EYMP1: Context and principles for early years provision
1.1. Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings. (Relevant early years framework: This refers to the frameworks for early years provision used within the relevant UK Home Nation.)
The early years framework in England is the EYFS. The early year’s foundation stage consists of a statutory curriculum for children from birth to 5years. All child care providers must use the early year’s foundation stage to ensure a consistent and flexible approach to children’s care, learning and development in order for the child to meet the five every child matters outcomes. The welfare requirement is enforced by Regulations made under Section 39, (1) (b) of the Childcare Act 2006.
There are six area covered by the early learning goals and educational programmes. Which are:- -Personal, Social and Emotional Development
-Communication, Language and Literacy
-Problem-solving, Reasoning and Numeracy
-Knowledge and Understanding of the World
These six areas are equally important; all areas are delivered through planning, child-initiated and adult-led activities.
There are four distinct EYFS principles which guide the work of all practitioners. The elements of the principles into practice are, :- A unique child
:-Learning and development
These four elements underpin effective practice in the EYFS, put the requirements into context, and describe how practitioners should support the development, learning and care of young children. The four aspects also underpin the five elements of Every Child Matters. The five elements of every child matters are staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic well-being. We achieve this by setting the standards for learning, promoting equality of opportunity, creating the framework for working in partnership, improving quality and consistency and laying a secure foundation for future learning.
1.2. Explain how different approaches to work with children in the early years have influenced current provision in the UK. (Different approaches e.g.:
* Reggio Emilia’s approach has influenced our roles by combining parent’s roles and communities’ roles. Parents are encouraged to be involved with the child’s development and curriculum planning. Teachers are leaner’s too, as we are continually developing and enhancing our understanding. Reggio Emilia influenced how we lay out our rooms, with the use of open free flow spaces and using the children’s work for displays. *
* The high scope approach influenced how we organise our planning, implement, review and how we plan our next steps. *
* Maria Montessori believed that children have a desire to learn. After many hours of observation she concluded that they learned best by experiencing things. *
* Steiner influenced how we organise our setting and how we plan our environment, he also contributed to the five elements of every child matters. He believed nutrition, rest and play are very important. Steiner believed children learn through reparation. Steiner’s approach worked effectively at integrating special education need children into the setting and encouraged the other children to actively care about them. *
* Common core skills and knowledge are essential to everyone who works on a regular basis with children. The common core influences our practices and provisions by highlighting the skills and knowledge we as practitioner should have. It also promotes equality, respect, diversity and challenges stereotypes. * There are six areas within the common core skills and knowledge. * Effective Communication and engagement with children, young...
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