Values and Principles of the Early Years Sector

Topics: The Child, Egalitarianism, Child Pages: 8 (2984 words) Published: December 29, 2010
Values and principles of early years sector.

1)The five basic tenets of good practice are;
Equality and Diversity
Rights and responsibilities
Promote anti discrimination
Effective communication
The three principles are;
The welfare of the child is paramount
Practitioners contribute to children’s care learning and development and safeguarding is reflected in every aspect if practice Practitioners work in partnership with parent’s families, as they are the child’s first and most enduring carers and educators The eight values are;

The needs, rights and views of the child are at the centre of all practice Individuality, difference and diversity are valued and celebrated Equality of opportunity and anti-discriminatory practice are actively promoted Children’s health and well-being are actively promoted

Children’s personal and physical safety is safeguarded, whilst allowing risk and challenge as appropriate to the capabilities of the child Self-esteem and resilience are recognised as essential to every child’s development Confidentiality and agreements about confidential information are respected as appropriate, unless a child’s protection and well-being are at risk Professional knowledge, skills and values are shared appropriately in order to enrich the experiences of children more widely.

2) The values and principles are displayed in my role on a daily basis. I implement the Early years foundation stage framework into my practice which the values and principles are embedded in. I ensure the welfare of the children in my care is paramount through working in partnership with the parents/carers of the children in my key group and sharing information about their child’s progress. Through carrying out observations, assessments and planning on my key children I am contributing to the children’s care and learning and development as well as ensuring their welfare is paramount. I make sure children are safeguarded through putting my settings safeguarding procedure into place and following my settings confidentiality procedure. As well as carrying out risk assessments I support and encourage the children to manage risk safely this provides the children with basic skills to safeguard themselves. I work in partnership with parents/carers and families as it is beneficial to the children as they are their child’s first and most enduring carers and educators. Ways in which I work in partnership with families are; day to day transitions communicating with families sharing and passing on information about their child, providing learning stories on the children for families to share at home and comment on, providing new families with “getting to know me” packs as well as being on hand during their child’s settling in period. Through implementing the Early Years Foundation Stage framework I am meeting the four Themes which the framework is based around; A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. Through meeting the four Themes in my daily practice I can ensure the values are being put into practice.

3 & 4) A time I have witnessed an example of poor principles and values was when a new manager Pauline had been at the setting for a couple of days. I was asked to support the children in Mighty Oaks, children aged 3 - 5, with Pauline as Julie the room leader was off. At focus time Pauline insisted on taking the lead although she had not yet sat in on the children focus time before and did not know their routine. Pauline started the focus time by picking out the children’s registration name cards and asking them to identify their name before putting it on the registration board. She insisted on each child to be sat on their bottom with the legs crossed silently to wait for their name. One of the quieter children James who is also a nervous and shy child, was messing with the straps on his shoes. Pauline asked him to leave his shoe alone and to sit nicely with his...
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