1.1 Explain The Legal Status And Principles Of The Relevant Early Years Framework
EYMP
EYMP1-1.1-Explain the legal status and principles of the relevant early years framework, and how national and local guidance materials are used in settings
EYMP2-1.1-Explain each of the areas of learning and development and how these are important
The EYFS is a stage of children's development from birth to five years. The EYFS Framework describes how early years practitioners should work with children and their families to support their development and learning. It describes how your child should be kept safe and cared for and how all concerned can make sure that your child achieves the most that they can in their earliest years of life.
It …show more content…
is based on four important principles:
A Unique Child
Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.
Positive Relationships
Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
Enabling Environments
The environment plays a key role in supporting and extending children's development and learning.
Learning and Development
Children develop and learn in different ways and at different rates and all areas of Learning and Developments are equally important and interconnected.
All these areas play a big part in all the paperwork we do for the children including their learning journeys. This is what they take with them to primary school so show teachers what ability they are at and what they have achieved already.
In the back of their learning journey there are links called development matters. This shows you what age group that child is at and what they can achieve. This helps us show the ability of each individual child. It also helps us to plan for that child as well so we know we can get them to achieve higher every time.
EYMP2-1.1-Explain each of the areas of learning and development and how these are interdependent
Since September 2012 the EYFS has now changed, so there are 7 areas of learning rather than 6.
These contain 3 Prime areas:
Physical Development
This area of learning and development is about how your child:
Moves and uses gross motor skill
Develops fine motor skill
Learns about healthy living
Manages self-care independently
Communication and Language
This area of learning and development is about how your child:
Listens and pays attention
Understands what is being said
Communicates with others
Develops vocabulary and speech
Personal, Social and Emotional
This area of learning and development is about how your child:
Is confident and self-assured
Manages their feelings and behaviour
Makes friends
Shares and takes turns
The 4 Specific areas:
Literacy
Enjoys reading books
Likes making marks
Learns to write
Starts to explore phonics and letter sounds
Maths
This area of learning and development is about how your child:
Learns about numbers and counting
Recognises the passing of time
Explores measure, capacity, space, shapes, etc. during play
Expressive Arts and Design
This area of learning and development is about how your child:
Enjoys being creative
Sings, dances and makes music
Plays imaginatively
Uses colour to express themselves
Understanding the World
This area of learning and development is about how your child:
Finds out about nature and the world around them
Talks about people and their local community and learns about similarities and differences
Each has its own set of learning goals attached that its hoped children will reach by the end of their EYFS. The areas are entwined and interdependent; rarely will one work in isolation from others. The specific areas involve making eye contact or mark making, communication is involved depending on what activity is occurring, creative and physical aspects are involved and can be evidenced through a setting inside or outside and further, more reason to for planning to extend.
EYMP2-1.2-Describe the documented outcomes for children that form part of the relevant early years framework
The EYFS was designed to ensure that all children, regardless of where they live, their family background or circumstances, would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year.
These goals are important as they form the building blocks for children’s later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with children’s development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet all the early Goals as they may have specific health or learning difficulties or because they are simply younger than their peers.
Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services they want to know that provision will keep their children safe and help them to thrive.
EYMP3-1.1- Explain the welfare requirements and guidance of the relevant early years framework
Welfare requirements were bought in, in September 2008 as part of the EYFS welfare requirements and are compulsory. They are split into 5 groups. These are:-
Safeguarding and promoting children's welfare - This has legal and statutory guidance. Under the general legal requirements, the provider must take necessary steps to safeguard and promote the welfare of children. The provider must promote the good health of children and take necessary steps to prevent cross infections, and take appropriate action when they are ill. And children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. The specific legal requirements and statutory guidance covers safeguarding, information and complaints, premises and security, outings, equality of opportunities. Medicines, illness and injuries, food and drink, smoking, behaviour management.
Suitable people - This is about the suitability of people to work with children including vetting procedures and training and fitness for work. It also covers child-staff ratios and this is dependent on the age of the children and the qualification levels of the staff.
