made a manual of dexterity exercises for children with physical disabilities. He believed that if children could learn to use their hands it would enable them to work later in their adulthood.

* Montessori designed what she called didactic materials these materials encouraged children to use their hands. She began with simple exercises to more complex exercises for the children.

* Different from Froebel’s belief of the importance of relationships and feeling to be part of a community, Montessori believed that children should work alone. This was to encourage the children to become independent learners.

* Montessori believed the highest moment in a child’s learning is what she called polarization of the attention. This is when the child is completely silent and giving full focus to what they’re doing.

* Unlike Froebel, Montessori did not believe in learning through play. The children were not encouraged to have their own ideas until they had worked through all of the graded learning sequence. Children were not free to draw or do creative work of any kind until it was completed. Montessori has had more of an influence on private schooling than on mainstream schooling.


Rudolf Steiner (1861-1925)

Like Montessori, Steiner has had less of a influence on mainstream schooling. Steiner believed in three stages of child hood.

Stage 1, The will. This is between the ages of 0 to 7, he believed at this age the spirit infuses with the body. At this age the the child is a newcomer, finding their way and their reincarnated soul needs protection.

Stage 2, The heart. This is between the ages of 7 to 14. Steiner believed that feeling were important at this age this is because of the rhythmic system of the beating heart, the chest and respiratory system.

Stage 3, The head. This is from the age of 14 onwards. Steiner believed that this is the period of thinking,

Steiner’s ideas included.

* Children need a well-planned environment in order for them to develop in a rounded way.

* That a child’s diet is very important (Steiner himself was a vegetarian). He also believed that children need a good rest and that the balance of activity and rest needs to be balanced.

* A child’s temperament is extremely important. A child maybe calm (sanguine), easily angered (choleric), sluggish (phlegmatic) peevish (melancholic. Steiner believed that children often had a combination of temperament.

* He believed that when dealing with children as an adult to never go against the temperament of the child but to work with it.

* Steiner also believed like Froebel did that feeling part of a community is important for a child’s development. He believed that it is very important to form and maintain relationships with other people and for this reason a child should keep the same teacher for a number of years.

* The curriculum Steiner sets is very powerful for children with special educational needs who can integrate, it involves other children to actively help to look after them.

* When children are about to have circle time or sing a song, every child has to wait until the last child joins in the group. When learning a new song it is sung many times and the children that learn it quickly are encouraged to help the children that haven’t quite learnt the song yet.

* Steiner also believed that symbolic behaviour was important but in a different way to Froebel. For the first seven years special Steinerian fairytales were told to the child. He believed the children would absorb these stories. He gave the children dolls with no faces, wooden blocks that were irregular shapes, silk scarves for dressing up clothes, each room had a particular colour scheme. The community he developed for the children included, baking, gardening, modelling, singing and painting.

The HighScope approach.

The HighScope approach works on the principle of children being able to make decisions and choices of their own activities. It encourages independent learning by involving the children in the planning, doing and reviewing of activities. The children in this approach will still participate in some adult led activities such as, PE or story time and other large group activities.

The planning for the ‘plan-do-review’ cycle will start with the children getting into a small group with an adult and discussing together the activity that they intent to do. The children will the do their chosen activity. They’re encouraged throughout this time with the adults helping to encourage them to broaden their language and learning. At the end of the session the whole group comes back together to look back on the activity they chose to participate in.

Because the study was over 40 years it proved to be highly valued, the studies show that the HighScope approach to education holds lasting benefits for children, families and society. The studies showed that those who have experienced the HighScope approach had increased levels of social responsibility, higher chance of economic status, increased social responsibility and increased commitment to long term relationships. The overall conclusion of the research showed that children from various cultures and backgrounds showed varying abilities from the HighScope approach.

The key features of the HighScope approach.

* Active learning, Children learn best by being active and hands on with their learning. It enables them to engage with people, materials, events and to express their ideas.

*Personal Initiative. All children have a natural desire to learn. HighScope encourages children to use their own initiative, express their own ideas and to develop their own strengths. It helps them to generate their own learning experience and to reflect on their experience.

*Consistency. Children need consistency to become confident and independent learners. This is offered through the HighScope approach with daily routine, organisation of the learning environment and with the way the adults interact with the children.

* Genuine relationships, children learn more when they feel safe and secure. As a practitioner using this approach you need to bring genuine warmth and trust to the relationship with the children. Ensure that as a practitioner that each child’s values, culture and personal identity is respected. As well as building a trusting relationship with the children the same has to be done with the parent/carers. Doing this enables the parent/care and practitioner to share their unique experiences and knowledge with each other to support the children’s learning and well-being.

