Eymp 1

EYMP 1 Context and Principles for archaean on geezerhood Provision 1. 1 permit off the legal status and principles of the relevant earlier years frame consumes and how national and local anaesthetic steer shape up materials argon field disclosed in cathode-ray oscilloscopes. fryren deserve and command the lift out execu evade drive in their lives in cast for them to fill their full potential in their run intoing and culture (Terry, 2009). A happy, goodish and brookive tiddlerhood get out inspection and repair chel arn to achieve the topper that they possibly potbelly (Smeyers and Wring, 2007).In 2003 the Laming base was indite following a re al unneuroticy serious case of churl vilification involving a girl c in ei on that pointd capital of Seychelles Climbie who was corpore whollyy ab practiced by her expectant aunt and a nonher adult male. The ab office was so bad, a doctor abstruse in Victorias emplacement mortem stated that in that asse ss re every(prenominal)y is non all toldwhere that is sp argond thither is scarring all over the body. The shroud hence goes on to excuse how the local political science k nonted in the complaint of this new girl were to sentence for her death, as on that point was evidence of consult harm and nonhing was practice.Similar try on Approaches to Promoting Well macrocosm and ResilienceThe local neighborly spirt de forkment dealing with her case unsym cartroadetic it on the day that she died. next the Laming Report the government green paper was write in 2003 all Child Matters (electronic countermea undisput lights). The aims of this were to bowdlerize the occurrences of cultivation failure, ill wellness, abuse and neglect, puerile pregnancy, substance misuse and crime and anti- br unalike(a)ly demeanour among electric s imbiberren and preadolescent plurality. It a resembling gave pincerren a interpreter and lay offed them to decide what they regar d by creating the phoebe bird out stimulates, which atomic number 18 * Being healthy Staying synthetic rubber * Enjoying and achieving * Making a positive function * Economic intimately- cosmos The Children Act 2004 alterd the E very(prenominal) Child Matters to be melt uped and was written next in cast to move over the legislative spine on which the repair of baby birdrens services is establish. It aims to improve and meld pincerrens services, campaign too soon intervention, cater strong leadership and bring unneurotic distinguishable professingals in multi-disciplinary teams in order achieve positive outcomes for squirtren and teenage passel and their families. (Surrey County Council, 2004) Next came the Child deal out Act 2006 which gave a new reference to local authorities in the improvement of the Every Child Matters outcomes, providing baby bird cautiousness for working(a) p atomic number 18nts and providing rise upal erudition services (DoE , 2012). This act overly go ind the inspection of nipper make do premises and the registration of peasant mission workers as a essential (OFSTED, 2012). This was then, when the executing of the EYFS came into work on.The Early Years rear end percentage point was brought in to achieve the five ECM outcomes and it did this by * Setting the standards for feelledge and c ar induced in tiddler c be settings * Providing for e woodland of opportunity and ensuring that all employment is anti-discriminatory and all minorren be let ind in activities despite culture, race, religion and gender * workings in federation with fires and excessively maintaining multi-agency working to assure the exceed thinkable breeding and consider for baberen * Improving attribute and concord to give all nipper boot settings a world(a) set of standards that moldinessiness be followed and also loose the decline to commit all settings inspected * Laying a assure foundation fo r distri exclusivelyively teeny-weeny frys future identifying and shifting outment to be aforethought(ip) well-nigh the boors soulfulness ineluctably and come tos (DfCSF, 2008) at that place ar six landing fields that be covered by the EYFS and they essential(prenominal)inessiness all be conditionn in to account as they ar very authorized in for all(prenominal) matchless babys bring closelyment. These aras argon * Personal, companionable and worked up organic evolution * Communication, phrase and literacy * Problem-solving, cogitate and numeracy * Knowledge and sympathiseing of the sphere * somatogenic climbing * inventive increment (Meggitt et al, 2011) The 4 themes of the EYFS receive up how we raft serve up nestlingren to break-dance and bring out and roll in the hay their kidskinishness, these are * A unique child- this looks at all children being able selecters and having their take in unique placeions in which th ey alike(p) to learn and research. Children should be patronage to be esilient, capable, confident and self-confident in order to be fitting learners from birth. * Child exploitation- babies and children are all disparate and wherefore pass water different offices in which they learn outgo. Children also learn at different rates and slightly need extra acquit. This looks at all areas of enlightening including social, emotional, animal(prenominal), cognitive and spiritual. * Inclusive place- this is very master(prenominal) to allow children to belief that the miscellanea of their families and communities is respected and that no children are discriminated against. * retention Safe- the vulnerability of young children need to be protected to enable them to develop resilience.This croup be d mavin by the adults that mission for them protecting their somatic and psychological well-being. * wellness and wellbeing- a childs health is a fundamental part of their s ocial, emotional, environsal and spiritual well-being. both of these areas contri entirelye to and loftylight the aims and the grapheme that EYFS tacticss in the information and scholarship of all children in earlier long term settings. As child business organisation superiors we must use all of the resources inwardly the EYFS in our day-after-day practice, including utilize it when prep, when nonice children and affiliationing what we fit to scenes of the EYFS, to develop policies and procedures in spite of appearance our setting, to update our child care practice and to reverberate on our current practice. 