Level 3 Diploma Childcare

Topics: Childhood, Developmental psychology, The Child Pages: 9 (2964 words) Published: May 2, 2013
Unit 064
1:1 cross reference to unit 065

1:2- Explain how different approaches to work with children, in the early years, has influenced current provision in the UK. The development of the early years curricula has been significantly influenced by the following approaches: - Reggio Emilia

- High/scope
- Montessori
- Steiner

Firstly I will look at Reggio Emilia.
we use Reggio Emilia this comes from a town in Italy, the heart of the approach is a focus on partnerships with children aged 0 - 6 and parents. With them begin involved in their own learning. Children need control over some of their own play and learning with teachers acting as a facilitator. Children learn using all their senses, children learn from play and enjoy being with others. They also need a rich environment so they can learn and express themselves in a variety of ways. Reggio Emilia influence on the EYFS curriculum:

- Practitioners are meant to provide opportunities for child-initiated play. - There is a theme entitled ‘enabling environments’ that promotes practitioners to think about how rich the environments are for children. -There is an emphasis on sensory and outdoor play.

- There is an emphasis on children leading through play with other children.

This approach begins in the united states, as a way of improving outcomes for disadvantaged children. It is an established model which influences children to be involved with decision making and taking responsibility. High/scope recognises the uniqueness of each child and develops their self confidence by building on what they can do. Children are considered active learners so play is used as the model for learning. Routines are also considered highly important as children gain stability and consistency from this and respond better from this. Building a strong relationship with parents is also a main principle of this approach along with the appropriate curriculum. The influence High/scope has on the EYFS:

- Practitioners are meant to provide opportunities for child-initiated play - Practitioners are encouraged to talk to children about their learning Montessori
The Montessori theory was developed by an Italian doctor who wanted to improve outcomes for children with disabilities. The term ‘play with a purpose’ is at the heart of Montessori as equipment and resources have specific learning objectives and provide children with graduated challenge. The foundations and concepts of Montessori theory can be applied across all ages. They are: - Independence, “never help a child with a task at which he feels he can succeed” – Maria Montessori. It should always be a goal to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. When a child is able to do things for themselves, e.g. dress themselves. Their self belief and self confidence increases. - Observation, observation is key for learning about what the child’s needs are. If you see a child behaving a particular way there is always a reason for this and something you can do to help. - Following the child. A child will show you what they need to do, what they need to develop themselves and what area they need to be challenged in. From what you observe in a child follow them from what they need to do. If they want to do something which isn’t particularly safe indoors provide an environment in which they can the activity where it is safe. - Correcting the child. Never point out a child mistake this will only lower their self esteem and maybe make them too scared to ever attempt things again. Children will always make mistakes and it’s our job to teach them in a nice manor the correct way. - Prepared environment, this simply means an environment set up of activities ready for a child to be able to explore. - Absorbent mind, Children under 3 do not need to have lessons in order to learn they simply just absorb everything in their environment by being part of it. This is...
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