Suitable premises, environment and equipment - This ensures that the children are looked after in environments and premises that are safe. Many of the legal requirements apply to day to day activities such as checking that toys are safe and the outdoor environment is clean.
Organisation - this is more to do with the promotion of learning and development. This is where planning and organising of settings systems provide each child with fun, yet challenging learning and development experiences to meet the child’s individual needs.
Documentation - records and documentation that is kept in our setting are referring to policies and procedures required for the safe and efficient management of our setting and to me children’s individual needs. All records are kept in accordance with the data protection act 1998 and the freedom of information act 2000, and children must have certain data kept on them in our setting, such as their name, date of birth, address and emergency contact details. Risk assessments, registers, Ofsted reports are locked in a cabinet in our office.
EYMP1-1.3 – Explain why early years frameworks emphasise a personal and individual approach to learning and development
Each child is an individual and is different, it is important to focus on the child’s individual needs as they develop at different rates, they are unique. Children come from a varied range of backgrounds, so children have different needs and interests and require a range of different opportunities in order to achieve. the EYFS also stresses the importance of personalisation of learning and development experiences. Tehy also stress the importance of observing a child and working with them on the basis of their personal development that plays an important part of learning and one size doesn’t fit all.
EYMP3-2.4 – Explain, giving examples, why minimum requirements for:
Space
Staff ratios
Are necessary for children’s safety
Staff ratios are important to ensure every child receives all the attention they need.
Our settings ratio is 1:3 in under 2’s, 1:4 2-3’s, 1:8 3-5’s, we always make sure our rooms have to the correct staffing in for the amount of children we have in per day. For the comfort of the children and so we can do more fun activities with the children rather then having to be careful because we have too many per person. We also make sure we have lunch cover so that person is replaced so we always stay in numbers.
Space minimum requirements are necessary for physical health and safety and to make sure everyone is happy within the learning environment. We make sure we free flow in every room in our setting so the children have the freedom to go into any room they like plus the garden is open so they have all the space they need to express and explore.
EYMP1-1.2 – Explain how different approaches to work with children in the early years have influenced current provision in the UK
There are six different approaches to work with children that have influenced current provision in the UK which are:
Regiio
Emilia
High/Scope
Montessori
Steiner
Common Core
Country Specific: Statutory or guidance
Here is a brief summary for some of them.
Regiio Emilia
Regiio Emilia mainly focuses on involving children aged 0-6 in their own learning. It encourages them to use their imagination, choosing their own activities and using resources for a variety of purposes. Children should be encouraged to play along side others, turning to them for support and guidance when needed. Regiio Emilia thrives on the fact that children learn mainly through their senses. There fore they use sensory play as a main aspect of learning. This encourages resources at child level, a range of rich resources, and space for children inside and outside, to be independent in interpreting their learning into an activity of their interest. This affects our practise as we encourage children to be independent and allow activities to not be set in stone, but instead child led, adapting each activity to the children’s point of interest.
High/Scope
The High/Scope approach originated from the US as a way of improving outcomes for disadvantaged children. Its main focus is that children should strongly take part in their decision making and take responsibility. It is also a lot like Regiio Emilia in the aspect of encouraging child led activities. Children are considered to be active learners and therefore are encouraged to learn through play. Inviting environments should be provided to ensure children have the resources on hand, for their use in child led activities and games. Routines are also valued highly as high/scope considers them important to provide the children with comfort and stability.
Montessori
The Montessori approach originated from a lady called Maria Montessori who wanted to improve opportunities for children with disabilities. The term ‘play with a purpose’ is valued highly within the Montessori approach as different resources and equipment should be used to provide children with a variety of different challenges, encouraging them to progress and achieve at their own level. Practitioners are encouraged to observe the children’s play and provide support with appropriate interventions, as well as providing achievable learning goals for the children.
