Assessment in the Early Years Dr. A. Bakshi Brazelton Neonatal Assessment Scale (BNAS) Individual test For infants between 3 days and 8 weeks of age Index of a newborn’s competence Developed in 1973 by a Howard pediatrician‚ Dr. T. Berry Brazelton and his colleagues. Produces 47 scores: 27 behavioral items and 20 elicited responses BNAS: Special Contributions When the Scale was published in the early 1970s‚ people were just beginning to appreciate the infant ’s full breadth of capabilities
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Unit 15 Professional practice in early years setting 1.1 There are many different types of childcare provision‚ these include: Mother and toddler groups- a place were the toddler can socialise with other children their age‚ whilst the mother or father can stay and learn more ways to look after and help with the childs development. Pre-school- a private nursery‚ one that is paid for by the parent‚ they do not do compulsory hours and the child doesn’t have a primary school place already.
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The Role of an Early Years’ Professional It is the role of the teacher in a primary school to ensure that their ethos and culture values all identities. Additionally‚ it is an essential legal requirement that they provide an inclusive setting for all children to participate in without facing any challenges. In accordance with the Equality Act‚ it is important that early years’ teachers do not discriminate against any of the following “Protected Characteristics”: Age‚ Disability‚ Race‚ Sex‚ Religion
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CYP Core 3.6/CU1523 working together for the benefit of children and young people 1.1. Explain the importance of multi-agency working and integrated working Multi-agency means when a team of professional come together to meet the needs of children. These professional can be social workers‚ nursery practitioners‚ and health care professionals. The importance of multi-agency is that the children’s needs are being met and their well-being is the most important thing. We should work with the
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one will be a nurse (referring to the delicate‚ nurturing three-day old female‚) emphasis is greatly placed on the gender or sex of the child‚ creating cultural/gender norms and limitations. Gender rigidity is primarily produced in a child’s first years through advertising in toys or clothing‚ and forms limitations for gender roles later in life‚ such as jobs or behavioral mannerisms. In an excerpt from Peggy Orenstein’s Cinderella Ate My Daughter‚ Orenstein sheds light on a major product from
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Playing in early childhood years is a critical part of this period within the lifespan. It positively influences the development of many areas and has a large effect on who they will become as adults. Children are able to learn and improve skills through play‚ as well as influencing social and cultural and how it influences them as a person. Overall‚ this essay will answer why play is considered to be essential to any early years programme by discussing play‚ what children are able to learn by playing
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et al‚ 2003) and it may be that it is not the best use of a practitioner’s time. This report will take the form of a child study and will investigate how essential it is for practitioners to carry out ongoing observations and assessment in an early years setting. Firstly‚ the child’s biographical details will be set out‚ in order to give the reader a picture of the child and also the setting in which the observations were made. There will then be a discussion of the methods used to collect
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The Modern Early Years Curriculum The Curriculum for Excellence (CfE) (Scottish Executive‚ 2006) is a flexible framework which is used for planning children’s holistic development and learning. (Education Scotland‚ 2016). The aim of this report is to define the Early Years Curriculum and how the content‚ context and process are child centred‚ developmentally appropriate and inclusive. The Modern Early Years Curriculum recognises each child as an individual. An individual that grows‚ develops and
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Community development is the tool by which “people empower themselves by increasing their ability to control their own lives in order to create a more fulfilling existence through mutual efforts to resolve shared problems” ( Maser‚ 1997 ) In the early years development initiatives were driven by a “top to bottom” approach. Projects were organised and executed by government departments‚ which often produced inappropriate
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Assessing the Quality of Early Years Learning Environments Abstract This article describes a means of evaluating early years classrooms from the perspective of the child’s experience. Nine key themes‚ such as motivation and independence‚ are identified as representing significant aspects of a high-quality environment for learning. The manner in which these manifest themselves in relation to the three elements of the interactional trianglethe children‚ the adults‚ and their physical environmentis
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