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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.

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Unread 03-30-2010, 01:55 PM
angeg1 angeg1 is offline
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008 task c

Hi can anyone help been working on this unit all morning

cant do task B till get back to work after hols so thought would jump to task C but unsure how to get it started has anyone got any ideas please

I need to write an account identifying the framework for the development of babies-3 Years

Thanks

Last edited by angeg1 : 03-30-2010 at 03:02 PM. Reason: MORE INFO
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Unread 03-30-2010, 09:44 PM
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Avengelyne Avengelyne is offline
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I started with....

In England children from birth to five years in an early education or child care setting will be assessed under the EYFS, this is a statutory quality framework designed to ensure that all children have the best possible start in life and support to fulfil their potential, assessment through the EYFS is by observation which is then used to plan activities that will extend the child’s development through play, there is no formal assessment or examination

.... and carried on babbling from there quoting the EYFS and some comparisons or contrasts with how it fits with the old b-3 matters
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Unread 03-30-2010, 11:12 PM
angeg1 angeg1 is offline
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Great help thank you new to all this but fab site very helpful
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Unread 04-03-2010, 08:20 AM
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Hi this is how I did my UNIT 008 hope it gives a few ideas I found it difficult so put this in to variations.

Where I have childs observations here this means you ahve to give 2 different types of observations in guidlines with the eyfs then give an explaination as to why you choose them. I have left the why I chose them bits in to give you an idea but taken out my observations.



A: Holistic patterns are a mixture of:

A transformative approach this is learning points of view, habits of mind, and worldviews.
Connections are emphasized as apposed to fragmented as we should not isolate learning into several different components.

Trans-disciplinary inquiry, this is based on that disciplines are removed.
Meaningfulness, this is when as a person you feel that the learning you do is important to you and not to someone else.
Community, this can be described as 'home from home'. You are learning in an atmosphere and environment in which you can relate to.

(Information taken from Holistic Education at www.wilkipedia.com)

MONTESSORI : A practice that focuses on an environment that uses materials in a deliberate way to teach children various skills and concepts geared towards grace, courtesy, and practical life. Children are viewed as independent thinkers and thus are encouraged to use and develop their problem solving skills independently. This approach is different than a play based model in that a Montessori will use €œmanipulative€ that are for learning specific skills.

REGGIO EMILIA : The name comes from the small Italian city where this system was created to be a more progressive learning centre from traditional instructional mindsets. It is considered a blend of Montessori and Play based. While children are encouraged to play, teachers carefully observe skills and interests to plan curriculum based off of that. Community and collaboration are encouraged at all levels from children to parents and teachers.

WALDORF : Many would label this approach €œold fashioned.€ Children interact and develop in a tranquil, low tech surrounding without pressure or competition. Modern plastic or battery powered toys, TV, and computers take a back seat to traditional wooden toys, crafts, and story telling. While some may consider the approach to academics low key, teachers encourage children to take their time to learn and understand one thing at a time.

(Above statements were taken from childcare check.com/blog.)
I have done a chart for the different types of activities that I could set for the various age ranges and how they relate to the different theorists. Please see attachment.

BI: Observation of child here
.

BI: Observation of child here


BII: My analysis of this observation is that child 'R' enjoys the home corner. 'R' enjoys playing the most with the hoover as this was the thing they mostly related to. In doing this 'R's developmental stage was that of imagination and role play. By doing this they are learning communication, interaction and language skills.

C: The frame work for the uk for babies under 3 years is the EYFS (Early Years Foundation Stage). This was published in England in 2007, although was't implemented until 2008. It builds on the success of the foundation stage and birth to 3 matters which brings the two frameworks together. From the 1st of September 2012 a revised edition of England's EYFS comes into force

There is an eyfs 2008 information pack which comprises the following:

Statutory framework; this is essential reading, the guidance states what is the legal requirements for settings that work with children.
Practice guidance; This demonstrates how practioners can work in order to assist children progress towards the early learning goals.
Principles into practice cards; These state the principles and themes behind the eyfs and give practioners some further guidance.
Wall poster; this shows the 4 themes of the eyfs framework.
Cd rom; this provides further information for the practioners providing the eyfs.

In order to achieve the framework guidance all settings must, devote un interrupted time to young babies and advise parents of the progress the child is achieving. Co operate with parents on a daily basis and include in outings etc. Allow room for children to explore safely and produce plans and observations of the children's interests. Make sure the materials are all accessible. Activities should be varied so to stop boredom and give plenty of reassurance in order to increase self esteem and confidence within. There should be books which have meanings like sad and happy in order to teach the children to be in touch with there own emotions.

Progress of the eyfs framework 0-3:

6 months: Enjoyment when playing games, they need plenty of physical and eye contact. They also need time to sleep.

9 months: Using fingers to feed, exploring objects with hands and mouth. Crawling or rolling, looking for objects that adults hide.

1 year old: Children may be standing up, holding furniture and waving bye. At this age they need the same structures as a 9month old child.

18 months: Walking up and down the stairs with adult help. They show temper tantrums, they try things for themselves and they are more aware of what adults are doing. Children at this age need opportunities to feed themselves.

2 years old: Enjoyment of singing and dancing to music, keen to show things to adults. They enjoy climbing, running and playing with bricks. Good supervision is needed with this age group for example time safety equipment, time for cuddles and sharing of books songs and ryhmes.

30 months: Pretend play with farm animals, teddies or in the home corner and two word compounds. They need a balanced diet with sufficient calories, relaxed approach to toilet training and excellent supervision and safety equipment.

3 years old: children are able to use the toilet, enjoy role play and enjoy sand and water. They can communicate with other children and adults competently. They enjoy outside play and they become more independent in there surroundings.

D: Settling into a new nursery - a transition:
Make sure that the child has an immediate face they can relate to each time they enter the nursery and assign this person as there key worker. Make sure the child has been several times to the settings for visits and has been reassured and comforted when they have found this upsetting. The setting should also accommodate the Childs routine as close as possible to assist with the settling in period.

A new baby in the home - a transition:
Make sure that you have plenty of discussions about the pregnancy with the child, explain what is happening to the child€™s mam and that it is an exciting event. The setting should use role play to help introduce the new baby sister or brother and make sure that the child has plenty of one to one attention.

Preparing the move into another child care nursery - a transition:
Introduce stories use role play and good experiences. Take the child on regular visits so on starting they no there teacher, classroom and they learn the how school runs. This is so when the 1st day of the new school comes there will be less apprehensions and the integration will be smooth.

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Last edited by Ruthierhyme : 05-08-2012 at 12:57 PM. Reason: Updated
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