Play is central to the introduction of children which helps them make sense of the world they reside in and they learn by playing, exploring and striving things out.
From 2008, child minders, nurseries, pre-schools and reception classes are required to pursue the first Years Foundation Level (EYFS), and will be checked out under this platform by OfSTED. The EYFS has been designed to provide support and route to all or any those dealing with children up to the age of 5 in how better to permit children to feel safe and reinforced and to stretch their learning and development.
In EYFS, stress is put upon understanding that each child and their family are unique, with different needs and concerns. Effective practitioners should be thinking about 'What sort of child is this and how am I going to aid their development and learning?' The EYFS has rightly place the partnership between practitioner and child at its center because we have an extremely special, important and vitally important role as we support, assist in, model, reflect, examine and engage with children along their learning voyage. www. foundation-stage. info
Children's learning and development is from 6 areas
- personal communal & psychological development;
- communication, terms and literacy;
- problem handling, reasoning and numeracy;
- knowledge and understanding of the world;
- creative development;
- physical development
They bring together the abilities, understanding and encounters appropriate for babies and children as they increase up, learn thing and develop.
Children's development happens generally in six overlapping phases
- birth - 11 weeks,
- 8 - 20 weeks,
- 16 - 26 weeks,
- 22 - 36 months,
- 30 - 50 months
- and 40 - 60 a few months.
The overlap is planned to emphasise the fact that are differences between the development of children in various varying of learning, and between children of similar age groups.
It strengthens the rule that children learn and develop in various ways and at different rates but also that all areas of learning and development are evenly important and are interconnected.
There are a number of current affects on play and one or two are highlighted below.
Their are a number of factors where Forest Academic institutions encourage and inspire children of any get older through positive outdoor activities.
Forest Schools try to develop:
- The personal development of the kids so that there personal self-confidence, self esteem, self awareness, and social skills improve
- A wider range of physical skills
- Understanding of natural and synthetic environments
- Understanding of environmental issues
- Self Regulation, Intrinsic Inspiration, Empathy, Good public communication skills, Self-reliance and a good mental attitude.
Forest College create a unique learning environment they are being used to support a variety of people, community groups and bigger organisations to use their local available space for play, health, activity and personal development uses. The children would be encouraged to learn through play in the forests and develop their creativity through play
Forest Schools originated in Sweden in the 1950s when children were educated outside. They learnt about the world and mother nature and the surroundings through stories, sounds and activities with woodland materials. The first Forest University in Britain was initiated by Bridgwater University 10 years earlier.
Forest Universities use the open up space to help children learn functional and interpersonal skills as well as liberty. From as young as 5 years of age, children can sit around a fire and learn how important it is to take care of fire respectfully.
Started in Italy in the past due 1940's following the war. Desire to is dependant on the ideas a child is creative experienced learner who discover in collaboration with people and other children so they develop social learning. The essential idea of Reggio is believing in the importance of discovery, both indoors and outdoor, learning conditions are stimulating and that children should think about their learning and report their own learning.
There are seven points that Reggio is situated on
- Creative considering / using their imagination
- Exploring and breakthrough / finding things from their own
- Free play
- Following childrens hobbies / doing what they enjoy
- Valuing, encouraging all ways children point out themselves
- Asking children to speak about ideas also to extend on them
- Asking children to re-visit their ideas
There are also some central methods to the Reggio Emelia approach
- Low adult to children ratios
- Teachers as learners and reflective practioners.
What is child development theories? There are various ideas and research, national and local initiatives as well as policies, physical, intellectural, feelings and cultural as well as mental health reasons such as security, lifestyle, play.
Child development theories are models of principles that can predict and make clear something. Over the years, psychologists and experts got devised many ideas which help clarify observations and discoveries about child development.
Also, providing a broader platform of understanding, a good theory allows educated guesses about areas of development that are not yet clearly understood.
These ideas supply the basis for research. A theory also has practical value. Whenever a parent, educator, therapist, or policymaker makes decisions that affect the lives of children, a well-founded theory can guide them in in charge ways.
Child development theories can also limit understanding, such as when a poor theory misleadingly stresses unimportant affects on development and underestimates the significance of other factors.
The regulation areas that "Play underpins the delivery of all EYFS" and has many frequent reminders throughout the guidance for practitioners to assist child initiated learning through play.
The effective practitioner is tuning into children's hobbies and thoughts so that you can utilize what they love and know which stimulate and inspire.