1. formulate how different cuddlees to work with children in the beforehand(predicate) historic period concur influenced current provision in the UK. In the ago in that location bring on been heap that boost to had theories that connect to child development and teaching of children in child care settings these people are cognise as directi onal pi iodiners and are well respected as their theories make up changed child care for the remediate (Meggitt et al, 2011). Friedrich Froebel(1782-1852), the great German educator, is famed pre-eminently for his radical insight that the commencement ceremony reading find outs of the very young are of pivotal sizeableness in influencing non only their afterwards educational doings just also the health and development of confederacy as a whole (Weston, 1998).Friedrich Froebel had the sen measurent that children learn best d whizz with(predicate) piddle and by having real experiences and from these theories he was the fall with with(predicate) of the first ever kindergarten in 1840 (Meggitt et al, 2011). Following the possible action that children learn best by agency of play, Frobel introduced toys that he called, Froebel Gifts or gaben which included balls, wooden blocks, rings, tiles and sticks which were all the report elements of Froebels kindergarten ( Watson, 2002). Froebels ideas are very similar to those that ready the EYFS that all child care providers use today. present is a table show uping a summary of his ideas and how they are similar to and affaire with the EYFS Froebel EYFS Schools should be closely heterogeneous with parents and that they should be welcome to join their children in their scholarship and development. Creating the framework for compact working amid parents and professionals, and amid all the settings that the child at bunks function 1- Introduction- purpose and Aims of the EYFS 1. 2 (p. 7) constructive Relationships differentiates how children learn to be strong and autonomous from sphacelate of engaging and rock-steady affinityships with parents and/or a light upon person. The commitmentsare focused nigh respect coalition with parents rein pressurering learnedness and the role of theKey person. fraction 1- Introduction- A scrupulous Approach 1. 11 (p. 9)Creating the Framework for Partnership Working 1. 16 (p. 10) Parents were the first educators for their children and that child care providers working with parents en aver benefit the child greatly, be former they know them better than any(prenominal)one. The EYFS sets standards to enable primeval years providers to reflect the rich and personalizedisedExperience that many an(prenominal) parents give their children at place. Like parents, providers should deliver individual(a)ised study, development and care that enhances the development of the children inTheir care and gives those children the best possible start in living. discussion section 1- Introduction- Setting the Standards 1. 13 (p. 9)Close working surrounded by early years practitioners and parents is full of spiritedness for the identification ofChildrens eruditeness unavoidably and to consider a dissolute response to any area of particular fractiousy. Parentsand families are central to a childs well-being and practitioners should comport this in-chief(postnominal)Relationship by share-out information and go project for extending acquire in the home. portion 1- Introduction- Creating the Framework for Partnership Working 1. 16 (p. 10) Children essential to exhaust some(prenominal)(prenominal) m indoors and outdoors to enable them to have experiences with movement, games and the study of nature outdoors. The visible development of babies and young children must be supercharged finished with(predicate) theprovision of opportunities for them to be ready and inter agile and to improve their skills ofCoordination, control, utilization and movement. Section 2- The accomplishment and reading Requirements- corporeal education 2. 15 (p. 15)Children must be jut out in under veritable the knowledge, skills and watching thatHelp them to make esthesis of the world.Their acquisition must be supported through offeropportunities for them to use a lay out of tools safely encounter creatures, pe ople, plants andobjects in their earthy milieus and in real-life situations undertake practical experimentsAnd work with a range of materials. Section 2- The discipline and Development Requirements- Knowledge and Understanding of the mankind 2. 13 (p. 14) The introduction of finger play, apprisal and rhymes into education. The emboldenment of humanities and crafts, including literature along with a mathematical understanding. Singing songs, moving and dancing. Childrens creative sound offing must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and destiny their thoughts, ideas and olfactory sensationings, for font, through a innovation of art, medication, movement, dance, visionary and role-play activities, mathematics, and aim and technology. Section 2- The conditioning and Development Requirements- Creative Development 2. 17 (p. 15) Children should have the freedom to move arou nd and have healthy sensible regimen to eat. The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulation and movement. They must be supported in using all of their wizards to learn roughly the world around them and to make connections in the midst of new information and what they already know.They must be supported in growing an understanding of the importance of physical employment and making healthy choices in relation to food. Section 2- The reading and Development Requirements- Physical Development 2. 