Appropriate Curriculum* The HighScope approach understands that children need a curriculum that is appropriate to their intellectual, emotional and physical development. This has been achieved by extensive observations over the 40+ years of HighScope watching young children and their learning. It’s based on key development indicators, it offers the children foundation of knowledge and skills. It creates confident learners while supporting the Early Years Foundation Stage.


Hoping this is correct or I really don't know what to write.

Thank you for any advice.
Reply With Quote

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  #2  
Unread 07-28-2015, 01:01 PM
tutu tutu is offline
~~ Always willing to help...~~
 
Join Date: Apr 2008
Posts: 2,148
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Quote:
Originally Posted by Merrique View Post
I'm hoping I am on the right track for this outcome. Explain how different approaches to work with children in the early years has influenced current provision on the UK. Feel like I have been typing forever and my brain has shut down spectacularly.

Understand the purpose and principle of early years frameworks.


Explain the legal status and principle of the relelvent early years framework/s and how national and local guidance materials are used in the settings.

The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The act lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012, further update 2014 becoming effective from the 1st September 2014.

All providers of early years services are required to use the EYFS, this ensures that everybody is working to the same standards for children and young people’s care, learning and development to enable children to achieve the five Every Child Matters outcomes: being healthy, staying safe, enjoying and achieving, achieving economic wellbeing and making a positive contribution.

The EYFS should ensure early providers provide
*Good, quality and consistency, this can ensure all children make good progress and no child gets missed or left behind, so all children start on an equal footing.
*Secure foundation through development and learning opportunities, which are planned around the child and their needs and interests, this ensures each child is treated individually and each child is reviewed and assessed regularly.
*Partnership working between parents and settings/practitioners to provide the best care for the children and ensure parents are included in their child’s developmental progress.
*Equality of opportunity and anti-discriminatory practice, this practice ensures everyone is treated fairly and equally and given support.


The EYFS covers six early learning goals and educational programmes. Each area is as equally important and all the areas must be delivered by planned, purposeful play with a balance of adult led and child initiated activities. The six areas are:
*Personal, Social & Emotional development
*Communication, Language and Literacy
*Problem solving, reasoning and Numeracy
*Knowledge and understanding of the world
*Physical development
*Creative development
Scotland, Wales and Ireland have taken slightly different approaches.
The principles that should shape how settings and providers practice are
*Every child is an unique child
*Positive relationships
*Enabling environments
*Learning and development

At the end of the child’s final EYFS year, the EYFS profile must be completed as a record of their achievement/journey. The EYFS prolife is a way of summarising a child’s learning and development achievements’ through the observations of consistent and independent behaviour, mainly from the child’s self-initiated activities.

WELL FIRST OF ALL THIS IS CUT AND PASTED FROM HERE AND THEREFORE NOT YOUR WORK THIS IS CALLED CHEATING http://www.silkysteps.com/forum/showthread.php?t=18082

THIS IS ALSO OUT OF DATE INFORMATION USING AN OLD EYFS WHICH IS WHAT HAPPENS WHEN YOU CHEAT


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

Throughout history, there have been people that not only understand what young people need but have been prepared to stand up and fight for what they need. These people are educational pioneers and have helped people that work with children past and present, to move forward. These people all believed in integrated early year’s provision.

Friedrich Froebel (1782-1852)

Froebel founded the first children’s nursery in 1840, he studied in Switzerland with Pestalozzi in his school. Through observation Froebel learned how important it was for children to have real life experiences, which involved them being physically active. Froebels’ ideas are now part of everyday thinking about the integration of early years services but a lot of people working in the service have never heard of the man himself.

Froebel ideas included:

* Froebel believed that a child’s first educators are the parents.
* Schools should be communities that parents are welcome to come and join in with their children.
* He believed children should learn outdoors as well as indoors. He encouraged movement, games and the study of natural science in the garden.
* He invented finger play and songs and rhymes in an educational context.
* He encouraged art and crafts. He had a love for literature and mathematical understanding.

* He believed that children should wear clothes that can easily move about in and children should have freedom of movement.
* Children should eat sensible food that isn’t too rich.
* He believed that children’s best thinking happens when they’re playing. That the best way for children to try out symbolic behaviour is in their play.
* He designed various items and activities to help symbolic behaviour.
* He encouraged children to pay with special wooden blocks, he called these gifts.
* He made up songs, movements and dancing, and crafts that he called his occupations.
* He allowed children to use gifts and occupations whenever they wished to do so and how they wished to use them. This is now known as free flow play.