Play is also at the forefront of the EYFS's delivery and could possibly be the start for everyone involved. You may enrich young childrens' lives when you are reflective and be a well outfitted facilitators enjoying the training journey with them!
The EYFS program is about boosting chances for life for any children, by giving them all an chance to have the perfect start, regardless of their family position or circumstances or where they be present at. The EYFS delivers improved outcomes for many children, across every area of development and learning.
The Childcare Charge seeks to determine a single standard stage of development for those children, as it arranged the 10 year technique for childcare 'Choice for parents, the best start for children'. Its offers a versatile system that helps and supports childrens development from birth, when they'll interact with individuals that are trained and experienced; in conditions that are safe, caring and adoring.
The Early on Years Foundation Level - is a central area of the ten calendar year childcare strategy:
- Ensuring a constant approach to care and attention and learning from labor and birth to the end of the building blocks Stage.
- Incorporating elements of the National Specifications.
- Has a play-based approach
- Focuses on periods of development somewhat than chronological, age based coaching and learning
The overarching aim of the EYFS is to help children achieve the Every Child Things five outcomes:
- Staying safe
- Being healthy
- Enjoying and achieving
- Making a good contribution
- Achieving economical wellbeing
The EYFS ideas are grouped into 4 themes
- A unique child.
Principle - Every child is a competent learner from birth who is able to be resilient, capable, self-assured and self-assured
- Positive Relationships
Principle - Children figure out how to be strong and impartial from a base of loving and secure romantic relationships with parents and/or a key person
- Enabling Environments
Principle - The surroundings plays a key role in promoting and extending children's development and learning
- Learning and Development
Principle - Children develop and find out in various ways and at different rates and every area of learning and development are evenly important and inter-connected.
The theorists, Piaget, and Vygotsky, both viewed the significance about the role of play and learning in the first years. Both found it to be always a vital part of the child's development.
Piaget's notion of self discovery suggested that children needed minimal adult interactions to help them learn through life. He assumed that the children tried, without adult help, to make sense of the world and understand what was heading on around them. He also experienced similar thoughts on his theory of child dialect acquisition. He had a idea idea that play was a window that reflected the goings on in the life of a kid.
Vygotsky noticed it differently. He suggested that children are interpersonal learners, and liked to explore and find out new things with the aid of adults and not without. This is his 'scaffolding theory' and the 'zone of proximal development'.
Bruner said that when the children grow older they stop learning new things. They commence to build on what they already know. If children were left to instruct themselves, as Piaget said, the child may well not learn all they need to know, eg Maths. The subject of Maths needs mature help and teachings ensure that the children understand correctly, and this the required information has been learnt. Also some children, even in a play situation, will continually return to the same area and items since it is their safe place. Evidently this way the child will neglect to benefit from the learning
Bandura's Sociable Learning Theory customized traditional learning theory that was based on stimulus-response interactions. It considered understanding how to be no different among newborns, children, people, or even family pets. Bandura's strategy is influential in the treatment of problem actions and disorders.
Learning can be predicated on a spiral methodology (Janet Moyles 1989)which begins with free-play. It allows children to explore e. g. To explore drinking water using equipment provided. e. g. To explore how to change how big is a splash. Can they make a little splash, can you make a big splash? It is vital to permit children the opportunity to practise the skill they have learnt through lone and peer backed play.
"Children's play reflects their far reaching and varied pursuits and pre-occupations. In their play children learn at their highest level. Play with peers is important for children's development. "
Through play children learn experiences by exploring and developing, which help them make sense of the world. They practice and build-up ideas, and understand how to regulate themselves and understand the necessity for rules. They have got the chance to think creatively alongside other children as well as on their own. They talk to others as they check out and solve problems. They express anxieties or re-live restless experiences in handled and safe situations.
Observing children is different from being alert and noticing what is occurring around you. Observations have to be focused and completed within an order to plan for and examine children in a purposeful manner
The information below provides advice on the following on some ideas for observational analysis, and how they can be put them into practice:
- Assessment must have grounds and a purpose.
- Continuous observation of children participating in every day activities is the best option way of creating up an accurate picture of what the children know, understand and feel, what they are considering and what they can do.
- Practitioners should plan observations and also be ready to fully capture the spontaneous but important occasions.
- Judgement of children's development and learning must be predicated on skills, knowledge, understanding and behavior that are shown consistently and independently.
- Effective assessment takes equal account of all aspects of the child's development and learning.
- Accurate assessments are reliant upon taking consideration of efforts from a variety of perspectives.