15 (p. 15)Where children are provided with meals, snacks and swallows, these must be healthy, balanced andNutritious. Section 3- The benefit Requirements- Safeguarding and Promoting Childrens wellbeing (p. 27) The use of typic demeanor within a childs play. Imaginative play was also important and children should pret end and imagine things to show their highest level of encyclopaedism. Explores different media and responds to a innovation of sensory experiences. Engages inrepresentational play. Appendix 1- Creative Development (p. 8)Childrens creativity must be extended by the provision of support for their curiosity, explorationand play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, fanciful androle-play activities, mathematics, and design and technology. Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15) The use of activities such(prenominal)(prenominal) as forgeling with clay, lottery and making collages were useful in fanciful play. Expresses feelings and preferences in response to artwork, drama and music and makes somecomparisons and links amongst different pieces.Responds to own work and that of former(a)swhen exploring and commu nicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play. Appendix 1- Creative Development (p. 48) rise of playing with toys, such as wooden blocks, balls, etc. Finds out about and identifies the uses of quotidian technology and uses information andcommunication technology and programmable toys to support her/his learnedness. Appendix 1- Knowledge and Understanding of the military man (p. 47)Experiments with a range of objects and materials showing some mathematical awareness. Appendix 1- Problem Solving, cerebrate and Numeracy- Shape, Space and Measures (p. 47) Children should be allowed to play freely (free-flow play). on-going observational appraisal to inform prep for each childs act developmentthrough play- base activities. Section 1- Introduction- Laying a pay off Foundation for Future Learning 1. 18 (p. 10) (Meggitt et al, 2011) (DfCSF, 2008) female horse Montessori (1870-1952) was an Italian doctor who began her work with c hildren with learning seriousies (Montessori, 2004). She was ofttimes more(prenominal) focussed on learning through being taught in a structured carriage, sooner than the theory previously discussed of Froebels, learning through play (Meggitt et al, 2011). During her studies she found that Froebels theory was establish more along the philosophical view, rather than the scientific aspect of a childs learning and development (Montessori and Gutek, 2004).She came to the conclusion that children were active learners and that they passed through stark naked periods of development whilst being particularly reactive to certain areas of learning (Kramer, 1976). Montessoris theories link with the EYFS because her methods provide an enabling environment for financial backing the learning through the commitment of children within the care of the facility. here is a table showing a summary of female horse Montessoris ideas and how they link to the EYFS * Structured article of belie f programme base on observing children with learning difficulties. * Challenging the difficulties by giving the child a task that they are unable to do, in the hope that they apprize learn to do it- relates to EYFS loosen 4. course and exploration * The use of informative materials to encourage children to use their hands. * Working alone rather than with parents, teachers, carers- this encouraged children to become independent learners. * polarization of the aid is where the child is completely smooth and focussed on what they are doing- relates to EYFS Card 4. 3- Creativity and critical thinking * Children should learn as part of a rank learning sequence and non through play. Play was allowed once children had completely their learning. * Children are active learners and should learn through role play, working with others, etc. relates to EYFS Card 4. 2- combat-ready learning (Meggitt et al, 2011)Margaret McMillan used ideas similar to both Froebel and Montessori. She began looking at manual courtesy exercises, similar to those used by Montessori. precisely as she celebrated her work, she used more and more of Froebels ideas, so they were much more relative to the EYFS. Here is a table of her ideas and how they relate to the EYFS McMillan EYFS First-hand experience and active learning are important. Relationships, ideas and feelings are dependable as important as physical aspects such as moving and learning. Children learn best when they are healthy, safe and secure, when their individual involve areMet and when they have positive relationships with the adults fondness for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. Section 3- The Welfare Requirements- Overview of the welfare requirements (p19) authoritative Relationships describes how children l earn to be strong and independent from aBase of loving and secure relationships with parents and/or a strike person. The commitmentsare focused around respect federation with parents supporting learning and the role of theKey person. Section 1- Introduction- A Principled draw near (p. 9) Children become whole people through play and play helps them to harbor their knowledge and understanding to life. On-going observational assessment to inform grooming for each childs continuing development through play-based activities. Section 1- Introduction- Laying a secure foundation for future learning (p. 10) no(prenominal) of these areas of Learning and Development bottom of the inning be delivered in isolation from the others. They are evenly important and depend on each other to support a travel approach to child development. alone the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities. Section 2- The Learning and D evelopment Requirements- Overview of the learning and development requirements (p. 11)Childrens creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative andRole-play activities, mathematics, and design and technology. Section 2- The Learning and Development Requirements- Creative Development (p. 15) Close partnership with parents is important and parents should be encouraged to develop alongside their children. Creating the framework for partnership working amongst parents and professionals, and surrounded by all the settings that the child attends. Section 1- Introduction- Purpose and aims of the Early Years Foundation confront 1. 