Suppot Childrens Care Learning and Development

The FEES also has specific requirements for learning and developing in England and these requirements cover; ; Personal, Social & Emotional development ; Communication, Language and Literacy ; Problem solving, reasoning and Innumeracy Knowledge and understanding of the world ; Physical development ; Creative development It also states that the FEES should provide: ; all children make good progress and no child gets missed or left behind, so all children start on an equal footing. Development and learning opportunities, which are planned around the child and their needs and interests, this ensures each child is treated individually and each child is reviewed and assessed regularly. ; Partnership working between parents and settings to provide the best care for the children and ensure parents is included in their child’s developmental progress. Equality of opportunity and anta-discriminatory practice, this practice ensures everyone Is treated fairly and equally and given support.

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For babies and children aged from birth to three, they have the Birth to Three Matters; this was created to support practitioners working with young children and babies. Certain principles underpin the framework, for example, that parents and family are central to the well-being of the child, and that a relationship with a key person at home and In the setting Is essential to young children’s well-being. Most importantly, the framework emphasizes that children learn most effectively when, tit the support of a knowledgeable and trusted adult, they are actively involved and interested.

In other words, children learn by doing rather than by being told. According to Janet Moles she adapted an approach to play which she refers as the ‘spiral of learning. She suggests that children should be allowed to explore using free-play, the adult can then direct the child’s play, and the child can then go back to and outwards into wider experiences. (peg 35) In Wales they have the foundation phase, this is a statutory curriculum for children aged 3-7 years old. It encourages children to be imaginative and to have fun whilst aging there learning more enjoyable.

The foundation stage emphasis more on children learning by doing, to gain first hand experiences through play rather sitting at a desk all day. According to Jean-Jacques Rousseau he said ‘allow children to explore freely in their early years and to make discoveries for themselves without constraints (page) The foundation phase also has specific requirements for learning and developing in Wales and these requirements cover; ; Personal, Social & Emotional development In Scotland they have the curriculum for excellence (CAFE) this curriculum is from 3 – 18 years old.

This curriculum aims to ensure all children in Scotland develop knowledge and skills they will need to grow in life and learn. It aims to develop 4 capacities helping children to become successful learners, confident individuals and responsible citizens. The national curriculum is set out in stages Key stage 1 5-7 years year group 1-2 Key stage 2 7-11 years year group 3-6 Flying start The support and stimulation children receive in their early years and how it affects their abilities and potential throughout life. This is a provision set up for children aged between 0-3 years old and the FSP aged 3-7 years of age.

These are supported by other complementary programmer including Comfort, Sure Start, the Basic Skills Strategy, the Parenting Action Plan and the Childcare Strategy. Taken together, these form a comprehensive suit of programmer targeting the needs of young children and parents and helping to improve outcomes for the most disadvantaged. Flying start could also be linked between High Scope which basically has the same principals they use the same ethos as flying start which the children are free to go outside with adult supervision, all toys and books are at the child’s level, use natural and real hinges such as hammers, wood etc. Thin the High Scope structure many of the familiar features as pre school curriculum such as sand, water painting, role play day care crychess playgroups and nursery the same as flying start initiative. The framework for children’s learning for 3-7 years old came into effect in 2008. This framework became a legal requirement by the Welsh Assembly of Wales. The proposals included developing a curriculum that linked and strengthened the principle and practice in the desirable outcomes for children’s learning before compulsory school age.

The Foundation Phase curriculum advocates that positive links between the home and the providers of care and education are fostered and promoted. The WAG approach to education and lifelong learning is set in the broader context of there vision for children and young people. They have 7 core aims for children and young people developed from the United Nations Convention on the Rights of the Child and these will underpin all of the activities of DECALS.

According to the WAG website they ensure that all children’; ; Have a flying start in life and the best possible basis for their future growth and development Have access to a comprehensive rang of education training and learning opportunities, including acquisition or essential personal and social skill ; Enjoy the best possible physical and mental, social and emotional health including freedom from abuse, visitation and exploitation ; Have access to play, leisure, sporting and cultural activities Are listed to, treated with respect, and are able to have their race and cultural identity recognizes ; Have a safe home and a community that supports physical and emotional wellbeing ; Are not disadvantaged by any type of poverty

UN CONVENTION The UN convention identifies the right of the children and young people to learn and develop into adults and be protected from harm, so it is up to each setting to protect all children in their care from harm. The UN gives children and young people rights which include; Access to services such as education and healthcare Develop their personalities, abilities and talents to the fullest potential Grow up in an environment of happiness, love and understanding Be informed about and participate in achieving their rights in an accessible and active manner. Curriculum Comfrey This is part of the foundation Phase by developing children’s understanding of the cultural identity unique to Wales.

