Cache Level 3 Eymp4

Topics: Childhood, Children Act 1989, Children's rights in the United Kingdom Pages: 5 (1515 words) Published: February 3, 2013

Early years settings
Early years is an important sector which involves high standards of professional practice. Practitioners pay an important role in helping to shape the lives of the future generations. Early years settings support diversity inclusion and participation. Early year settings are funded from ages 2 years 6 months although in some cases the child may get funded from 2 years, for instance if the child is disabled, or maybe from a disadvantaged family or even a child who are the subject of safeguarding issues and are in need of protection. Early year settings are many different things for example; Pre-schools

Pre-schools are done in sessions either a morning or afternoon session, an amount of sessions are funded by the government and if you would want your child to do more than the amount of sessions funded you have to pay. Standard funding starts at around 2 years 9 months but in special cases they can get funded from 2 years. Some pre-schools are Voluntary and some statutory. Nurseries

Nurseries are normally open from 7am-7pm they are usually privately owned and take babies from roughly 6 weeks to 6 years for after school clubs, fees vary from each nursery and are usually on private land. Reception class

For children aged 4, based in the school a normal school day roughly from 9am-3pm and is funded. Reception classes are statutory. Play-groups
Play groups are mostly voluntary and open to children from about 2 and a half and are held in most community centres and community halls/churches there is usually a small fee for a snack. Every early year setting will include the EYFS and uphold the EYFS policies. Including parents

Early years recognises that it is imperative to include the parents/carers in their child’s setting life. Settings have certain polices to help include the parents for example the “open door” policy where parents are welcome to come in and speak to the staff having the door open makes it more approachable and welcoming for parents to come it. Settings also set up meetings for parents to discuss their own child’s needs (particularly EAL and SEN) the information from parents is vital to be able to understand the child’s individual needs and preferences and characteristics. Settings also often have plans up in the nursery for the parents/careers to view so they can see what the child’s day looks like. They also may have the menu up of each days snacks or lunch etc so they are able to see what their child is eating. Each setting may have different strategies in place so they are able to work together with the parents/careers, they also will have things in place if there are a communication barriers they may face. Some settings also like to include the parents and may ask if they can come in as a parent helper so they can see a session first hand. Parents want practitioners who are confident and well-informed, but also to get alongside them and show an interest in them and their lives. When practitioners and parents work together within an ethos of partnership, with each contributing their particular expertise and knowledge, this helps to overcome barriers. . As a practitioner its part of our job to know the child holistically therefore getting to know the child’s parents/career is also imperative so we can work together to benefit the child and his/her development.

Different services
Sure start was a government programme that started in the late 1990’s. This was the beginning of the government trying to eradicate child poverty. Sure start centres are normally on school grounds or near a school. The aim of sure start centres is to improve health and wellbeing for families and children, this also includes pregnant women. Sure start centres aim is to be able to help families that may be disadvantaged, for example lone parents. Sure start centres objective is to be able to assist families/children and help for when they begin school. They promote the physical, intellectual...

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