Eymp1 Context and Principles for Early Years Provision

All specialists ought to comprehend and understand the structure for Early Years arrangement used within the appropriate UK home nation. In England, pre-school and nursery education is attended to within a large range of settings consisting of all pre-school groups, play groups, nursery centers, day nurseries, nursery schools and reception classes (kids aged 4-5 years) in primary schools. The statutory framework for EYFS is set by the government and all Early Years have to follow this to make sure standardization. There are 6 areas of knowing and development:

Physical/social and emotional development Physical development Creative advancement Communication language and literacy Knowledge and understanding of the world Area 2: set out the legal requirements relating to learning and development: The early knowing objectives The curricula The evaluation plans Section3: sets out the legal requirements to well-being Safeguarding and promoting kids’s welfare Ideal people Suitable premises environment and devices Company Paperwork Referrance: Doreen Tombs 2011 1.

2 Explain how different techniques to deal with children in the early years have actually influenced existing arrangement in the UK Fredrich Frobel (1782-1852) Froebel was convinced that the kindergarten’s primary focus must be on play– the process by which he thought children revealed their inner ideas, needs, and desires.

This meant that She emphasized manual dexterity exercises. As time went on she used Froebels ideas more and more. Here is a small summary of McMillan’s ideas :- McMillan believed in first hand experience and active learning to be important. She emphasized relationships, feelings and ideas as much as the physical aspects of moving and learning. She believed that children became whole people through play. She thought that play helps them to apply what they know and understand. ]

Reference Carolyn Meggit 2011 3. 1 Explain the partnership model of working with parents and carers It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system.

Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development. 3. 2 review barriers to participation for carers and explain ways in which they can be overcome There are some barriers of which stop participation for parents/carers below are a few. Concerns about welfare, development and the learning of a child. Parents and carers with other priorities.

Differences in rules and expectations Parents becoming angry or upset Parents and carers having prejudicial attitudes 3. 3 explain strategies to support carers who may react positively or negatively to partnership opportunities There is no single way to have a partnership with parents. There needs to be a whole range of ways for parents to access partnership, so they can find the one that is most suitable for them. Some parents like to have regular home visits and to collect their child quickly at the end of the day without waiting about for a long chat with the key person.

Some parents prefer to use a diary to communicate. Here are some strategizes: Work shops run by the setting Open days and evenings 3. 4 explain how effective multi agency working operates within early years provision and benefits children and their carers Multi agency working enables different services and professional to join forces in order to prevent problems occurring in the first place. This means that there is a role for practitioners to work with parents and carers to help them to coordinate the different services and provisions that they may require.

The key principals of multi agency working are openness, trust and honesty. They agree on shared goals and values and have regular communication between themselves and other services. When working well they can do the following. Maintain a focus on the child or young person Improve communication and information sharing Support early interview process Work in an inclusive way Reduce inappropriate referrals Reduce duplication Maintain confidentiality REFFERANCE : Carolyn meggit Teena kamen Tina bruce Julian grenier.