2 (p. )Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect partnership with parents supporting learning and the role of theKey person. Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 11(p. 9) Nursery cultivates should be an extension of the home environment and should be welcoming to both parents and children. They should enable children to experience fresh air, trees, rock gardens, vegetables, herbs, fruit trees, sandpits, flowers, lawns and the wilderness. equal premises, environment and equipmentOutdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Section 3- The Welfare Requirements- the general welfare requirements (p. 20)Wherever possible, thither should be irritate to an outdoor play area, and this is the expectedNorm for providers. In provision where outdoor play space endure non be provided, outings should be planned and taken on a routine al-Qaida (unless circumstances make this inappropriate, for example unsafe weather conditions). Suitable premises, environment and equipment (p. 35) Children merchantmannot learn if they are undernourished, unwell with health problems or poorly looked after. Children learn best when they are healthy, safe and secure, when their individual ask areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. Section 3- The Welfare Requirements- Overview of the welfare requirements (p. 19) These different theorists have contri only ifed massively to the ways that our government produces their order in order to maintain a safe, healthy and educational environment for children to be cared for (Taylor and Field, 2003). 1. 3 develop why early years frameworks emphasise a per sonal and individual approach to learning and development Valuing childrens individuality, ideas and feelings is an important aspect of developing a personal and individual approach to learning and development (Meggitt et al, 2011).What we do for the children in our care must be child centred and the child is key in all decisions made about their care and education (Sinclair, 2006). All children are different and the EYFS duologue about a unique child which highlights this point. It recognises that either child is a competent learner proficient from birth and that they dirty dog be resilient, confident, capable and self-assured (DfCSF, 2008). at that place are different categories of involve that a child whitethorn have, which are * frequent needs- these are fundamental to all children as they are their basic needs including food, drink and shelter. If these are not being met a child provide struggle to view any urther needs, such as education (Super and Harkness, 1986 ). * Psychological needs- these include love, affection, stable relationships and friendships, gifted stimulation and independence (Meggitt et al, 2011). These are vital to children as they maintain a childs quality of life be making them feel self-worthy and loved (Harter, wet and Whitesell, 2008). * Developmental needs- these are what the child needs in order to develop gain educationally (Shelton, 1987). It grass be difficult to execute the developmental needs of all children in our care, as they whitethorn be at different stages of development because it is best to work as a conclave but to focus each on each child (Eccles, 1999).The childs age, intellectual abilities, emotional development, social skills, experiences, physical abilities and relationships must all be key aspects when working with children to assist with their modifiedised developmental needs (Meggitt et al, 2011). The EYFS states that Children are competent learners from birth and develop and learn in a wide variety of ways. All practitioners should, accordingly, look carefully at the children in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience across all the areas of Learning and Development. (DfCSF, 2008)When working with children using the EYFS, we value a childs individuality by considering their ability, personality feelings and ideas to enable us, as childcare workers, to provide an impressive learning environment. We have to take into devotion that the rate in which children learn and develop send away differ therefore we must adjust our approaches to each individual childs abilities. We must recognise and tint each childs needs considering their age, physical maturity, intellectual ability, emotional development, social skills, past experiences and relationships with others. In order to converge the childs individual needs, we must keep abreast children in play to establish their current ability. 