You will be introduced to a new set of guidelines to follow in Summer 2011. It will support the education and development of children from birth to the age of five years.
Enables practitioners to provide quality education for all the children in their care as well as their families, supporting them when appropriate to allow the children opportunities to develop and learn at their earliest in life.
Throughout this presentation it will inform you of the new guidelines which have been adapted from various curriculums.
Every child matters: 5 outcomes
The purpose of this framework is to ensure that all children are receiving quality education and are also aiming to achieve the following five outcomes which are set by the document Every Child Matters.
The five outcomes are:
Enjoying and Achieving
Making a Positive Contribution
Achieving Economic Well-Being
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Themes and principles
The following 4 themes will enable children in the setting to achieve their full potential.
Theme: A Unique Child
Principle : Every child is a competent learner from birth who can be resilient, capable, confident and self-assured
Theme: Holistic Development
Principle: The early childhood curriculum reflects the holistic way children learn and grow.
Theme: Family and Community
Principle: The wider world of family and community is an integral part of the early childhood curriculum.
Theme: Enabling Environments
Principle: The environment plays a key role in supporting and extending children's development and learning.
A unique child
Plan for each child's individual care and learning requirements; ensuring that the any learning barriers can be overcome and enable the child to learn. (EYFS 2008) Piaget's influence was that children develop at different stages therefore the curriculum that we as practitioners provide should be reflecting the individual differences of the children (Daly: 2006)
Understand that children have their own individual ways of learning and being creative. (Te Wharki) Montessori believed that each child is unique with a potential that needs releasing (Deverereux: 2003)
Respect the children's cultures, beliefs and religion.
Children develop self-confidence, initiative, creativity and problem-solving skills at their own pace (High Scope). Vygotsky saw the importance of social interaction and believed that children learn intellectually when they have adults and peers working alongside them.(Daly:2006)
Each child should be treated as an individual and have their needs met appropriately through learning as all children are not the same. Piaget suggested that the teaching which practitioners carry out should be matched to the needs of the individuals (Pound: 2005)
Children develop their skills and knowledge at their own pace.
Children learn about social relationships, the world about them, maths, science and technology, reasoning and language. (High Scope).
Develop an enhanced sense of self-worth, identity, confidence and enjoyment. (Te Wharki). Bruner suggested that it is necessary for the adult to see what the child can do on its own without help but it is also that we know what the children can achieve with help. (Daly: 2006)
Tasks, activities, and contexts that have meaning for the child, including practices and activities not always associated with the word "curriculum", such as care routines, mealtimes, and child management strategies;
Encourage spontaneous and free play for the children indoors and outdoors to enable their learning and development. Both Steiner and Froebel believed in free play where the child has the opportunity to choose the focus of the play without constant interference or involvement by an adult. Montessori on the other hand, believed in a more structured play.
Family and community
Parents are the main educators of there children therefore parent partnerships are vital which allow practitioners to enhance the knowledge of the children within your care. Froebel considered parents to be the main educators of their children and he thought schools should be communities in which the parents are welcome to join their children.
Children, teachers, parents and community are interactive and work together. (Reggio Emilia). McMillan encouraged parents to learn from teachers and teachers to draw upon the additional information that the parents give on their children.
Always on Time
Marked to Standard
Curriculum-based workshops to support families to promote children's development at home (High Scope). Froebel recognised the importance of parents being the main educators and considered that children learn best through play. (Daly:2004)
There are opportunities for social interaction with adults and other children. (Reggio Emilia). Bandura stated that children learn through imitation of others. The most influential people for children are those who are warm and loving towards the child. (Daly: 2004)
The key person approach is vital as it reassures the child that they are in a safe and secure environment and also building positive relationships with the parents of the children who are in their care. (EYFS 2008). Bowlby focused on how children were settling into a new setting and having assigned key workers for their care. However Harlow believed that contact and comfort are critical to emotional and social development and the way children express this.
Observe, plan and implement activities that enable children to learn holistically and ensure that they are receiving the education required that enables them to develop and enjoy experiences that are provided to them. Vygotsky came up with concept on zone of proximal development where he stated this process defined the difference of what the child could do alone and what the child could achieve with the interaction of adults and peers.
Children plan their activities, carry them out and reflect on them. (High Scope). Bruner like Vygotsky suggested that the adult/carer plays a key role in supporting also known as 'scaffolding' children's learning in such a way that they will be enable the child to go beyond the immediate information or experience and to reflect and produce new ideas and ways of looking at the world around them
Children and adults play, talk and learn together as partners. (High Scope). Bruce emphasised the holistic nature of children's learning, the value of play and the adults interaction. (Daly: 2004)
Develop working theories for making sense of the natural, social, physical, and material worlds. (Te Wharki). Froebel considered that children learn from the outdoor environment as well as the indoors to develop their learning.
Clearly defined interest areas such as painting, sand and water, home, books and blocks. (High Scope). Piaget highlighted the importance of children learning through play and showed that play changes the stages of development the children are at.
Six areas of learning
The six areas of learning
Communication, language and literacy
Personal, social and emotional development
Problem solving and reasoning
Knowledge and understanding of the world
Birth to 11 months
8 to 20 months
16 to 26 months
22 to 36 months
30 to 50 months
40 to 60 months
To help children develop stronger conceptual understandings, the teacher encourages children to plan the tasks they want to accomplish during free-choice time, engage in those activities, and then spend time later in the day reflecting on what they learned. (High Scope).
Similar to the portfolio approach, documentation of children's work in progress is viewed as an important tool in the learning process for children, teachers, and parents. (Reggio Emilia).
Observations and assessments must be kept in records to enable planning for the children at their next stage of development.