Steiner
The Steiner approach focuses on encouraging the children to explore their natural environment and resources. It doesn’t believe in providing manufactured items as it thought to inhibit children’s natural curiosity and imagination. It believes highly in fostering children’s creativity and imagination and enhancing their understanding and exploration of the natural world. Children don’t start to learn to read or write until the age of seven. Although routines are highly maintained from a young age as there is a high emphasis on working to suit each child’s personality. Adult directed and child initiated play is something they are strongly passionate about and promote.
All of these approaches have a high impact on the framework used in England known as the EYFS. The EYFS take snippets from all of these approaches and uses them as well as other factors added to form the framework we use.
EYMP1-3.1- Explain the partnership model of working with carers
It is extremely important to build and maintain great relationships with the parents of the children who attend your setting. It is thought that the best outcomes for children are found when parent’s and practitioners work together for a better opportunities for the children. It’s vital parents and practitioners communicate to pass on valuable information about the children, and support each other with guidance and advice to help move the children’s development forward. As practitioners in my setting we do this by: * Having an ‘open door policy’- parents can pop in any time * Having learning journeys available for parents to view at any time * Having parent comment boards * Having visible displays on show for parents to view their child’s activities * Daily feedback with day sheet to inform parents of the child’s day * Feedback with camera- viewing pictures of their child’s day * Having a parent forum- involving parents in major decisions made * Having parent workshops- inviting parents to learn new things and share ideas * Parent stay and plays- Parents can come in for breakfast/dinner and play with their children * Having mind maps on show for parents to add ideas for planning- share their child’s interest * Whiteboard outside room informing parents of planned activities for current week * Trips- parents are asked to help chaperone trips * Learning journeys have comment from home section * Parents evenings
EYMP1-3.2 – Review barriers to participation for carers and explain ways in which they can be overcome
There could be many factors contributing to barriers of communication between practitioners and parents. Some of these could be: * Disabilities * Language barriers * Lack of time * Lack of trust/confidence * Culture
However all of these can be approached with sensitivity and supported with a variety of options. For example, parents that speak a different language and struggle with communication could be provided with home-link books, with pictures of the setting, members of staff and a little bit of information about each person. A free online translation site could be used to translate key words for the child and their parents. Practitioners make a huge effort to learn home words for the children, to help them feel settled. Using flashcards with English and their home language to discuss routines and relevant information, hopefully this could help improve their vocabulary. For parents who struggle with a busy schedule who want to feedback lots of ideas but time simply doesn’t allow, communication books would be a good idea. Enabling parents to jot down comments or ideas relevant to their child’s day or simply what they did on the weekend. Also encouraging parents to phone isn’t as ideal as face to face but it’s the next best thing, to give parents an update on their child’s day or development. As well as this settings should consider working parents at times such as parents evening. At Sycamore we have parents evening open until 8oclock to help support parents that work later. It’s also important practitioners build good strong relationships with the parents as the parents need to trust who they are leaving their child with. If a parent doesn’t trust a practitioner, they may feel left out and not communicate important information. For parents with a disability like a visual impairment letters/folders/newsletters should be provided with a larger print, recordings of their child’s experience should be an option.
