Family and Children

EYMP 1
1.1 Explain the legal status and principles of the relevant early year’s frameworks and how national and local guidance materials are used in settings.
All four nations in our country develop their frameworks slightly differently. Since 2008, England has introduced a statutory curriculum for children aged 0-5 years for children who are being cared for or educated outside their homes. This framework is in place for child-minders, nurseries, Pre-schools and after school clubs. In addition to the 'education' programme for the early year’s foundation stage (EYFS). In England there are six areas of development.
*Personal, Social and Emotional development. Communication, Language and Literacy. *Problem solving, Reasoning and Numeracy.
*Knowledge and Understanding of the World.
*Physical Development.
*Creative development.
After considering the development of each child based on these 6 areas the teacher completes an early year’s profile. The children are assessed at the end of the reception year.
Since 2008 Wales have been phasing in a statutory curriculum known as the Foundation Phase. This applies to children aged 3-7 years who are in receipt of local authority funding in schools, Pre-schools, nurseries and child-minders. In Wales there are 7 areas of learning. *Personal and Social Development, well-being and Cultural Diversity.
*Language, Literacy and Communication skills.
*Creative Development.
*Physical Development.
*Mathematical Development.
*Knowledge and Understanding of the World.
*Welsh Language Development.
Teachers at the end of the Foundation Phase assess children in 3 areas.
* Personal and Social Development, well-being and cultural diversity.
* Language, literacy and communication skills in English or Welsh
* Mathematical Development.
Scotland is in the process of introducing a curriculum which encompasses children from 3-18 years. This is an overall approach within Scotland and many assessments are still being developed. In Scotland the developing curriculum is that children and young people should be given experiences in order to progress their development and, instead of working according to age, will be learning according to their individual level. There are 8 areas of experiences and outcomes.
*Technologies
*Expressive Arts
*Social studies
*Sciences
*Religious and Moral Education
*Health and Well -being
*Languages
*Mathematics
As the curriculum is still being developed in Scotland the assessment arrangements are still being arranged. It is expected that the settings will have responsibility for drawing up their own assessment.
In Northern Ireland before statutory school age there is no specific curriculum, but once the children are in statutory education they will follow the Foundation Stage. The 6 areas of learning that form the basis of the curriculum are taken through to key stages 1 and 2. The 6 areas are;
*Physical Development and Movement
*The Arts
*Personal Development and Mutual Understanding
*Mathematics and Numeracy
*The World around Us
*Language and Literacy.
Each nation has developed their own approach to the care and education of young children while having some common features. All nations aim to have partnership and involvement with parents, children learning through active play, a need for children to have opportunities for child-initiated and adult directed activities and assessing children's individual needs.

1.2 Explain how different approaches to work with children in the early years have influenced current provision in the UK.

There are four different approaches and influences on current provision; I will give a brief summary of each one.
Reggio Emilia. This educational approach originated in Reggio Emilia in Italy. Its focus is on partnership with parents and children aged between 0 and 6 years being involved in their own learning. The main features are that children learn through their senses. Children need to have some control over their own play and learning with teachers acting as facilitators. Children need to learn from and enjoy being with other children and children need a rich environment so they can learn and express themselves in different ways. This approach influences our EYFS curriculum because we aim to provide opportunities for child initiated play and we continually think about the environment the children are in. We also encourage children to learn through play with other children.
High/scope. This approach began in the United States to help disadvantaged children. It stresses that children should be involved in their own decision making and take responsibility. Children are considered to be active learners, so play is used as the model for learning. Stability is also important in this approach so routines are used so the children gain stability. This approach influences our EYFS curriculum because we talk to children about their learning and we provide opportunities for child initiated play.
Montessori. This approach originated from an Italian doctor called Maria Montessori. The doctor wanted to the outcomes of children with disabilities. This approach stresses the importance of play with a purpose and the practitioner should be an observer who sensitively intervenes with play. The equipment and resources used should have a specific learning objective and provide children with appropriate challenge. This approach has influenced our EYFS curriculum as we observe children individually in order to provide for their learning development. We ensure children in our setting are sufficiently challenged in their learning journey. The EYFS gives guidance and suggestions as to what children need according to their individual stages of development.
Steiner. Is originated from a philosopher called Rudolph Steiner who founded a school in 1918. This approach takes into account the children's creativity and imagination, their understanding of the world around them. The practitioner should be a role model for the children and provide child initiated and adult led activities. Toys that are used are natural rather than manufactured; this is to help the child's natural curiosity and imagination. Formal reading and writing doesn't begin until children are 7 years old and it is important to work with the children based on their personalities. This approach has influenced our EYFS curriculum because we also plan adult led and child initiated activities and we encourage play with natural objects.