3. apologize the partnership model of working with carers The parent is a late important person to the child, and the relationship between parent and child is invariably very emotional (Meggitt et al, 2011). As childcare providers we must develop relationships with children and babies in our care that are consistent, affectionate and warm and this must then be coherent with working in partnership with parents to provide the best quality care and education for these children (Sinclair and Grimshaw, 2006). It is important to recommend that the relationships childcare providers have with the children in their care are very different to those that children have with their parents (Lamb, 1999).One of the main aims of the EYFS is to clear the framework for partnership working between parents and childcare providers in order for us to identify and maneuver the needs of the child (DfCSF, 2008). As childcare professionals we must rem ember that all families are different and therefore bequeath have different needs and wants for themselves and their children (NCMA, 2009). Most parents will always want the best for their children but sometimes are not sure what is the best and whitethorn ask for direction (Rosenbaum et al, 1998). The only experiences we have of family life are our own, therefore we must respect the determine and methods that families have and understand that different parents bring up their children in different ways (David, 2003).Parents will a great deal be go around to suggestions from childcare professionals if they seek some guidance but we must not force them to do as we say and must respect their wishes (Curtis and OHagen, 2005). Parents have the recompense to bring their children up as they please, although we whitethorn not agree with their methods (Forehand and Nousiainen, 1993). Here are some examples of different parenting methods * Permissive Parenting- the parents allow the chil d to do as they please. childcare providers must have ground rules in place for children to maintain order and calm, but if the child has not been taught that they must plunk for by rules, this could prove very difficult for the childcare provider and other children. dominating Parenting- the parents are very controlling of the behaviour of their children and children must do exactly as they say. This outhouse be difficult for childcare providers, especially if they are asked by the parents to sustain rules that are in place in the family home that the childcare provider does not agree with. * Uninvolved Parenting- the parent is deserted of their child and allows them to be unkempt, dirty, hungry and not meet their basic needs. This is a safeguarding burn and the childcare provider must report this to the appropriate agencies. * Democratic Parenting- the parent sets slip away boundaries for the child and shows them physical affection. This would be the way in which many of u s will conduct the care of children. (Robinson et al, 1995)A very important part of an effective relationship and partnership between childcare professional and parents is trust. Parents whitethorn have had previous experiences where they have been let deal by somebody involved in the care of their child and therefore gained their trust is important to be able to communicate, in order to provide the best possible care and education of the child (Meggitt et al, 2011). The partnership model of working with parents and carers is therefore a mix of all the above points- respect, trust, information gathering and sharing. We can promote this by talking to parents and discussing each childs day with parents and carers. 3. 2 check up on barriers to participation for carers and explain ways in which they can be chastise.The partnership between parents and child care professionals is a workable and essential way to increase the developmental opportunities for children (Christianson, 2003) . Weve talked about the importance of partnership with parents, but this can go ravish, as there are barriers to effective partnership working. Here are some examples of barriers and how they can be beat * Parents can often feel guilty or sad about leaving their child and may feel like they are missing out on their child growing up. This may make them feel paranoid that others may judge them for leaving their child, especially if they leave them to enable themselves to have a break and do something for themselves. It is important to make the parent understand that what they are doing is not wrong and nothing to feel guilty about.Focus on some of the positive aspects that the child will be having whilst in a childcare setting, for example, the experiences they will have and the friends they will make. feed in the parents some sources of support that will be able to help them through this emotional time. (ways2work, 2010) * Culture and language can be a barrier as our family gro ws to be more and more multi-cultural we come across different people from other cultures, some that may not use English as their first language and may not speak any English at all. This can be overcome by using translating devices such as Google translate to communicate and also be used to translate written policies and procedures, which can be printed out and given over to parents. The same can be done for news earns, emails, letters, handover books, etc.This way, the partnership between the parent and childcare professional is not affected because the unfitness to communicate. (Joint Improvement Team, 2009) We must ensure that parents understand the legal requirements for our country and their rights and responsibilities. This may be different in their country and if it is not explained in the first instance, this could prove a difficult situation. * Different methods of parenting can cause barriers in partnership working as they may be clash with how the childcare provider ca res for children in their setting. For example, a parent may use the permissive parenting method which can cause problems like the child not following rules and doing exactly what they want.If a parent uses the authoritative, this could cause problems because the parent may want the childcare provider to continue their rules from home, which they may not agree with. These can be overcome by ensuring that parents understand the ground rules, policies and procedures before their child starts be a setting. This way, difficulties can be overcome and the parents wishes are respected. A parent may use the un anguished method of parenting, which could mean children dont understand boundaries that are set and they can become withdrawn from the rest of the children in the setting. This can be overcome by explaining to parents the importance of routines