EYMP1-3.3 – Explain strategies to support carers who may react positively or negatively to partnership opportunities
It is important that all parents/ carers feel involved in their child’s development and achievements. Some parents have to work long hours and therefore feel guilty for putting their child in the care of others. They may feel like they are missing out on their child growing up. For this reason it is key that parents have as many partnership opportunities available to them as possible, to enable them to contribute ideas and information as well as feel a part of their child’s time at nursery. However sometimes parents may try to exclude themselves from other parents and/or certain practitioners. They may become attached to one practitioner in particular for example their child’s key person. The parent may continue to only hand their child to that practitioner and feed him/her important information about their child. This shouldn’t be encouraged as although it is important to have strong relationships with a key person, they may not always be there depending on annual leave, sickness, room moves or shift patterns. So to enable us to provide positive partnership opportunities we do this in a number of ways: * Home-link books * Earlier/Later opening hours * Communication Books * Stay and Play sessions * Staff Board naming all staff and the room in which they are based * Holding a parents forum * Offering contact in ways such as- Calls, Emails, Internet * Offer settle in sessions to familiarise the parents and child/children with setting * Encourage parents to get involved with planning-mind map available * Learning journeys always available to view * Offering helpful non-judgemental advice * Including parents by using their skills as example- for example if a parent worked as a fire fighter, encouraging them to come in and talk to the children a bout what they do * Encourage parents to bring in things from home to make their child’s project/art work special * Involve parents on trips- offering the opportunity to come along and help * Ask parents for pictures of their family to make family book for child at setting * Putting pictures up of the child and their families up on displays * Encouraging parents to help with special events to them- learning about Diwali ect * Parent comment boards * Offer copies of routine at nursery, working with parent to incorporate them together * Offer copies of menus * Parent workshops * Fun day to have fun and raise money for charity
As you can see we work very hard to help parents feel as much as part of their child’s life at nursery as possible. We pride ourselves on ensuring our children and parents are happy and settled. Therefore we feel it’s also important if a parent doesn’t wish to take part, they are not pushed to. We offer as many opportunities to involve parents as possible, but they should always know the opportunities available to them and choose how involved they wish to be. They should be made to feel welcome and not intimidated. All staff working in their child’s room should be made known to the parents.
EYMP2-4.2 – Explain the importance of engaging with a child to support sustained shared thinking
Sustained Shared Thinking: Ways in which children are encouraged by adults to use language to explore a topic, object or concept.
The importance of engaging with a child to support sustained shared thinking is key to a child’s development. Not only does it make a child feel valued, settled and properly cared for, it boosts their self-confidence and self-esteem. Sustained shared thinking should take place during/around child led activities. Such as when a child asks me to help them with a puzzle, I will ask them which bit goes in a space they have left to do, and explain to them why it wouldn’t go in certain places, maybe because it’s a corner piece or a middle piece that the child is trying to put at the top of the puzzle. It should help a child develop their ideas in their games/play and help stimulate them to extend them further; by incorporating things they already know or have already learnt.
EYMP1-1.1-Explain the legal status and principles of the relevant early years framework, and how national and local guidance materials are used in settings
EYMP2-1.1-Explain each of the areas of learning and development and how these are important
The EYFS is a stage of children's development from birth to five years. The EYFS Framework describes how early years practitioners should work with children and their families to support their development and learning. It describes how your child should be kept safe and cared for and how all concerned can make sure that your child achieves the most that they can in their earliest years of life.
It …show more content…
is based on four important principles:
A Unique Child
Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.
Positive Relationships
Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
Enabling Environments
The environment plays a key role in supporting and extending children's development and learning.
Learning and Development
Children develop and learn in different ways and at different rates and all areas of Learning and Developments are equally important and interconnected.
All these areas play a big part in all the paperwork we do for the children including their learning journeys. This is what they take with them to primary school so show teachers what ability they are at and what they have achieved already.
In the back of their learning journey there are links called development matters. This shows you what age group that child is at and what they can achieve. This helps us show the ability of each individual child. It also helps us to plan for that child as well so we know we can get them to achieve higher every time.
EYMP2-1.1-Explain each of the areas of learning and development and how these are interdependent
Since September 2012 the EYFS has now changed, so there are 7 areas of learning rather than 6.