1.3 Explain why early years frameworks emphasise a personal and individual approach to learning and development.
Our Early Years Framework focuses on each individual child. It is important to remember all children develop at different rates and are all unique. This could be due to a number of reasons including, different family backgrounds. This means we need to provide a range of different learning opportunities in order for the children to thrive. In our setting we have a range of children who need different kinds of support; it may be due to a lack of confidence or a physical impairment or language difference. This is why it important to support each child's individuality.
3.1 Explain the partnership model of working with carers.
When I was younger, it seemed when I was taken to school by my mum, the practitioners took over and parents became a bit redundant until home time. Now we understand that parents know their own children and are a valuable source of information. We can work together to share ideas and plan together the best possible way forward to support and encourage the child's learning development journey. In our setting we have an 'open door' policy which means parents and carers don't necessarily need an appointment to speak to their child's class teacher, they know they are welcome in the setting. The observations and assessments made by practitioners are open for the parents to view if they wish. The parents can even contribute to them as children act differently at home than in the setting. It gives us an overall picture of the child. We have recently had a boy join our group who is allergic to a lot of food, his mum was invited in on the first few mornings to see what is available for snacks and lunches. This helped us understand a lot easier of what we needed to avoid when the boy was in the setting. Not only did it help us but also put the young boys mum at ease, knowing we are understanding and vigilant in our food routines to keep him safe. All staff was invited to a training session on using an epipen in case of an allergic reaction.

3.2Review barriers to participation for carers and explain ways in which they can be overcome.
It is understandable that parents want the time to talk to practitioners at drop off times or pick up times and we try our best to make the time to talk, but realistically sometimes there is no time available. This is very frustrating for both parents and practitioners and other methods of communication have to be used. In our setting we started a few children, who could blend sounds, on a reading book at home. Other parents were frustrated their child wasn't at the same level and wanted to be more involved. We arranged homework books for all children to take home to practice sounds and blending. It also allows parents to see exactly what and how we are learning in the setting. It allows parents to write comments indicating how the children are experiencing the work given and gives us good valuable feedback.
We also use phone calls home when needed if information needs to relay quickly. We also have a monthly newsletter keeping everyone up to date on what's happening in our school, all children get one of these to take home. We have parents evenings at the end of term where the parents and carers can find out about their child's learning journey. There are a variety of appointments and we try to involve everyone. We offer a range of ways for parents and carers to keep in contact with the setting regarding their children. But unfortunately there are still some parents feel reluctant to offer their opinion and views inside the setting; this is why home visits are important. It's meeting the parents and child in their own environment where they might feel more in control. Practitioners need to have excellent communication skills and ensure the families feel confident and safe to communicate with us. In our setting we have 2 polish families. This makes communicating even more difficult and we need to be sensitive to this and find alternative ways to ensure they feel valued and involved in their child's learning.

3.3 Explain strategies to support carers who may react positively or negatively to partnership opportunities.
Even though we can make every effort possible to encourage parents and carers to become involved some parents may not want to take up these opportunities. We have to understand the parents have a right to feel like this and we shouldn't pressure them to participate. It is important to try and find out what the barrier is to our communication as this may be overcome. Parents or carers may have suggestions as to how they can become more fully involved or have ideas on becoming more involved with other parents. We have a polish family in our setting and after trying different methods of failed communication we were approached by the dad of the family one afternoon at pick up time. He speaks quite good English whereas mum, who drops the child off in the morning, speaks very little. He explained he reads all newsletters and chooses not to be involved in the setting, but feels he can come into the setting whenever he wishes to discuss his child's learning. It was good to know communication is reaching home and he is confident to approach someone in the setting when necessary. We will continue to reach out to all families and show we are supportive of all types of situations.

3.4 Explain how effective multi agency working operates within early year’s provision and benefits children and carers.
In addition to working closely with families and carers we also should have good, confidential relations within multi agency working. Families and children may need additional services and it is our role to point the families in the right direction for help. For example, our setting might understand why a speech therapist is needed, but the parents may not. We can use our experiences to help and support the families navigate their way through the various services available. It is important to ensure the families and children know that information is confidential and will not be shared unless there are serious concerns over the child's welfare. We want to build confidence and trust with the families. If this trust and confidence is broken the families will not want to approach other professionals in the future and it will jeopardise the future well-being of the child.