the scope and purposes of the early years sector Explain how the range of early years setting reflects the scope and purpose of the sector. The early year’s sector in the U.K. is complex‚ unlike many European countries it was not developed by government policy with particular aims but came about in response to family’s requirements which were based on changing economical and social factors. In the second half of the twentieth century public expenditure on early year’s provision focused on families
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focus on transition within early year’s education. It will assist practitioners in supporting children and their families and will focus on the effect it has on their lives. Report Summary Transition within early years education is a major life event that a child and family go through together. Currently‚ educational transition is defined as the process of change that children make from one place or phase of education to overtime‚ Fabian and Dunlop (2002). Starting school is a huge step in a child’s
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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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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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E50097040.CU1533 - CU1533 - Context and principles for early years progression - Explain the legal status and principles of the relevant early years framework/s‚ and how national and local guidance materials are used in settings Some of the legal statues to keep in mind is Safe guarding and welfare requirements‚ child protection‚ suitable people with correct qualification‚ training‚ staff to child ratios‚ behavior management‚ safe and suitable premises and equipment‚ information and records kept
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22 2.1 – The roles and responsibilities of the early years practitioner There are various safeguarding systems in place which practitioners must follow in order to ensure that safeguarding‚ protection and also the welfare of the children is met accordingly. Such systems include the common Assessment Framework – or CAF – which requires different teams who work with the child‚ such as nursery/childminder‚ health visitor‚ social services (as well as other agencies such as housing etc)‚ to work together
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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 assessed by means
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boarding school is a school where some or all students study and live during the school year with their fellow students and possibly teachers and/or administrators. The word ’boarding’ is used in the sense of "bed and board‚" i.e.‚ lodging and meals. Some boarding schools also have day students that attend the institution by day and return off-campus to their families in the evenings. Some students enjoy it‚ some tolerate it‚ and some hate it. Everybody has something to say about the school they have
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Unit 27 (outcome 3 ) 3.1 3.2 3.3 It is important to take a balanced approach to risk management so not to over protect the children we care for but providing them with the safety to explore and make some decisions about risks confidently themselves with guidance.Children need to learn to manage some risks themselves and recognise their own boundaries and limitations by practitioners helping children and young people recognise the risks and dangers around them in the appropriate way. Any activity
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Child Study and Classroom Based Observation Should We Make Time To Watch and Listen? Introduction The traditional place for assessment within teaching is at the end of a topic or significant time period when the teacher wishes to know how much information students have retained. This form of assessment often takes the form of a written test that is designed to give students a grade or level. Many researchers‚ however‚ believe that teaching and learning is a cyclical process that begins
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