Eymp 1

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EYMP 1

1.1

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

The Early Years Foundation Stage framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

The guidance materials are used to ensure settings provide:
• quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.

The EYFS framework specifies requirements for learning and development and for safeguarding children and promoting their welfare.

1.2
Here is a list of different approaches:
Reggio Emilia
Montessori
Common core

Reggio Emilia
The Reggio Approach gets it name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. After the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, joined teams with the parents of this region to provide child care for young children. Over the last 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide. Of special interest is the emphasis on childrens symbolic languages in the context of a project-oriented curriculum. The Reggio Emilia approach is made possible through a carefully articulated and collaborated approach to the care and education of young children.

Here are the key points of the Reggio Emilia:
Community support and parental involvement
Administrative policies and organisational features
Teachers as learners
The role of the environment
Long-term projects as vehicles for learning
The hundred languages of children

Community support and parental involvement
Traditions of community support for families with young children comes from Italy’s cultural view of children as the collective responsibilities of the state. The parents role is the same as the community’s, at both school wide and the classroom level. Parents have to take part in discussions about school policy, child development concerns and curriculum planning and evaluation. Because most parents are employed meetings are held in the evenings so that all who want to take part can do so. Administrative policies and organisational features

A head administrator reports directly to the town council, who works with a group of curriculum team leaders, each of them coordinates the efforts of teachers from 5 or 6 centres. Each of these centres is staffed by two teacher per classroom, in which there is 12 children in infant classes, 18 in toddlers classes and 24 in pre-primary classes, one teacher trained in arts who works with classroom teachers in curriculum development and documentation and several auxiliary staff. There is no principle, and there is not a hierarchical relationship between teachers. This staffing plan along side with the policy of keeping the same group o children and teachers...
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