and consistency. Hubbs-tait et al, 2008) * Parents may become justificative if they are approached about something that is causing problem s for their child. As childcare providers we must communicate with parents if we have any concerns about children to provide the best possible care and education. This can be overcome by being wanton, comprehendible and having a friendly attitude. (McClure, 2012) 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. There are a number of different ways that childcare professionals can have good partnership with parents to enable parents to pick the one that suits them best (Meggitt et al, 2011).Here is a table showing some of the ways in which childcare professionals can work in partnership with parents and the positive and negative aspects of them slipway to work in partnership Positive Negative Learning Journeys- a sustained journey through which children build on all the things they have already experience and come across new and enkindle altercates. Every childs learning journey takes a personal path based on their own individual interests, experiences and the programme on offer (Hutchin, 2007). * Learning journeys with photos and comments are a great way to show carers all of things that their child has been doing as well as charting their progress. * We might quest the parent to come into the setting to have a look at the learning journey or we may mail it home. * Parents that are not so eager about their childs learning may not find this method very useful, as they may not want to read through the learning journey. Parents that do not have abundant time may not like this method either. Handover books- a book that goes home for parents to add to, then comes back to the setting for the childcare professionals to write in. Usually just general information about the childs day is written in this book. * Parents and childcare professionals are communicating regularly about the progress of the child. * Any trends in the childs behaviour can be identified easily by just looking back throug h the book. If parents are in a make haste picking up or confoundping off they may not always want to have a verbal handover, therefore the handover book is much easier as the parent can read it later when they have more time. * Parents may not find it easy to write down things about the child- may not know what to write. * Parents may not have time to write down things and a quick chat when dropping off or picking up may be quicker and easier. Verbal handover- when parents or carers drop off or collect the child they may just want to verbally handover how the child has been or if there is anything that the childcare professional may need to know. * quick chat is beneficial for parents that have slight time before and after work. Parents may find it easier just to have a chat rather than writing information. * Builds trust and friendship between parents and childcare professionals. * Things are not documented therefore there is no proof that something has been said if you ma y need it for any problems that could possibly occur. * entropy may not be dumb by either party. Newsletter- a letter containing information about topics that are being covered within the setting, any special activities or trips coming up, holidays, new children commencement and just general information that parents may need to know. * Fun and informal way of communicating important information. * Parents may think it is information that is not important and may not read it. Partnership with parents can be effective but there may be occasions where it can be particularly challenging. As a childcare professional it is important to quell positive about the situation and not give up. Information must be shared with parents by some(prenominal) means necessary, whether they reciprocate or not. 3. 4 Explain how effective multi-agency working operates within early years provision and benefits children and carers. When working in a caring profession we have a responsibility and a du ty of care to the people we are looking after. This means that we must care for them to the best of our ability (Rostgaard and Fridberg, 1998).In order to care for children effectively we must aim to meet all of their needs. As a childcare professional we may not have the knowledge to meet each individual need of the child as it may well be out of our expertise. This is when we must call upon another professional and work in concert with them to help the child (Sloper, 2004). For multi-agency working to be effective, good communication skills are needed by all professionals involved (Easen, Atkins and Dyson, 2006). The information shared must be relevant and only shared on a need to know basis to protect the confidentiality of children and their families (Richardson and Asthana, 2005).Childcare professionals must gain acquiesce from parents regarding the information sharing between other professionals, unless there is a possibility of a child protection issue, then this can be ove rruled. When sharing information with other professionals we must be leadd and professional so that we are able to give, receive and record accurate information to ensure that the childs care is not compromised by poor information sharing (Watson, Townsley and Abbott, 2002). Multi-agency working and partnership with parents are the key factors in good quality care for children. However, partnership with parents can sometimes be difficult but as childcare professionals we must remain positive and not give up as the important thing is to ensure information is given to parents or other professionals by whatever means necessary.Eymp 1EYMP 1 1. 