Research Task
Research Task
C1- It is important to plan to meet the care and learning needs of all children because all children have individual needs that need to be met. For example a child with a learning disability might struggle with the work that more able children are doing. Practitioners will therefore need to differentiate the work so the child is able to attempt it. This way the child will also feel included in the setting because they are able to participate. Many children are from different cultural backgrounds and they have different needs. For example for a Muslim child practitioners must consider providing halal food for the child and also when they are giving out snacks it must be suitable for vegetarians.
It is vital that practitioners ensure there is appropriate provision in the setting to keep children safe and secure. For example making sure that the correct adult to staff ratios are applied as children’s welfare is paramount. The new EYFS 2012 states that:
“ For children aged three and over at any time in registered early years provision operating outside the hours of 8 am and 4 pm, and between the hours of 8 am and 4 pm when a person with Qualified Teacher Status, Early Years Professional Status or another full and relevant level 6 qualification, is not working directly with the children:
• There must be at least one member of staff for every eight children;
• At least one member of staff must hold a full and relevant level 3 qualification;
• At least half of all” (DoE, 2012)
It is important that practitioners meet requirements of curriculum frameworks and legislation to ensure children’s care and learning needs are met.
Making the link between the classroom and workplace can help young people to see the relevance of their learning and understand the contribution that they can make to their schools and colleges, to their community and to the economy. They can feel valued and involved and experience challenge and enjoyment; their confidence can
C1- It is important to plan to meet the care and learning needs of all children because all children have individual needs that need to be met. For example a child with a learning disability might struggle with the work that more able children are doing. Practitioners will therefore need to differentiate the work so the child is able to attempt it. This way the child will also feel included in the setting because they are able to participate. Many children are from different cultural backgrounds and they have different needs. For example for a Muslim child practitioners must consider providing halal food for the child and also when they are giving out snacks it must be suitable for vegetarians.
It is vital that practitioners ensure there is appropriate provision in the setting to keep children safe and secure. For example making sure that the correct adult to staff ratios are applied as children’s welfare is paramount. The new EYFS 2012 states that:
“ For children aged three and over at any time in registered early years provision operating outside the hours of 8 am and 4 pm, and between the hours of 8 am and 4 pm when a person with Qualified Teacher Status, Early Years Professional Status or another full and relevant level 6 qualification, is not working directly with the children:
• There must be at least one member of staff for every eight children;
• At least one member of staff must hold a full and relevant level 3 qualification;
• At least half of all” (DoE, 2012)
It is important that practitioners meet requirements of curriculum frameworks and legislation to ensure children’s care and learning needs are met.
Making the link between the classroom and workplace can help young people to see the relevance of their learning and understand the contribution that they can make to their schools and colleges, to their community and to the economy. They can feel valued and involved and experience challenge and enjoyment; their confidence can
Bibliography: Whalley M, 2007, Involving Parents in their Children’s learning, Paul Chapman, London Tassoni P, 2007, Child Care and Education 4th edition, Heinemann, Oxford https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00023-2012 5/10/12 Forrest Schools, 2011, What happens at a Forrest School, Accessed 7/11/12 http://www.forestschools.com/what-happens-at-a-forest-school.php The Scottish Government, 2008, A Framework for Learning and Teaching, Accessed 5/10/12 http://www.teachingchildrenmanners.com/teaching-children-social-skills/the-importance-of-teaching-children-team-work 5/10/12