Reference To Conflicting And Competing Policy Education Essay

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Introduction

It is presently extensively supported that it is the initial few years in one's life that lays the foundation for the future progress in one's life. If children are required to attain their complete potentialities, then it is necessary that high level of quality services be extended in the sphere of education, and the requirements of their parents for co-operation. However, it has been only on recent times that the government has acknowledged the significance of entailing such type of services. (Pugh; Duffy, 2006, p. 45)

Discussion

Educators and analysts equally offer plenty of evidence safeguarding the significance of the social efficacy for a successful and productive life. The renowned theorist Lev Vygotsky in 1978 placed much stress on social exchanges for all round cognitive promotion and witnessed learning as a social process. The analyses have connected social skills to resiliency, academic performance and job efficacy. Contradictorily, social skill deficiencies in children have been connected to misbehavior, school dropouts, and substance abuse during the period of adolescence and regarded as the only best forecaster of mental health difficulties in adulthood. (Mccay; Keyes, 2001, p. 18)

At every standard social involvement skills are legal and worthy elements of the social studies curriculum, in incorporated environments, they required specific consideration. The present stress on incorporating classrooms preludes all the potentialities of the learners to witness basic and suitable social skills. For this the capability of developing social efficiency in enclosed environment is a crucial teacher capability for a developmentally suitable early level learning and teaching program. (Mccay; Keyes, 2001, p. 18)

The early level period is regarded as a crucial duration for social development. To add with, encountering a 'cognitive shift', children at this level are provoked to emulate social qualities since they desire to suit themselves at school and are creating their first friendships. Moreover, adverse behavior patterns have not yet become well established. While the children regulate themselves to the requirements of the social environment in an academic context, peer connections hypothetically grant larger significance and they emulate the behavior demo of adults and peers existing at their surroundings. (Mccay; Keyes, 2001, p. 19)

As per the psychosocial theory of Erikson during 1963, children at this age desire to practice goals and feel a sense of achievement. To dissuade the sense of insufficiency and deficient, they are required to feel successful and have their ideas and success acknowledged. It is to find out as to the manner in which the primary education can meet the requirements of contemporary children and future world. 014. Erikson theorized that when the prospects of the capabilities of the children are not induced and nurtured during the early level school age periods, their promotion might at the maximum be differed. (Mccay; Keyes, 2001, p. 19)

Promoting social efficacy is specifically strategic for students with learning and behavior problems and also for many general attaining children whose interpersonal talent have suffered from varied liable elements. Kavale and Forness during 1966 indicated, in a meta-analysis of social skill literature, abut three fourth of students with learning impairment manifested social skill deficiencies. By terminology, children with mental impairment are much more prone to endure difficulties in socialization and communication than their non-disabled peers. (Mccay; Keyes, 2001, p. 19)

The Early Years Foundation Stage or EYFS as it is acknowledged, as a significant piece of administrative principle that has been given effect on 1st September, 2008 and directly influences every child below the age of 5 years as well as their parents, career or childcare professional. The wide structure begins the necessity to allow each distinctively individual child to attain their prospects through the Early Years Phase of their life. The EYFS principles are categorized into 4 themes: (a) A unique child: Every child is considered efficient educator since their birth may be in form of resilient, capable, confident and self assured; (b) Positive Relationship: Children educate themselves to be strong and independent from a foundation of loving and safe connection with parents and/or a key person (c) Enabling Environments: The circumstances has a key role in supporting and continuing development and learning of children, (d) Learning and Development: Children improve and learn in varied manners and a at varied rates and all fields of learning and improvement are equivalently significant and inter-related. Every set up, incorporating individual child minders are compelled by this new legislation. (Jadela Juniors, 2010)