These contain 3 Prime areas:
Physical Development
This area of learning and development is about how your child:
Moves and uses gross motor skill
Develops fine motor skill
Learns about healthy living
Manages self-care independently
Communication and Language
This area of learning and development is about how your child:
Listens and pays attention
Understands what is being said
Communicates with others
Develops vocabulary and speech
Personal, Social and Emotional
This area of learning and development is about how your child:
Is confident and self-assured
Manages their feelings and behaviour
Makes friends
Shares and takes turns
The 4 Specific areas:
Literacy
Enjoys reading books
Likes making marks
Learns to write
Starts to explore phonics and letter sounds
Maths
This area of learning and development is about how your child:
Learns about numbers and counting
Recognises the passing of time
Explores measure, capacity, space, shapes, etc. during play
Expressive Arts and Design
This area of learning and development is about how your child:
Enjoys being creative
Sings, dances and makes music
Plays imaginatively
Uses colour to express themselves
Understanding the World
This area of learning and development is about how your child:
Finds out about nature and the world around them
Talks about people and their local community and learns about similarities and differences
Each has its own set of learning goals attached that its hoped children will reach by the end of their EYFS. The areas are entwined and interdependent; rarely will one work in isolation from others. The specific areas involve making eye contact or mark making, communication is involved depending on what activity is occurring, creative and physical aspects are involved and can be evidenced through a setting inside or outside and further, more reason to for planning to extend.
EYMP2-1.2-Describe the documented outcomes for children that form part of the relevant early years framework
The EYFS was designed to ensure that all children, regardless of where they live, their family background or circumstances, would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year.
These goals are important as they form the building blocks for children’s later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with children’s development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet all the early Goals as they may have specific health or learning difficulties or because they are simply younger than their peers.
Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services they want to know that provision will keep their children safe and help them to thrive.
EYMP3-1.1- Explain the welfare requirements and guidance of the relevant early years framework
Welfare requirements were bought in, in September 2008 as part of the EYFS welfare requirements and are compulsory. They are split into 5 groups. These are:-
Safeguarding and promoting children's welfare - This has legal and statutory guidance. Under the general legal requirements, the provider must take necessary steps to safeguard and promote the welfare of children. The provider must promote the good health of children and take necessary steps to prevent cross infections, and take appropriate action when they are ill. And children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. The specific legal requirements and statutory guidance covers safeguarding, information and complaints, premises and security, outings, equality of opportunities. Medicines, illness and injuries, food and drink, smoking, behaviour management.
Suitable people - This is about the suitability of people to work with children including vetting procedures and training and fitness for work. It also covers child-staff ratios and this is dependent on the age of the children and the qualification levels of the staff.
Suitable premises, environment and equipment - This ensures that the children are looked after in environments and premises that are safe. Many of the legal requirements apply to day to day activities such as checking that toys are safe and the outdoor environment is clean.
Organisation - this is more to do with the promotion of learning and development. This is where planning and organising of settings systems provide each child with fun, yet challenging learning and development experiences to meet the child’s individual needs.
Documentation - records and documentation that is kept in our setting are referring to policies and procedures required for the safe and efficient management of our setting and to me children’s individual needs. All records are kept in accordance with the data protection act 1998 and the freedom of information act 2000, and children must have certain data kept on them in our setting, such as their name, date of birth, address and emergency contact details. Risk assessments, registers, Ofsted reports are locked in a cabinet in our office.
EYMP1-1.3 – Explain why early years frameworks emphasise a personal and individual approach to learning and development
Each child is an individual and is different, it is important to focus on the child’s individual needs as they develop at different rates, they are unique. Children come from a varied range of backgrounds, so children have different needs and interests and require a range of different opportunities in order to achieve. the EYFS also stresses the importance of personalisation of learning and development experiences. Tehy also stress the importance of observing a child and working with them on the basis of their personal development that plays an important part of learning and one size doesn’t fit all.
EYMP3-2.4 – Explain, giving examples, why minimum requirements for:
Space
Staff ratios
Are necessary for children’s safety
Staff ratios are important to ensure every child receives all the attention they need.
Our settings ratio is 1:3 in under 2’s, 1:4 2-3’s, 1:8 3-5’s, we always make sure our rooms have to the correct staffing in for the amount of children we have in per day. For the comfort of the children and so we can do more fun activities with the children rather then having to be careful because we have too many per person. We also make sure we have lunch cover so that person is replaced so we always stay in numbers.
Space minimum requirements are necessary for physical health and safety and to make sure everyone is happy within the learning environment. We make sure we free flow in every room in our setting so the children have the freedom to go into any room they like plus the garden is open so they have all the space they need to express and explore.