- Assessments must positively participate parents in producing an accurate picture of the child's development.
- Children must be completely involved in their own diagnosis.
- Record keeping is important and are an important tool to help professionals and children's attainment and progress.
A multi professional strategy when working with children and parents is important as it can help children not 'to slip through the net'.
Communication is the largest area of the multi - professional team, as everyone must know what is certainly going on.
The multi professional methodology team comprises of a lot of different agencies, they are businesses including Colleges and teachers, Nursing homes and doctors, Community workers, Police and so many more. They all work together to help parents and children to stop tragic circumstances such as loss of life, child maltreatment, etc.
Multi professional procedure allows professionals promote knowledge about a family needs so the parents don't have to ask the same questions again and again.
The professionals are aware of each others roles in encouraging the family so that conflicting advice can be minimise. It is essential that each firm communicates well and knows not only there role and duties but the others agencies as well.
Parents/guardians are the main people in a child's life, and recognise the importance of this. We've a liable role that involves sharing treatment of the child with parents/guardians; listen to parents/guardians, because they are the 'expert' on their child.
Every Child Issues is a important part of the curriculum. Its aims as decided by leaders, instructors and other education pros and is about promoting childrens wellbeing and permitting them to develop their potential as healthy, enterprising and responsible citizens.
Every Child Issues states that every child, whatever their interpersonal upbringing or circumstances, must have the help they need to be healthy, remain safe, enjoy and achieve, make an optimistic contribution, achieve economical wellbeing
These five benefits have to be at the centre of everything a nursery or school does and reinforced through every aspect of its curriculum- lessons, occasions, routines, the environment in which children learn and what they do out of college.
Providers involved in the good care and education of small children from delivery to five uses guidelines from the Section for Children, Academic institutions and People. These rules are designed to support practitioners to meet up with the diverse needs of all children, allowing them to enjoy and achieve.
Care, learning and development for infants and children up to three is available at a variety of options including day nurseries, signed up pre universities and childminders. Professionals use the Labor and birth to Three Concerns Framework to aid the young children in their health care. The Framework:
- values and celebrates infants and children
- recognises their individuality, efforts and achievements
- recognises that children from labor and birth develop and learning though conversation with people and exploration of the globe around them
- recognises the 'all natural' characteristics of development and learning
The child reaches the centre of the Beginning to Three Concerns Framework. It shows four Areas which indicate the skill and competence of infants and small children and shows the links between growth, learning, development and the importance of the environment in which they can be looked after and educated.
These four areas are
- A Strong Child
- A Skilful Communicator
- A Competent Learner
- A Healthy Child
All children, whichever provision they show up at, will experience a play centered curriculum of prepared, independent and mature led activities. These experience might take place indoors and/or outside the house and will aim to develop knowledge, skills and understanding in the following areas:
Helps children to combine and form associations with individuals and communities, participating in and learning co-operatively. Children are recognized to develop a positive sense of themselves and an awareness of the needs and feelings of others
Children are recognized to build up skills in communicating and listening, reading and writing. They are really released to a abundant learning environment where these skills are appreciated.
Mathematical understanding is developed through a number of practical activities based on every day situations. Children are backed to develop numerical ideas and use related vocabulary while taking part in sorting, matching, buying, keeping track of, pattern making and dealing with numbers, forms and methods.
Children are encouraged to be curious, to ask questions, to test and solve problems to help them seem sensible of the world they live in. A number of practical activities build the building blocks for later learning about science, design and technology, information and communication technology, record, geography and spiritual education.
Young children are reinforced to build up physical control, co- ordination and manipulation, self-confidence and ability to go in different ways and handle large and small equipment. Children understand how their body work and how to stay effective, safe and healthy.
Children have opportunities to take part in a variety of creative experience. As their creativeness develops they may have opportunities to connect and share their ideas and emotions in several ways through artwork, music, dance and role play.
These six regions of learning are of identical importance and through activities and experience children learn and develop in a all natural manner.
Parents are children's first teachers and are highly valued in the contribution that they make.
The role that parents have enjoyed, and their future role, in educating the kids do that through:
- before the youngster starts in our school speak to parents about the youngster;
- children have the chance to spend time with their teacher before starting at a nursery school with "Induction Period".
- Giving parents regular opportunities to discuss their child's progress
- Giving free access to their children's "Learning Quest" record literature.
- Encouraging parents to talk to their child's educators about any concerns they may have.