Childcare personnel are required to and have policies in proper setting to indicate the EYFS structure, have a peer earmarked for each child to document and assess the development and improvement of each child, design for the requirements of each individual child catering to the short, medium and long run objectives, function in collaboration with the parents so as to make sure the best results for their child entail and primarily child-oriented, play-based circumstances and maintain a regardful, tolerant and inclusive practice where all children are valued. (Jadela Juniors, 2010)

At the outset, the new EYFS structure targets to generate a more holistic experience for children in the early years. It indicates that it will assist young children attain the five 'Every Child Matters' outcomes by generating the norms learning, development and care, entailing for equality of opportunity, generating the structure for collaborative function between parents and professional and between settings, developing quality and consistency and establishing a safe base for future education. (Steel, 2008)

What the EYFS reveals is that infants and children traces out about the earth through discovery and research from different sources, incorporating their families and friends, the media and through what they visualize and hear. Infant and children are required frequent opportunities to educate out of varied manners of life, to be accorded correct information and to generate positive and caring attitudes towards others. Children are required to be assisted to be educated to regard and worth all people and educate to dissuade miscalculations and negative intensions towards others when they improve their wisdom and comprehension of the World. (Montessori Education (UK) Limited, 2010)

The intent describing the Early Years Foundation Stage curriculum is that education is required to be meticulously planned and structured, with a stress on activities that are fun, connected and motivating for each child. The authorities imparting the 'Early Years Foundation Stage Curriculum' therefore extend education of the children through planned play and continuing and improving the spontaneous play of the children. The 'Foundation Stage' is a portion of the UK national Curriculum and the initiation of the 'birth to three years of age' structure strengthens the extension for the early stages of learning and improvement. Information regarding child improvement, review and evaluation for learning all in combination accords the practitioners an idea of where children are in their learning; the manner children is required to develop; the most efficient experience to extend children in attaining that progress. (The National Strategies, 2010)

Children are required to be extended in improving the knowledge, skills and comprehension that assist them to make sense of the world. Their learning is required to be extended through extension of scopes for them to apply a range of tools securely; coming across animals, persons, plants and objects in their natural circumstances and in practical life circumstances; take on real experiments, and function with a series of materials. (The National Strategies, 2010)

However, there are many issues about the EYFS that can better be expressed as below. My comprehension of international study is that weak control goes hand in hand with poor quality early childhood services, the USA being probably the most remarkable illustration. The EYFS will efficiently bring together a suitable level of regulation, within the circumstances of related principles about the right of the children to play and high standards of care, incorporating even a key person system. There are many extended significant rules one incorporates the Steiner and Montessori schools that is required to be permitted to extend their differentiated strategy to early periods of education and care. Moreover, as per my perception, there are number of early learning targets particularly in the field of reading and writing, those are not suitable for young children. Their influence can then continue reversely through the system and promote unsuitably early efforts to educate children from formal study and writing ability at a very young age. In reality these are only residues from the old Foundation Stage. (Open eye and the EYFS, 2000)

With the initiation of the new EYFS, the scope is required to have been taken to oust them. The refutations to the EYFS also appear to visualize it as a portion of a very large image of the manner the society is turning the childhood to a poisonous one in the United Kingdom. Since it is correct to be related and watchful on this criterion my contention is that presently the extension of the centers of the Children and early years of childhood education and care is turning a very positive variation to the way of several families and broader societies. There are many explanations as to the manner it is problematic to raise children in the contemporary conditions; there are also many facets of the lives of the children and families, considered superior to that of their existence during the periods when the state took practically no interest in early childhood services. The deliberation of the concept of toxic childhood appears to me to complete practically as an interpretations of traditional fears amongst some middle class people that their happiness and the potentialities of their children must be safeguarded against a worst and developing savage mob. (Open eye and the EYFS, 2000)

