Discuss the Role of the Early Years Practitioner in Planning Provision to Meet the Needs of the Child.
Discuss the role of the early years practitioner in planning provision to meet the needs of the child.
This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.
In order to be a successful early years practitioner, they should be able to demonstrate key skills, these include showing that they are patient, considerate, caring, flexible and consistent. What’s more, it is imperative that ‘every practitioner working with young children needs a sound and thorough training in child development’, (Bruce 2010,p.133) the practitioner will then be more likely to be able to provide opportunities to build on children’s already existent knowledge and present them with invaluable and stimulating opportunities that they may not be able to acquire at home. Moreover, the practitioner needs to make sure that they are doing their upmost in building upon the child’s development by providing stimulating activities in accordance with each child’s specific and individual needs. The practitioner also needs to keep up to date with and adhere to current legislation, be able to demonstrate appropriate forms of practice within the setting and show awareness of ‘positive relationships’(EYFS 2007).
It is a legal requirement that the early years practitioner follows and works within the guidelines of the Early Years Foundation Stages four themes and principles; unique child, positive relationships, enabling environments and learning development which came into effect in 2008 to support children’s learning and development and to ensure that all providers offering care and education to children aged 0-5 outside of the family home work within the same framework and standards to ensure good practice across the age range
This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.
In order to be a successful early years practitioner, they should be able to demonstrate key skills, these include showing that they are patient, considerate, caring, flexible and consistent. What’s more, it is imperative that ‘every practitioner working with young children needs a sound and thorough training in child development’, (Bruce 2010,p.133) the practitioner will then be more likely to be able to provide opportunities to build on children’s already existent knowledge and present them with invaluable and stimulating opportunities that they may not be able to acquire at home. Moreover, the practitioner needs to make sure that they are doing their upmost in building upon the child’s development by providing stimulating activities in accordance with each child’s specific and individual needs. The practitioner also needs to keep up to date with and adhere to current legislation, be able to demonstrate appropriate forms of practice within the setting and show awareness of ‘positive relationships’(EYFS 2007).
It is a legal requirement that the early years practitioner follows and works within the guidelines of the Early Years Foundation Stages four themes and principles; unique child, positive relationships, enabling environments and learning development which came into effect in 2008 to support children’s learning and development and to ensure that all providers offering care and education to children aged 0-5 outside of the family home work within the same framework and standards to ensure good practice across the age range