Assessment task – EYMP1 Context and principles for early years provision Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 3.1, 3.2, 3.3 and 3.4. Scenario:
A childcare setting is preparing for their annual self evaluation activity to ensure that it complies with the requirements of the Early Years Framework. You have been asked to prepare the following evidence for your manager: * an explanation of the legal status and principles of the relevant Early Years Framework and why the early years frameworks emphasise a personal and individual approach to learning and development The legal status and principles of the relevant Early Years Framework It is important as an early years practitioner to understand the purposes and principles of early years frameworks. Some of these are: * The dominant importance of the parents and carers as a child’s first educator and guarantee of wellbeing. * The acknowledgement that babies and young children are competent learners right from birth, and the importance of their development of relationships both with other children and with adults. * The essential role of play in supporting learning. Young children learn much more by doing, than being told. They also learn more when they are given appropriate responsibility and allowed to make choices and decisions for themselves. When making mistakes after making choices or decisions the children also are learning. * The importance of a balance of adult-led and child-initiated activities. * The inclusivity of all children through embracing diversity. * The essential importance of involving key partners in the successful development and learning experience. Some principles of the early years frameworks emphasise a personal and individual approach to learning and development, they are: * The importance to develop effective relationships with parents/carers and any other settings that a child may attend. * The importance of the key person scheme for each child in every setting, which helps to ensure their wellbeing and encourages them to develop their independence by having someone at the setting that they can depend on. * Using on-going observations and assessments, the need to plan for each and every individual child. All routines and learning must be guided by the child’s needs. * The focus on what a child can do instead of what they cannot do, as a starting point in their developmental planning.
* an explanation of how national and local guidance materials are used in settings
How national and local guidance materials are used in settings The Early Years Foundation Stage – The EYFS was brought into force in September 2008 by orders and regulations of the Childcare Act 2006. All early years providers are obligated to use the EYFS to guarantee a compliant and consistent approach to children’s care, development and learning. By fulfilling the EYFS it enables children and young people to achieve the five ‘Every Child Matters’ outcomes, which are: ‘staying safe’, ‘being healthy’, ‘enjoying and achieving’, ‘making a positive contribution’ and ‘achieving economic wellbeing’. The Statutory Framework for the Early Years Foundation Stage – This document sets out the legal requirements relating to learning and development and welfare. The learning and development requirements are given legal force by the Early Years Foundation Stage Order 2007 of the Childcare Act 2006. The welfare requirements are given legal force by Regulations of the Childcare Act 2006. Together, the Order, the Regulations and the Statutory Framework document make up the legal basis of the EYFS. Practice Guidance for the Early Years Foundation Stage – This document provides practitioners with guidance on fulfilling the requirements of the Early Years Foundation Stage Framework. The document contains useful advice and in depth information on how to support children’s development and learning and welfare. There are seven areas...
Please join StudyMode to read the full document