Key Elements Of Effective Practice KEEP
Primary
National Strategy
KEEP
Key Elements of Effective Practice
Guidance
Curriculum and
Standards
For use by Local
Authorities in their work with settings providing government-funded early education
Status: Recommended
Date of issue: 02-2005
Ref: DfES 1201-2005 G
Contents
KEEP Key Elements of Effective Practice
3
Introduction
5
What is KEEP?
6
Why is KEEP necessary?
6
What is KEEP for?
7
Who is KEEP for?
7
How should KEEP be used strategically by a local authority?
8
How does KEEP link with existing standards and qualifications?
8
How does KEEP relate to the Common Core of Skills and
Knowledge for the Children’s Workforce being developed for all those who work with children and young people?
9
How does KEEP reflect current research?
10
Appendix
12
KEEP
Key Elements of Effective Practice
Key Elements of
Effective Practice
(KEEP)
Effective practice in the early years requires committed, enthusiastic and reflective practitioners with a breadth and depth of knowledge, skills and understanding.
Effective practitioners use their own learning to improve their work with young children and their families in ways which are sensitive,positive and non-judgemental.
Therefore, through initial and on-going training and development, practitioners need to develop, demonstrate and continuously improve their:
● relationships with both children and adults;
● understanding of the individual and diverse ways that children
develop and learn;
● knowledge and understanding in order to actively support
and extend children’s learning in and across all areas and aspects of learning;
● practice in meeting all children’s needs, learning styles
and interests;
● work with parents, carers and the wider community;
● work with other professionals within and beyond the setting.
Primary National Strategy
|
DfES 1201-2005 G
|
© Crown copyright 2005
3
KEEP
Key Elements of Effective Practice
Introduction
The Key Elements of Effective Practice (KEEP)
National Strategy
KEEP
Key Elements of Effective Practice
Guidance
Curriculum and
Standards
For use by Local
Authorities in their work with settings providing government-funded early education
Status: Recommended
Date of issue: 02-2005
Ref: DfES 1201-2005 G
Contents
KEEP Key Elements of Effective Practice
3
Introduction
5
What is KEEP?
6
Why is KEEP necessary?
6
What is KEEP for?
7
Who is KEEP for?
7
How should KEEP be used strategically by a local authority?
8
How does KEEP link with existing standards and qualifications?
8
How does KEEP relate to the Common Core of Skills and
Knowledge for the Children’s Workforce being developed for all those who work with children and young people?
9
How does KEEP reflect current research?
10
Appendix
12
KEEP
Key Elements of Effective Practice
Key Elements of
Effective Practice
(KEEP)
Effective practice in the early years requires committed, enthusiastic and reflective practitioners with a breadth and depth of knowledge, skills and understanding.
Effective practitioners use their own learning to improve their work with young children and their families in ways which are sensitive,positive and non-judgemental.
Therefore, through initial and on-going training and development, practitioners need to develop, demonstrate and continuously improve their:
● relationships with both children and adults;
● understanding of the individual and diverse ways that children
develop and learn;
● knowledge and understanding in order to actively support
and extend children’s learning in and across all areas and aspects of learning;
● practice in meeting all children’s needs, learning styles
and interests;
● work with parents, carers and the wider community;
● work with other professionals within and beyond the setting.
Primary National Strategy
|
DfES 1201-2005 G
|
© Crown copyright 2005
3
KEEP
Key Elements of Effective Practice
Introduction
The Key Elements of Effective Practice (KEEP)