EYMP1-1.2 – Explain how different approaches to work with children in the early years have influenced current provision in the UK
There are six different approaches to work with children that have influenced current provision in the UK which are:
Regiio
Emilia
High/Scope
Montessori
Steiner
Common Core
Country Specific: Statutory or guidance
Here is a brief summary for some of them.
Regiio Emilia
Regiio Emilia mainly focuses on involving children aged 0-6 in their own learning. It encourages them to use their imagination, choosing their own activities and using resources for a variety of purposes. Children should be encouraged to play along side others, turning to them for support and guidance when needed. Regiio Emilia thrives on the fact that children learn mainly through their senses. There fore they use sensory play as a main aspect of learning. This encourages resources at child level, a range of rich resources, and space for children inside and outside, to be independent in interpreting their learning into an activity of their interest. This affects our practise as we encourage children to be independent and allow activities to not be set in stone, but instead child led, adapting each activity to the children’s point of interest.
High/Scope
The High/Scope approach originated from the US as a way of improving outcomes for disadvantaged children. Its main focus is that children should strongly take part in their decision making and take responsibility. It is also a lot like Regiio Emilia in the aspect of encouraging child led activities. Children are considered to be active learners and therefore are encouraged to learn through play. Inviting environments should be provided to ensure children have the resources on hand, for their use in child led activities and games. Routines are also valued highly as high/scope considers them important to provide the children with comfort and stability.
Montessori
The Montessori approach originated from a lady called Maria Montessori who wanted to improve opportunities for children with disabilities. The term ‘play with a purpose’ is valued highly within the Montessori approach as different resources and equipment should be used to provide children with a variety of different challenges, encouraging them to progress and achieve at their own level. Practitioners are encouraged to observe the children’s play and provide support with appropriate interventions, as well as providing achievable learning goals for the children.
Steiner
The Steiner approach focuses on encouraging the children to explore their natural environment and resources. It doesn’t believe in providing manufactured items as it thought to inhibit children’s natural curiosity and imagination. It believes highly in fostering children’s creativity and imagination and enhancing their understanding and exploration of the natural world. Children don’t start to learn to read or write until the age of seven. Although routines are highly maintained from a young age as there is a high emphasis on working to suit each child’s personality. Adult directed and child initiated play is something they are strongly passionate about and promote.
All of these approaches have a high impact on the framework used in England known as the EYFS. The EYFS take snippets from all of these approaches and uses them as well as other factors added to form the framework we use.
EYMP1-3.1- Explain the partnership model of working with carers
It is extremely important to build and maintain great relationships with the parents of the children who attend your setting. It is thought that the best outcomes for children are found when parent’s and practitioners work together for a better opportunities for the children. It’s vital parents and practitioners communicate to pass on valuable information about the children, and support each other with guidance and advice to help move the children’s development forward. As practitioners in my setting we do this by: * Having an ‘open door policy’- parents can pop in any time * Having learning journeys available for parents to view at any time * Having parent comment boards * Having visible displays on show for parents to view their child’s activities * Daily feedback with day sheet to inform parents of the child’s day * Feedback with camera- viewing pictures of their child’s day * Having a parent forum- involving parents in major decisions made * Having parent workshops- inviting parents to learn new things and share ideas * Parent stay and plays- Parents can come in for breakfast/dinner and play with their children * Having mind maps on show for parents to add ideas for planning- share their child’s interest * Whiteboard outside room informing parents of planned activities for current week * Trips- parents are asked to help chaperone trips * Learning journeys have comment from home section * Parents evenings
EYMP1-3.2 – Review barriers to participation for carers and explain ways in which they can be overcome
There could be many factors contributing to barriers of communication between practitioners and parents. Some of these could be: * Disabilities * Language barriers * Lack of time * Lack of trust/confidence * Culture
However all of these can be approached with sensitivity and supported with a variety of options. For example, parents that speak a different language and struggle with communication could be provided with home-link books, with pictures of the setting, members of staff and a little bit of information about each person. A free online translation site could be used to translate key words for the child and their parents. Practitioners make a huge effort to learn home words for the children, to help them feel settled. Using flashcards with English and their home language to discuss routines and relevant information, hopefully this could help improve their vocabulary. For parents who struggle with a busy schedule who want to feedback lots of ideas but time simply doesn’t allow, communication books would be a good idea. Enabling parents to jot down comments or ideas relevant to their child’s day or simply what they did on the weekend. Also encouraging parents to phone isn’t as ideal as face to face but it’s the next best thing, to give parents an update on their child’s day or development. As well as this settings should consider working parents at times such as parents evening. At Sycamore we have parents evening open until 8oclock to help support parents that work later. It’s also important practitioners build good strong relationships with the parents as the parents need to trust who they are leaving their child with. If a parent doesn’t trust a practitioner, they may feel left out and not communicate important information. For parents with a disability like a visual impairment letters/folders/newsletters should be provided with a larger print, recordings of their child’s experience should be an option.