SO HOW HAS HE INFLUENCED THE EYFS?

Common core of skills and knowledge for the children’s workforce.

Core skills and knowledge are set under six headings
:
1* Effective communication and engagement with children, young people and families.

2* Children and young person development.

3* Safeguarding and promoting the welfare of the child.

4* Supporting transitions.

5* Multi-agency working.

6* Sharing information.

These basic skills and knowledge are required by everybody whose work brings them into regular contact with children, young people and their families.

The aim of the common core is to promote equality, respect diversity and challenge stereotypes. It is to help to improve the life chances of all children and young people and to provide them with more effective and integrated services. It acknowledges the role of parents/carers and the families of children and young people.

THIS IS CUT AND PASTED FROM THE CWDC WEBSITE

Maria Montessori (1870-1952)

Originally in the early 1900’s Maria Montessori was a doctor working in one of the poorest areas of Rome, Italy. She worked with children that had learning difficulties. One of the greatest strengths of her work was the many hours she used to observe the children she was taking care of. This helped her too come to the conclusion, which is now supported by modern research that children pass through sensitive periods of development when they’re more receptive to particular area of learning. Like Piaget and others she saw children as active learners.

Montessori ideas included:


* She devised a structured teaching programme, this based on her observations of children with learning difficulties. She believed this was making Froebel’s work more scientifically rigorous.

* She followed the work of another educator called Seguin. He made a manual of dexterity exercises for children with physical disabilities. He believed that if children could learn to use their hands it would enable them to work later in their adulthood.

* Montessori designed what she called didactic materials these materials encouraged children to use their hands. She began with simple exercises to more complex exercises for the children.

* Different from Froebel’s belief of the importance of relationships and feeling to be part of a community, Montessori believed that children should work alone. This was to encourage the children to become independent learners.

* Montessori believed the highest moment in a child’s learning is what she called polarization of the attention. This is when the child is completely silent and giving full focus to what they’re doing.

* Unlike Froebel, Montessori did not believe in learning through play. The children were not encouraged to have their own ideas until they had worked through all of the graded learning sequence. Children were not free to draw or do creative work of any kind until it was completed. Montessori has had more of an influence on private schooling than on mainstream schooling.

HOW DOES SHE INFLUENCE THE EYFS

Rudolf Steiner (1861-1925)

Like Montessori, Steiner has had less of a influence on mainstream schooling. Steiner believed in three stages of child hood.

Stage 1, The will. This is between the ages of 0 to 7, he believed at this age the spirit infuses with the body. At this age the the child is a newcomer, finding their way and their reincarnated soul needs protection.

Stage 2, The heart. This is between the ages of 7 to 14. Steiner believed that feeling were important at this age this is because of the rhythmic system of the beating heart, the chest and respiratory system.

Stage 3, The head. This is from the age of 14 onwards. Steiner believed that this is the period of thinking,

Steiner’s ideas included.

* Children need a well-planned environment in order for them to develop in a rounded way.

* That a child’s diet is very important (Steiner himself was a vegetarian). He also believed that children need a good rest and that the balance of activity and rest needs to be balanced.

* A child’s temperament is extremely important. A child maybe calm (sanguine), easily angered (choleric), sluggish (phlegmatic) peevish (melancholic. Steiner believed that children often had a combination of temperament.

* He believed that when dealing with children as an adult to never go against the temperament of the child but to work with it.

* Steiner also believed like Froebel did that feeling part of a community is important for a child’s development. He believed that it is very important to form and maintain relationships with other people and for this reason a child should keep the same teacher for a number of years.

* The curriculum Steiner sets is very powerful for children with special educational needs who can integrate, it involves other children to actively help to look after them.

* When children are about to have circle time or sing a song, every child has to wait until the last child joins in the group. When learning a new song it is sung many times and the children that learn it quickly are encouraged to help the children that haven’t quite learnt the song yet.

* Steiner also believed that symbolic behaviour was important but in a different way to Froebel. For the first seven years special Steinerian fairytales were told to the child. He believed the children would absorb these stories. He gave the children dolls with no faces, wooden blocks that were irregular shapes, silk scarves for dressing up clothes, each room had a particular colour scheme. The community he developed for the children included, baking, gardening, modelling, singing and painting.


AND AGAIN


The HighScope approach.

