Prmote_Learning_and_Development_in_the_Early_Years

UNIT 065: PROMOTE LEARNING AND DEVELOPMENT IN THE EARLY YEARS. 1.1 Explain each of the areas of learning and development and how these are interdependent. The Early Years Foundation Stage (EYFS) areas of learning and development have been produced by the government and early years professionals for use by all early years providers. As a child care provider we use the areas of learning and development when we are observing, assessing and planning for a child’s individual needs. The areas of learning and development make sure that we are helping them to develop and succeed. There are 7 areas of learning and they are divided into 2 parts: 1. Prime Areas: for babies and children under 3. 2. The 4 specific areas: used for older children (over3s) but it is also used for younger children. PRIME AREAS Personal ,social and emotional development | About how the child : * Is confident and self assured * Manages their feelings and behaviour * Makes friends * Share and take turns | Physical development | About how the child: * Use gross motor skills * Develop fine motor skills * Manage self care independently | Communication and language development | About how the child: * Listens and pays attention * Understanding what is being said * Communicates with others * Develops vocabulary and speech | 4 SPECIFIC AREAS Literacy | About how the child: * Enjoys reading books * Learns to write * Starts to explore phonics and letter sounds | Mathematics | About how the child : * Learns about numbers and counting * Explores measures , capacity , spaces, shapes, opposites etc.. | Understanding the world | About how the child: * Learns about the nature and the world around them * Learns about similarities and differences * Talks about people and their local community | Art & Design | About how the child : * Enjoys being creative * Sings , dance * Uses colours to express themselves | As the word says interdependent is a mutual dependence between things. In the child care sector the areas of Learning and Development together make up the skills, knowledge and experiences appropriate for babies and children as they grow, learn and develop. As a professional our role is to make sure children achieve all the areas of learning and development and if a child is weak in one area it is important to identify their needs and help them to achieve. Every member of staff in a child care setting should work closely with parents to make sure they give children the best opportunities to develop to their potential using the EYFS planning structure. 3.1 Explain how practitioners promote children’s learning within the relevant early years framework. As a child care practitioner we should know every child learn in different ways and have different needs and interests. For example some children may seem independent and confident we could start thinking they don’t need as much attention as children who express their emotions regularly. This assumption would be incorrect all children should be giving our individual attention. The EFS wants us as practitioner to see every child as unique. In order to do this we need to observe each child and make observations so we are able to see the child interest and how they are developing and be able to give the right support. UNIT 067: PROFESSIONAL PRACTICE IN EARLY YEARS SETTINGS 2.1 Identify current policies, frameworks and influences on the early years. It is important to know and understand policies, frameworks and influences that affect the early year sector. Knowing this will help us to prevent any issues with children and if this is happening it will help us to seek the right support and know there is a lot of support and advice for children and their families. Following are the name of the policies that influence on the early year setting: * 1995 and 2005 Disability discrimination Acts - 1989 The Children Act - 1989 The UN Convention on The Rights Of The Child -1996 The Education Act - 1997 Sex Offenders - 1998 School Standards and Framework Act - 1998 The Human Right Act -1998 The Data Protection Act - 1999 The Protection of Children Act -2000 The Sexual Offences Act - 2000 Criminal Justice and Court Services Act - 2002 The Education Act -2004 Domestic Violence, Crime and Victims Act - 2004 Every Child matter - 2006 Violent Crime Reduction Act - 2006 Safeguarding Vulnerable Groups Act - 2006 The Childcare Act -2010 Equality Act In England the framework used in early year setting is Early Foundation Stage (EYFS), Common assessment framework (CAF) and Every child matters(ECM). UNIT 30: UNDERSTAND HOW TO SUPPORT POISITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE. 3.1. Identify the positive outcomes for children and young people that practitioners should be striving to achieve. All practitioners should be striving to achieve the 5 outcomes of the Every Child Matters: 1. Be healthy 2. Be Safe 3. Enjoy and achieve 4. Make a positive contribution 5. Achieve economic wellbeing * Be healthy: As a personal experience during my work experience we promoted healthy living through giving healthy snacks and promote healthy choices. We also played different activities that teach them an active lifestyle. We have health visitors that come into the setting to talk to the children about brushing their teeth and keeping them healthy. * Be safe: In my setting every staff member ensure children in the nursery are safeguarded. We do this in different ways for example all staff must have a CRB , all staff are at level 3 or taking the necessary training to become level 3 , we have a buzzer system which lets the parents into the nursery. We also do risk assessments checking that all the equipment and play areas are safe for children. We have a name safeguarding officer who we can take any concerns to. Children know they can talk to any member of staff if they don’t feel safe and they know they will be listened to. * Enjoy and achieve: we do this by observing children. Doing this we understand children needs so we can plan activities accurately for the children needs and learning abilities. Through observations we make sure children are progressing in the right direction. To achieve it is important that children are in a happy and safe environment so they are happy to come into nursery. I believe if they are happy spending most of the day in the nursery means they can enjoy themselves and also it helps them to achieve and learn more while at nursery. * Make a positive contribution: The nursery is frequently assessing and developing their policies to ensure they are always making positive contributions to children’s development. We also encourage children to make their own choices. In my setting we have 2 rooms the babies in the baby room are from 3 months to 2 years so we plan activities that promote their physical, language, personal and social development. In the older room the planning goes on the wall and children can make a contribution then practitioners can adapt it accordingly to their needs. * Achieve economic wellbeing: always making sure we follow the EYFS AND ECM so all children have the best start in life and achieve economic wellbeing. We make sure all children activities and play areas encourages them to develop their skills. For example in the older room we have different dressing up clothes which represent different occupations: doctors, nurse, fireman etc... UNIT 66: PROMOTE CHILDREN’S WELFARE AND WELL-BEING IN THE EARLY YEARS. 1.1 Explain the welfare requirements and guidance of the relevant early years framework. Welfare requirements – In our setting we should safeguard and promote children’s welfare. There are a few steps to take in order to ensure this. We must promote good health of all children within our setting, we should take steps to prevent infections from others within the nursery, we must ensure that they are suitable people working in the nursery to ensure safety to all children, the environment and equipment must be suitable for children including outdoors and indoors spaces, furniture. As a professional in the child care sector we must read all policies and procedures. For example in my setting we have children with different nutritious needs , we also have a routine and rest so it is important that practitioners know this so we know the routine for each children allowing them to do activities for example outdoor play. 2.4 Explain giving examples why minimum requirements for: space, staff ratios are necessary for children’s safety. Children staff ratios are important to ensure every child receives all the attention they need. When running activities in our setting it is important to remember a few things before taking the activity into place. 1. It is important that we have enough staff to ensure the safety of children. 2. Staff should be suitable to undertake these tasks. 3. Staff must understand their responsibility to keep children safe. Individuals that haven’t previously volunteered or don’t have the right qualification should not be left alone with children or take them to the toilet unaccompanied. Another important factor to promote safety is that at least one of a member of staff should be trained in first aid. The following table shows recommended adult to child ratios.  These are partially based on Ofsted guidelines and would be suitable for most organisations working with children and young people. (http://www.safenetwork.org.uk/help_and_advice/best_safeguarding_practice/Pages/adult_children_ratios.aspx) Space minimum requirements are necessary for physical health and safety and to make sure everyone is happy within the learning environment.