Children should appreciate the different languages, images that are integral in Wales today and gain a sense of belonging to Wales and understand there heritage. All schools/setting will implement a Welsh language educational programmer in the Foundation Phase for children aged 3-7 years. Record of their achievement/]Rooney. The EYES profile is a way of summarizing a child’s learning and development achievements’ through the observations of insistent and independent behavior, mainly from the child’s self-initiated activities. Approaches that influence FEES and other Eye’s frameworks include 1. 2 Interiors (1870-1952) Interiors philosophy saw that children learnt by seeing and doing, she created resources to help independence and a love fro learning from an early age.

Her approach was holistic that a child is learning all the time and most subjects interact with in other areas of the curriculum and that encourages children to learn through their own actions and at there own pace, this could also be linked with the fees cause Interior’s approach is the same way the children learn and this is the period aged birth to 5 years old when they have the greatest capacity to learn. This could also be seen as the same as Margaret McMillan(1860-1931) she believed that first hand experience and active learning to be important. She felt that children could develop has a whole person through play. Regis Emilie Regis Emilie approach is an educational approach focused on early year’s education and was started by Loris Amalgam’s after the Second World War in Italy.

There approach was based on the child being an individual and to learn through an environment which was based on the child’s interests through a self guided curriculum. Teachers/parents take the role of the child’s learning partner and offer strategies to help them when they have problems. This could be influence by the theory of Level Weights (1896-1934) he stated that children and adults build their learning through relationships which they build around other people and their environment. He believed that learning mainly occurs and is extended through interaction with adults or more able others so you can see that the EYES focuses on irking closely with children, observing and planning for their development and environment.

This is not the only approach the behavioral work of Skinner (1905-1990) for rewarding positive behavior and ignoring negative behavior influences a lot of work with children who have learning and behavioral difficulties. Jean Piglet’s (1896-1980) that learning comes though involvement in the setting and he placed less emphasis on the role of the adult. One aspect of his work, Schema, has provided a progress through three stages of learning, assimilation when they are absorbing vents into existing schemas, accommodation when they are changing existing schemas as a result of new information, and equilibration when they have a desire to stay in balance and have an understanding of the world.

He believed that children connect ideas and reach new understandings by using schema, forms of thought, in which children make sense of the knowledge they have’ (page 5) All these theories are linked and it is important that we look at different theorist and how we can support children’s learning When planning it is important that we use the frameworks that is set out under the auricular and the programmer that the setting is using so that the outcomes are set out on the children’s performance. A high adult to child ratio is essential in providing good quality nursery care. The policy to ensure that there is always sufficient staff to give the children the care and attention. It is also important to abide to child ratios these are: Under 2 3. 1-4 5. 1-8 When deciding on the number of adults required, it is important to bear in mind that these ratios are guidelines only: in certain situations it will be necessary to have a higher number of adults than recommendations suggest.

If, for instance, the children or young people have specific support needs, or a risk assessment identifies behavior as a potential issue for the group or event, the number of supervising adults will need to be higher. It is important when we plan to look at the child as an individual and to focus on the child’s skills and understanding, self esteem and confidence to learn new things, to encourage children to be creative, imaginative and to have fun which will make there learning more enjoyable and fun this ensures that each child is treated individually and is observed and assessed regularly. It is also important to play particular emphasis on children who may have special educational needs and that we plan for their individual ability. Policies Our Special needs policy will aim to promote the welfare and development of children in the setting.

As a setting we will work with parents/careers and other outside agencies to meet the child’s needs, taking heed of the code of practice for special educational needs where possible the environment, activities and play opportunities are made accessible for children with physical disabilities, and that all of the child’s individual needs are catered for. I will liaise with parents/career’s about identifies a child with a particular need, parents may be advised to contact there doctors or health visitor for information or advice. We also have a policy on health care, most staff will have a basic food hygiene certificate and at least 50% of staff will have undertaken first aid training. If your child becomes unwell during session we will contact parents straight away for you to collect them.

