Comparative critical analysis of the key quality dimensions within early years provision in a country of students choice and the UK.
Part A
Comparative critical analysis of the key quality dimensions within early years provision in a country of students choice and the UK.
Childhood studies (2004:3) John Clarke states, “the history of childhood has become a particularly influential area of study in recent years. The book examines Philippe Aries’s claims that childhood didn’t exist before the seventeenth century”.
Philippe Ariès (1962) suggests that,
‘He was one of the first to suggest that childhood is a modern discovery. He argued that in medieval times children, once past infancy, were regarded as miniature adults; they dressed like adults and shared adult 's work and leisure. Children were not assumed to have needs distinct from those of adults, nor were they shielded from any aspects of adult life’.
Research has shown that first five years of a child’s life are important to their development, as the brain is starting to form. An article called “Understanding brain development in young children” (2005) states,
‘Learning continues throughout life. However, "prime times" or "windows of opportunity" exist when the brain is a kind of "supersponge," absorbing new information more easily than at other times and developing in major leaps. While this is true especially in the first three years of life, it continues throughout early childhood and adolescence. For example, young children learn the grammar and meaning of their native language with only simple exposure’.
This is known to be true, as children who are not being stimulated and challenged may not develop and reach their full potential. Children may become withdrawn and need extra support in the future if they are not receiving the proper care and attention needed to thrive.
‘There are a number of factors which influence early brain development; these include food, water, genetics, responsive adults, physical experiences. Giving children a variety of experiences and positive feedback also helps to develop the brain and skills needed
Comparative critical analysis of the key quality dimensions within early years provision in a country of students choice and the UK.
Childhood studies (2004:3) John Clarke states, “the history of childhood has become a particularly influential area of study in recent years. The book examines Philippe Aries’s claims that childhood didn’t exist before the seventeenth century”.
Philippe Ariès (1962) suggests that,
‘He was one of the first to suggest that childhood is a modern discovery. He argued that in medieval times children, once past infancy, were regarded as miniature adults; they dressed like adults and shared adult 's work and leisure. Children were not assumed to have needs distinct from those of adults, nor were they shielded from any aspects of adult life’.
Research has shown that first five years of a child’s life are important to their development, as the brain is starting to form. An article called “Understanding brain development in young children” (2005) states,
‘Learning continues throughout life. However, "prime times" or "windows of opportunity" exist when the brain is a kind of "supersponge," absorbing new information more easily than at other times and developing in major leaps. While this is true especially in the first three years of life, it continues throughout early childhood and adolescence. For example, young children learn the grammar and meaning of their native language with only simple exposure’.
This is known to be true, as children who are not being stimulated and challenged may not develop and reach their full potential. Children may become withdrawn and need extra support in the future if they are not receiving the proper care and attention needed to thrive.
‘There are a number of factors which influence early brain development; these include food, water, genetics, responsive adults, physical experiences. Giving children a variety of experiences and positive feedback also helps to develop the brain and skills needed
Bibliography: Baldock, P (2011) Developing Early Childhood Services, Past Present and Future: London Daly, M., Byers, E and Taylor, w Dex, S and Joshi, H. (2005) Children of the 21st century, from birth to nine months: Bristol. Draper, L and Duffy, B. (2006) working with parents, in G. Pugh and B. Duffy contemporary issues in the early years (4th edn).London: Sage. DCSF, (2008) Practice Guidance for the Early Years Foundation Stage Hill, M and Tisdall, K. (1997) Children & society: London Wise, D (2004) Childhood studies, an introduction: Blackwell publishing Ltd. Wild, M & Mitchell, H. (2007) Early Childhood Studies: A Reflective Reader’ Exeter: Learning Matters Websites