- A selection of activities throughout the year that will encourage cooperation between child, nursery school and parents. Ie. fund raising days, themed activity times, concerts like Harvest Festivity, nativity, Easter and leavers concert.
- Have 2 formal meetings per calendar year (Fall months and Summer term) with parents to discuss the child's progress and development.
All staff who are participating with EYFS should try to develop good human relationships with children and interact with them and remember to listen to the children.
Recognising diversity is about recognising that children can come from several different backgrounds and family structures and this could be from the language they speak, culture and beliefs.
Diversity means responding in a good manner to differences, valuing everyone.
- All children are residents and have protection under the law and entitlements.
- Children should be treated fairly regardless of race, religious beliefs or ability. This is applicable no subject:
- what they think or say
- what type of family they come from
- what language(s) they speak
- what their parents do
- whether they may be females or boys
- whether they have a disability or if they are wealthy or poor.
- All children have an equal right to be paid attention to and appreciated in the setting up.
Improving the physical environment - physical assists to access education such as ICT equipment and lightweight helps for children with engine co-ordination and poor palm/eye skills. New properties should be literally accessible to disabled pupils and can involve improving usage of existing complexes including ramps, wider entrance doors, low sinks, etc
Improving the delivery of information to disabled children at nurserys or universities - The information should take bill of pupils' disabilities and parents' preferred forms and be made available
All children should be treated just as regardless of race, religion or abilities. Nno subject what they think or say, which kind of family they result from, what language(s) they speak, what their parents do, if they are young girls or children or whether they have a disability or if they are wealthy or poor.
All children have the same to be paid attention to and appreciated in the setting and everything children have a need to build up, which is helped by checking out and discovering the folks and things around them.
Some children's development may be vulnerable, for example children who are handicapped and the ones with special educational needs, those from socially excluded households, including the homeless or those who live with a parent who is impaired or has a mental health issues, children from traveller neighborhoods, refugees or asylum seekers and those from diverse linguistic backgrounds.
All children are entitled to like a full life in conditions which will help them be a part of culture and develop as an individual, with the own social and spiritual beliefs. Professionals ensure that their own understanding of different cultural communities is up-to-date and consider their own attitudes to individuals who are not the same as themselves.
In the UK, children are being elevated in a world with many resources of enriching variety. Good early years practice must support this from the initial calendar months of babyhood. Experts need to work to make a stimulating learning environment. Play materials, literature and other resources can be on hand in a helpful way by reflecting on how young children learn about culture and cultural uniqueness.
Diversity and inclusion is also associated with legislation such the Childrens Act 1989, SEN act 2001, Protection under the law of Children 1989 and the Contest Relations Function 1976. Also included is the Impairment Action 2004.
Children like experiencing food, music or boogie forms that indicate their own family and neighbourhood experiences. Early childhood is an excellent time to provide opportunities that enable children to extend beyond the familiar. Children can figure out how to appreciate cultural variety in styles of art, art, music and party. All opportunities need to be well grounded in positive pride for the styles common in every child's own record.
Learning about identity and cultural diversity can help teenagers to live a life and interact in diverse areas, both in this country and the wider world. Additionally, it may help them develop their personality and sense of belonging which are key to personal well-being and the accomplishments of any flourishing and cohesive modern culture.
The UK already has of a large selection of ethnicities, cultures, dialects, values and religions. They are not staying still but are constantly changing and interacting, so that everyone can identify with different facets of their heritage in different situations. Diversity also cover, communal class, regional dissimilarities, gender, sexual orientation, spiritual and non-religious beliefs and worth.
Young people need to develop the ability to see themselves within this diversity, and also to think about who they are. Schools can provide them the possibility to explore their identities in a safe and positive environment, also to discuss what is important to them and their families. This develops a feeling of owned by a community that values them and improves their knowledge of what binds people in areas collectively. When individuals recognise and value their own culture, beliefs and practices, they can better understand how others develop their identities.
The identification and cultural variety curriculum aspect helps learners to get a broad understanding of the country they are simply growing up in: its past, its present and its future. They find out about its range of cultures and traditions, its political system, values and human rights, how it offers developed to be as it is, and in particular, how they could contribute through democratic participation to its future development.
- Child Care and attention and Education - Tassoni. P. (2007). Heinemann (Harcourt Education Small). Oxford, England
- Child Development - Meggitt. C. (2006). Heinemann (Pearson Education Limited). Harlow, England
- Department of education and Skills (DFES) 2007 -
- Early Childhood Studies, Willan, Parker-Rees, Savage: (2004) :Learning Things ltd