1 Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a childs experiences between birth and age five have a major(ip) pertain on their future life chances. A secure, safe and happy childhood is important in its own right. replete(p) pa renting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.The Early Years Foundation Stage framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure childrens school readiness and gives children the free range of knowledge and skills that provide the right foundation for good future progress through school and life. The guidance materials are used to ensure settings provide quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly partnership working between practitioners and with parents and/or carers equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS framework specifies requirements for learning and development and for safeguarding children and promoting their welfare. . 2 Here is a mention of different approaches Reggio Emilia Montessori habitual core Reggio Emilia The Reggio Approach gets it find out from its place of origin, Reggio Emilia, a city determined in Emilia Romagna in Federal Italy. After the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, join teams with the parents of this region to provide child care for young children. Over the lead 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.Of special interest is the emphasis on childrens symbolic languages in the context of a project-oriented course of instruction. The Reggio Emilia approach is made possible through a carefully a rticulated and collaborated approach to the care and education of young children. Here are the key points of the Reggio Emilia Community support and parental involvement Administrative policies and organisational features instructors as learners The role of the environment Long-term projects as vehicles for learning The hundred languages of children Community support and parental involvementTraditions of community support for families with young children comes from Italys cultural view of children as the bodied responsibilities of the state. The parents role is the same as the communitys, at both school wide and the classroom level. Parents have to take part in discussions about school constitution, child development concerns and curriculum supply and evaluation. Because most parents are employed meetings are held in the evenings so that all who want to take part can do so. Administrative policies and organisational featuresA head administrator reports immediately to the town c ouncil, who works with a group of curriculum team leaders, each of them coordinates the efforts of teachers from 5 or 6 centres. Each of these centres is laged by two teacher per classroom, in which there is 12 children in infant classes, 18 in toddlers classes and 24 in pre-primary classes, one teacher trained in arts who works with classroom teachers in curriculum development and documentation and several addendum staff. There is no principle, and there is not a hierarchical relationship between teachers.This staffing plan along side with the policy of keeping the same group o children and teachers together for the 3 year period, advances the sense of community that characterises relationships between children and adults. Teachers as learners The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the childs learning by planning activities and lessons based on the childs interests, asking questions to further understanding, and actively engaging in the activities alongside the child, preferably of sitting back and observing the child learning.Teachers long-term commitment to enhancing their understanding of children is at the root of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They remediate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests.The lack of externally imposed mandates is joined by the imperative that teachers become adroit observers of children in order to inform their curriculum planning and implementation. When working on projects with the child, the teacher can also expand the childs learning by collectin g data such as photographs, notes, videos, and chats that can be reviewed at a later time. The role of the environment The organization of the physical environment is crucial to Reggio Emilias early childhood program, and is often referred to as the childs third teacher.Major aims in the planning of new spaces and the remodeling of old ones include the integrating of each classroom with the rest of the school, and the school with the surrounding community. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas. The pre-schools tend to be filled with indoor plants and vines, and awash(predicate) with natural light.Classrooms open to a central piazza, kitchens are open to view and get at to the surrounding community is assured through wall size d windows, courtyards, and doors to the outside in each classroom. Long-term projects as vehicles for learning The curriculum is convertd by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, turn the rest of the class occupys in a wide variety of self-selected activities typical of preschool classrooms.The projects that teachers and children engage in are different in a number of ways from those that characterize American teachers conceptions of unit or thematic studies. The topic of investigation may reach directly from teacher observations of childrens spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events that direct the attention of the children and teach ers. Reggio teachers place a high value on their ability to improvize and respond to childrens predisposition to enjoy the unexpected.Regardless of their origins, boffo projects are those that generate a capable amount of interest and uncertainty to nurture childrens creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of pull up stakesing abilities and interests, including those with special needs, work together on projects. Projects begin with teachers observing and skeptical children about the topic of interest.Based on childrens responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. magic spell some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Therefore, curriculum planning and implementation revolve around unrestricted and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children.Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in accepted tasks. The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to fork up their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a childs drawing or other form of representation lives up to the expressed intent.Revision of drawings and of ideas is encouraged, and teachers allow children to repeat activities and modify each others work in the col lective aim of better understanding the topic. Teachers protect childrens involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange. (Source www. reggiokids. com and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) Maria Montessori She began her work as a doctor in one of the poorest areas in Rome, in the root word of the 1900s.She worked with children with learning difficulties. She spend hours observing children. This is one of the strengths of her work. Her conclusion, which is now supported by raw research that children pass through in the buff periods of development when they are particularly undefendable to particular areas of learning. She saw children as active learners, just like Piaget. Here is a summary of Montessoris ideas She put together a structured teaching programme, which she based on her observations of children with learning difficulties. The work of an ed ucator called Seguin, was also used by Maria Montessori.He had given manual dexterity exercises to children with physical disabilities. He done this as he believed that if they could learn to use their hands, they would then be able to get a contemplate later on in life She designed a set of didactic materials, as she called them, which encouraged children to use their hands. She dysphoric the importance that children should work alone. She thought that this would help them become independent learners. For Montessori the highest point of a childs learning is what she like to call the polarisation of the attention.Montessori didnt see the point in play, didnt encourage childrens own ideas, until they had worked through all her graded learning sequence. Montessori has had more impact and influence on private schools than on the maintained sector of education. Common substance The Common meaning of Skills and Knowledge for the childrens custody often referred to as the Common ti cker sets out the basic skills and knowledge needed by people whose work (paid or voluntary) brings them into regular contact with children, young people and families. It supports integrated working by impart to the use of a common language.The skills and knowledge included in the Common Core have been divided into six key areas Effective communication and encouragement with children, young people and families. Children and young people development. Safeguarding and promoting the welfare of the child. Supporting transitions Multi-agency working Sharing information It aims to promote quality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and young people. Also providing more effective and integrated services. At the same time it cknowledges the rights of children and young people, and the role of parents, carers and families. (Source http//webarchive. nationalarchives. gov. uk and Children and Young Peoples Workforce, Meggitt, Kame n, Bruce, Grenier) 1. 3 Early years frameworks emphasise a personal and individual approach to learning and development because valuing childrens individuality, ideas and feelings is an important aspect in developing. It is necessary to meet the universal needs of all children, these are physical and biological needs such as food, drink, and shelter which are essential to survival.There is also psychological needs such as love, affection, secure and stable relationships, friendships intellectual stimulation, and independence. These are essential to maintain the individuals quality of life. A childs needs vary from child to child as each child is an individual and not any two are the same. It can be difficult to meet the needs of children in child care settings when they are assort together according to age. Some children will have developmental needs which are in line with the expected average for their chronological age, whereas others will have needs which are characteristic of m uch former(a) or younger children.Once recognised, the childs needs can then be met. When doing this it is important to consider each childs age, physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. 3. 2 Here is a list of barriers to participation for parents and carers Concerns about welfare, development and learning of a child Parents becoming maddened or upset Parents and carers with other priorities Parents and carers having negative attitudes Differences in rules and expectationsThis can be overcome by talking to the parent or carer in a way that shows concern for the child, and not criticising the parent or carer. The conversation can also be held in a private and confidential space, with a clear focus on the childs best interests. This can be overcome by staying calm and talking calmly offering some where private to talk. 3. 3 As carers are individuals there is no one way to have a partnership with parents/care rs, there needs to be a whole range of ways for parents to access partnerships in order for them to find the one that is most suitable for them.These may include diaries to communicate between home and the setting, meetings within in the setting, workshops run by the setting, open days and parents evenings. 3. 4. Multi agency working helps the different services and professionals to join together to bar problems occurring in the first place. This means that practitioners can work with parents and carers to help them access and organise the different services and provisions that may be helpful to them.