The HighScope approach works on the principle of children being able to make decisions and choices of their own activities. It encourages independent learning by involving the children in the planning, doing and reviewing of activities. The children in this approach will still participate in some adult led activities such as, PE or story time and other large group activities.

The planning for the ‘plan-do-review’ cycle will start with the children getting into a small group with an adult and discussing together the activity that they intent to do. The children will the do their chosen activity. They’re encouraged throughout this time with the adults helping to encourage them to broaden their language and learning. At the end of the session the whole group comes back together to look back on the activity they chose to participate in.

Because the study was over 40 years it proved to be highly valued, the studies show that the HighScope approach to education holds lasting benefits for children, families and society. The studies showed that those who have experienced the HighScope approach had increased levels of social responsibility, higher chance of economic status, increased social responsibility and increased commitment to long term relationships. The overall conclusion of the research showed that children from various cultures and backgrounds showed varying abilities from the HighScope approach.

The key features of the HighScope approach.

* Active learning, Children learn best by being active and hands on with their learning. It enables them to engage with people, materials, events and to express their ideas.

*Personal Initiative. All children have a natural desire to learn. HighScope encourages children to use their own initiative, express their own ideas and to develop their own strengths. It helps them to generate their own learning experience and to reflect on their experience.

*Consistency. Children need consistency to become confident and independent learners. This is offered through the HighScope approach with daily routine, organisation of the learning environment and with the way the adults interact with the children.

* Genuine relationships, children learn more when they feel safe and secure. As a practitioner using this approach you need to bring genuine warmth and trust to the relationship with the children. Ensure that as a practitioner that each child’s values, culture and personal identity is respected. As well as building a trusting relationship with the children the same has to be done with the parent/carers. Doing this enables the parent/care and practitioner to share their unique experiences and knowledge with each other to support the children’s learning and well-being.

Appropriate Curriculum* The HighScope approach understands that children need a curriculum that is appropriate to their intellectual, emotional and physical development. This has been achieved by extensive observations over the 40+ years of HighScope watching young children and their learning. It’s based on key development indicators, it offers the children foundation of knowledge and skills. It creates confident learners while supporting the Early Years Foundation Stage.


Hoping this is correct or I really don't know what to write.

Thank you for any advice.

NONE OF THIS IS CREDITED AND ALL FROM THE WEB SO NEEDS QUOTES AND REFERENCING AND YOU HAVENT ANSWERED THE QUESTION

though if you were in my college we wouldn't have read past the first paragraph which is a copy and paste job and you would be on disciplinary for cheating. shame cos the rest is quite good.
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  #3  
Unread 07-28-2015, 01:53 PM
Merrique Merrique is offline
Bean shoot ~~Just sprouting...~~
 
Join Date: Jul 2015
Posts: 3
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Thankfully already changed the first paragraph. Just on with the rest of it now. :)



In September 2008 the orders and regulations under section 39 of the Childcare act
2006 were brought into force. This meant that all early years providers were required to use the EYFS. The EYFS sets out legal requirements that relate to the development and early learning goals, educational programmes and assessment arrangements. On Febuary 13th 2014 the EYFS was updated, coming into effect on 1st September 2014 these changes covered section 3 on Safeguarding and Welfare. The EYFS framework aims to provide useful advice and information for all early years providers, to support children’s learning, development and welfare. It also offers guidance on development, effective practice, what to look out for and gives useful hints on planning and resources ideas. It also has sections in ‘Development matters and ‘Look, listen and note’ this supports continuous assessment that practitioners must undertake.
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  #4  
Unread 07-28-2015, 04:53 PM
tutu tutu is offline
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The EYFS covers six early learning goals and educational programmes. Each area is as equally important and all the areas must be delivered by planned, purposeful play with a balance of adult led and child initiated activities. The six areas are:
*Personal, Social & Emotional development
*Communication, Language and Literacy
*Problem solving, reasoning and Numeracy
*Knowledge and understanding of the world
*Physical development
*Creative development


this is all wrong
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  #5  
Unread 07-28-2015, 05:07 PM
Merrique Merrique is offline
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Is this better? :)

In the EYFS there are seven areas of learning and development. All these areas are important and inter-connected. There are three prime areas and these are used to encourage a child’s thirst and enthusiasm for learning these areas are: communication and language, physical development and personal, social and emotional development. These are used to build their ability to learn, form relationships and thrive. There are another four specific areas that practitioners must use to strengthen the three prime areas these are: literacy,
mathematics, understanding the world and also expressive arts and design.
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  #6  
Unread 07-29-2015, 12:37 PM
tutu tutu is offline
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whats the difference between them and why
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