Further, I am assured that the new EYFS structure will ensure reception teachers to appear more involved under the concept of early years over the time being liable to both the more formal anticipations of primary schools and also the early year play school system. However, whether this is a universal approach suitable to all so as to practically support children around the broad spectrum of early year framework that incorporates child-minders, nurseries and primary schools amidst the state and liberated sectors. In a wide setup there is no doubt that we should all endeavor to entail the best probable care for children but is it practically suitable for child-minders to adopt the same principles as reception class teachers. The exaggerated principle of 'A Unique Child, Positive Relationships, Enabling Environments and Learning and Development' is considered summaries that already impulsively guide the teaching experience. (Steel, 2008)

The primary issue is that teachers will be vulnerable to enhanced influence from and moreover liable to the local authorities. Irrespective of the fact that concurrent self-assessment and development is to be encouraged, maintaining to attain the effective varying functionary and life equilibrium at the same time adhering the principles, concentrating on games and according the children the very best possible education and practice, teachers are burdened to be thrown to the confinements by yet more instructions from above. Several admit to realize the continuous failure criteria striving to maintain the unrelenting strain to chalk out, funding, educate, maintain, watch, assess and then redesign having been acquainted by your study of newly discovered fascination of Little Johny with spiders. (Steel, 2008)

Anybody working with young kids realizes that the preference is accorded on their immediate necessities and will accommodate with the problems of helping to document the findings of one category of kids when you have a child facing difficulties in toilet and at the same time another asking for the sticky tape roll, still another requiring some assistance in completion of their puzzle while you have to watch a group of girls playing with a dolly in the role play area have developed sufficient contradictory resolution skills not to destroy the post office setting that you have created after a couple of days. (Steel, 2008)

Teachers however need to work out things to ease situations. Cole revealed that the need for professional ethics and experience and the manner they can be fulfilled in the classroom, making possible a student or experiencing teacher in their professional improvement. 011. The approaches applied in learning and teaching is required to be different and is required to be adapted to match the interests and the requirements of the child along with the learning targets. Education in the early periods imply gradual assistance of children to learn so that they are assisted to make connections in their learning; actively directed further; assisted to indicate on what they have acquired already. (The National Strategies, 2010)

Watchfulness, planning and evaluation are primary to good experience in early period settings. Early level teachers can generate the skills essential for observing children, the manner they can utilize these observations as a technique for planning and the manner evaluation is required to be applied not only to examine the knowledge of the children, but as a way to develop experience. Concentrating on a child oriented approach, Helen Bromley appears at the underpinning principles of observation, planning and evaluation and entails a practical guidance to make possible the professionals to be productive and extend activities that indicate the objectives of the children and support their future learning. (Bromley, 2011)

Helen Bromley indicates of planning as a circumstance in that all children can be efficient learners, encourages the role of the persistent provision in planning for young children's education, the significance of the hearing to the children and generating a sphere in that al children can be listened to, applying observations to comprehend not just what children know, but the manner they have acquired such knowledge, adult oriented and child induced learning, according worth to playful successes, the connection between the record maintaining and the activities extended to the children, the manner to embed record maintaining in the day to day activities of the situation and the manner celebrate achievements with the child, parents and colleagues. (Bromley, 2011)

It has been recommended that the design of the teachers are required to be flexible sufficiently to follow the interests of the children however, this does not imply that you cannot from yearly cycle of skeleton plans. Teachers could gradually design, generate and scrutinize generic, themed weekly plans but have adequate space found surplus to scribble on any adaptations for the current objectives of the children and requirements. In the long run this would create many valuable hours that teachers have to spend planning from scratch. This is considered best of both the environments subsequent to a structure with plethora of subject and still giving scope for customized learning as suitable. (Steel, 2008)

Conclusion

The EYFS is not the harming structure that it is being formed out to be, and that whilst I would think for variations and developments in some regards I think that it will on equilibrate to develop the quality of early childhood education and care in England. Early level educators are required to comprehend and develop social interactions and social efficacy in teaching students. Finally, if teachers are assured and are capable of generating a good environment caring for the children as individuals, then they need to have to anxious about with regard to the contemporary EYFS structure.

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