EYMP1-3.3 – Explain strategies to support carers who may react positively or negatively to partnership opportunities
It is important that all parents/ carers feel involved in their child’s development and achievements. Some parents have to work long hours and therefore feel guilty for putting their child in the care of others. They may feel like they are missing out on their child growing up. For this reason it is key that parents have as many partnership opportunities available to them as possible, to enable them to contribute ideas and information as well as feel a part of their child’s time at nursery. However sometimes parents may try to exclude themselves from other parents and/or certain practitioners. They may become attached to one practitioner in particular for example their child’s key person. The parent may continue to only hand their child to that practitioner and feed him/her important information about their child. This shouldn’t be encouraged as although it is important to have strong relationships with a key person, they may not always be there depending on annual leave, sickness, room moves or shift patterns. So to enable us to provide positive partnership opportunities we do this in a number of ways: * Home-link books * Earlier/Later opening hours * Communication Books * Stay and Play sessions * Staff Board naming all staff and the room in which they are based * Holding a parents forum * Offering contact in ways such as- Calls, Emails, Internet * Offer settle in sessions to familiarise the parents and child/children with setting * Encourage parents to get involved with planning-mind map available * Learning journeys always available to view * Offering helpful non-judgemental advice * Including parents by using their skills as example- for example if a parent worked as a fire fighter, encouraging them to come in and talk to the children a bout what they do * Encourage parents to bring in things from home to make their child’s project/art work special * Involve parents on trips- offering the opportunity to come along and help * Ask parents for pictures of their family to make family book for child at setting * Putting pictures up of the child and their families up on displays * Encouraging parents to help with special events to them- learning about Diwali ect * Parent comment boards * Offer copies of routine at nursery, working with parent to incorporate them together * Offer copies of menus * Parent workshops * Fun day to have fun and raise money for charity
As you can see we work very hard to help parents feel as much as part of their child’s life at nursery as possible. We pride ourselves on ensuring our children and parents are happy and settled. Therefore we feel it’s also important if a parent doesn’t wish to take part, they are not pushed to. We offer as many opportunities to involve parents as possible, but they should always know the opportunities available to them and choose how involved they wish to be. They should be made to feel welcome and not intimidated. All staff working in their child’s room should be made known to the parents.
EYMP2-4.2 – Explain the importance of engaging with a child to support sustained shared thinking
Sustained Shared Thinking: Ways in which children are encouraged by adults to use language to explore a topic, object or concept.
The importance of engaging with a child to support sustained shared thinking is key to a child’s development. Not only does it make a child feel valued, settled and properly cared for, it boosts their self-confidence and self-esteem. Sustained shared thinking should take place during/around child led activities. Such as when a child asks me to help them with a puzzle, I will ask them which bit goes in a space they have left to do, and explain to them why it wouldn’t go in certain places, maybe because it’s a corner piece or a middle piece that the child is trying to put at the top of the puzzle. It should help a child develop their ideas in their games/play and help stimulate them to extend them further; by incorporating things they already know or have already learnt.