If at any time during the session an emergency arises, we will contact the emergency services before contacting parents and if necessary treatment or device may be sought from the emergency medical services, we will asked parents permission when going through the contract with us. If a child comes into setting with an infectious disease we will ask the parents to take the children home, this will enable us from the infection spreading to other children and staff. We will advise the parent on the exclusion period that is set out by the department of health. Medication will be considered individually, we can only administrate medicine that as been prescribed.

Medicines will be clearly stored and labeled with child’s name, I ill discuss the medication/dosage/timing with the parents and that a request to administer medication form is filled in. 3 It is important to work in partnership with: ; Colleagues, so as to provide consistent care for children, in a secure and enabling environment. It is important to work together so that the children are being cared for efficiently, and that all staff is doing the same thing. Team work and good communication skills are essential for a consistent approach, in the case of planning a team approach enables staff to produce a more comprehensive set of learning opportunities ; Learning from one another Promote continuity ; Ability to motivate and support others This could be observations learning Journeys etc. His could be a variety of things such as: Post it notes, snapshot or post-its that record Event sampling – good for monitoring settling in/times of transition, potential patterns in behavior, evaluate specific interests or resources Spider’s web – good for assessing attachment to a key figure and what might support the child’s developing confidence & independence e. G. If particular type of activities engage their interest Tracking or tracker observation – similar to spider web observations, DOD for assessing resource use, social grouping and time spent at activities. Target child observations – provides a detailed profile of a child at each minute of ten minute duration Check sheets or tick lists assessment will include reading, writing, speaking and listening skills and social skills.

Children with little English need to have the same provision as any other child, to promote this in the setting I could have picture book which will ensure that the child can look at images, other equipment could be Jigsaws, sand, water play, play dough is ideal for children who do not speak English has this will able the child to absorb engage from the children playing around them. It is also important to ensure that images in any books or posters do not exclude any child on the grounds of there culture. It is important to promote other cultures and religions so that the child feels valued, but also be aware of other festivals such as Christmas/Halloween as this may not be what the parent’s religion, culture celebrates.

It is also good practice to let staff know what is being planned for the term and what you expect them to plan, if any staffs have difficulty with planning to give them the purport and confidence to put this in practice. It is important to speak in staff meeting about staff talk to children I. E. Let children lead the conversation and answer in open ended questions this will help promote the child’s language development and also give them confidence. It is imperative that staff do not use slang words as this will end up confusing the child and parents will not find this acceptable, also avoid the use of language which would be unfamiliar to the children in your care.

It is also important to make allowances for children with additional languages. It is important to work in partnership with parents and families as care would then be consistent for the child, to develop a bond with the parents, would mean the child could feel more secure in being parted from the parents, and that the level of care is the same at home as well as in the setting. Parents have the most knowledge and understanding of their children, according to Enema ‘recent legislation contained within the Education Reform Act 1988, The Children Act 1989 and the Special Education Needs Code of Practice 1993 places a legal responsibility on those caring for children to work in partnership with parents.

Initiatives such as the Parents Charter emphasis the parent’s right to be consulted in decisions concerning their children’s education’ (page). This could be linked with Margaret Macmillan has she emphasizes that if children were going to make any significant progress their parents needed to be involved in there education. Other professionals, such as SENSE, speech therapist, social workers, etc, so as to provide quality care to children, and achieve the best outcome for all children. E. G. , if you suspect a child is suffering abuse, you would then be able to report it to the appropriate professionals, and work together for the safety and well being of the child. Arenas and families, It is important to work in partnership with parents and families as care would then be consistent for the child, to develop a bond with the parents, would mean the child could feel more secure in being parted from the It is also good practice to have meeting if a problem has been identified from a parent concerning there child. Recently a parent has come to me and spoken about the child’s father Just coming out of prison. Mum explained that her boyfriend has en violent towards her during the weekend and that the police are looking for him as he is now on the run. She explained that Social Services have been involved in the case and the boyfriend is no longer part of the child’s life, therefore he is no longer allowed to collect the child and has been taken of the contract list for collecting him. At the present there are no legalities in place to prevent the child’s dad from collecting him from the setting.