Research Task 1.2 Child Care Act 2006
Task One.
E1 & E2
Childcare Act 2006. This act provides the EYFS which all settings must follow. The act affects the adult to child ratio, the qualifications that all members need to have and the types of snacks and drinks that should be available to children within the setting.
Special Educational Needs and Disability Act 2001. This act states that all settings should make places available to children with disabilities. Also they should not separate children with disabilities from their peers but have an inclusive practice. The act states as well that all settings need to make ‘reasonable adjustments to their premises to accommodate a child with special educational needs or a disability.’(Penny Tassoni, 2007, pg 117). For example …show more content…
First off children need to learn what their name looks like and use that information to find where that named peg is. Also children will remember where their peg is as they have found it on their own and may likely forget it if an adult shows them or if an adult is always hanging the child’s belongings on the peg. This also promotes the children’s sense of responsibility of their own belongings. Bruner’s theory can also support the strategy of allowing children to plan their own activities. This is because children may use their own experiences to plan an activity. For example a child may have enjoyed seeing a fire engine and therefore will want an activity making a fire engine. This supports independence as each child will have different experiences to draw from and can use them to develop activities without any adults leading what the activity should be. This theory can also support children working in a small group to solve problems. Children will have to work without an adult to solve problems such as putting some objects into categories. The children will have to use their past knowledge that they have learned to solve the
E1 & E2
Childcare Act 2006. This act provides the EYFS which all settings must follow. The act affects the adult to child ratio, the qualifications that all members need to have and the types of snacks and drinks that should be available to children within the setting.
Special Educational Needs and Disability Act 2001. This act states that all settings should make places available to children with disabilities. Also they should not separate children with disabilities from their peers but have an inclusive practice. The act states as well that all settings need to make ‘reasonable adjustments to their premises to accommodate a child with special educational needs or a disability.’(Penny Tassoni, 2007, pg 117). For example …show more content…
First off children need to learn what their name looks like and use that information to find where that named peg is. Also children will remember where their peg is as they have found it on their own and may likely forget it if an adult shows them or if an adult is always hanging the child’s belongings on the peg. This also promotes the children’s sense of responsibility of their own belongings. Bruner’s theory can also support the strategy of allowing children to plan their own activities. This is because children may use their own experiences to plan an activity. For example a child may have enjoyed seeing a fire engine and therefore will want an activity making a fire engine. This supports independence as each child will have different experiences to draw from and can use them to develop activities without any adults leading what the activity should be. This theory can also support children working in a small group to solve problems. Children will have to work without an adult to solve problems such as putting some objects into categories. The children will have to use their past knowledge that they have learned to solve the