Professional practice in the early year’s settings
Understand the scope and purposes of the early year’s sector Explain how the range of early year’s settings reflects the scope and purpose of the setting The early year’s sector has been at the forefront of the government’s agenda over the past 10-15 years and there have been huge changes in response to social and economic development. In October 2003 the EPPE report was published where the effects of preschool education on 3-4 year olds were studied. A selection of provisions were selected including work with children with minimal preschool experience. The main findings were • Pre-school experience, compared to none, enhances children’s development. • The duration of attendance is important with an earlier start being related to better intellectual development and improved independence, concentration and sociability. • Full time attendance led to no better gains for children than part-time provision. • Disadvantaged children in particular can benefit significantly from good quality pre-school experiences, especially if they attend centres that cater for a mixture of children from different social backgrounds.
Unlike many European countries the UK’s early years sector was not developed by government policy with specific aims, but rather came about in response to families requirements
In the later part of the 20th century public expenditure focussed on EY provision for families with social needs and difficulties, Local authority nurseries were set up that catered mainly for children from deprived areas who might be at harm
EY provision in the private sector consisted of private nurseries, childminders and nannies
In response to parents wanting EY provision they could attend with their child, the playgroup movement formed, where parents set up and ran provisions for their own children in community halls or other halls
In the UK there are many types of other settings such as...
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