EYMP 4: Professional practice in
early years setting

Level 3 Children & Young People's Workforce

Within the early years sector there are many settings that care for children in their early years. All the early years setting share the same aim which is to provide quality care, learning and development by implementing the EYFS framework.

Social and economic factors affecting expanison of early years sector

The growth of the early years sectors relates to the needs and demands of families:

- Some families need their child to be cared for in a home-based care setting: childminders or nannies

- Some familes need a setting that provide childcare and other services: offering advice about health,nutrition & exercise. Workshops on parental skills.

- Some families want a combination of care and education in a secure environment

- Some families want affordable childcare and some families seek free childcare

- Some working families want full-day care, whilst others want part-time care

Range of eary years setting

Childcare setting Range of services Purpose of the sector
Nurseries Provide childcare services to toddlers and children whose parents are occupied during the day.

Provide a safe environment where children play, explore and learn .

Provide resources, activities and learning resources to promote all aspects of child's development
To cater for working parents and those wanting to return to work.
Children's centre Run stay and play session for parents and their children.
Offer classes to parents to gain parenting skills
Provide advice on debt, health and nutrition
Exercise and fitness activities Run sessions on adult learning and workplace skills
Improve outcomes for young children and their families.

Aim to prepare children for school.
Breakfast / after school club Provides healthy breakfast

After school club - offer support with children's homework.

Offer a place where children can interact with other children of a wider age range and play alongside others.
Set up to help working parents.

Aim to encourage school attendance , punctuality and healthy eating habits.

Research shows that children that attend breakfast clubs learn better because they have eaten a healthy nutritional meal before the start of their school day

Research shows that children that attend breakfast clubs learn better because they have eaten a healthy nutritional meal before the start of their school day
Hospitals – Day care for children

Gain access to activities and learning materials.

staff organise daily play and art activities in the playroom or bedside.

Provide play to achieve developmental goals.

Help children to cope with feelings of anxieties.

Encourage peer group friendship to develop
Day care set up for children who are unable to attend school due to being hospitalised.

Can you think of any other early years sector?



Impact of policies and framework in early years setting

Policies, frameworks and influences Impact on early years sector
United Nations Convention on the Rights of the Child (UNCRC)

Creation of ECM and EYFS -

Implementing Equality legislations

Implementing Safeguarding legislations

EYFS framework Offers practitioners standard guidelines on provision of quality care and learning and development across the early years sector.

Ensures that quality of care is consistent across the eary years sector

Raises standards for childcare and improve outcomes for children

Equality legislation 2010 Childcare service must be available to everyone in society including - children with disability or health problems
- children from different cultural and religious background
- children from low income families
- children from working families

Gives guidance to support early years providers to - Implement policies on diversity, inclusion and equality - stop discrimination, harrassment or bullying - meet specific needs of children from different background - breakdown barriers to participation

Evidence-Based practice

Applying findings from research studies:

EPPE Study (2003-2008)

Findings from EPPE (Effective Provision of Pre-school Education) show that that children attending early years provision were more likely to have better cognitive, social and behaviour skills when they started formal education than those who had no early years provision.

The findings were used to develop the EYFS framework which is implemented in the early years setting. (DFE 200)

High Scope Study (2005) - A long-term study of the High/Scope Perry Pre-School Program, provides evidence that quality pre-school education can exert a lasting, positive influence over children's lives.

- HighScope Perry Preschool Study: Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 (2005)The study found that adults at age 40 who had the preschool program had higher earnings, were more likely to hold a job, had committed fewer crimes, and were more likely to have graduated from high schoolthan adults who did not have preschool.
( accessed june 2015)

Supporting diversity, inclusion and participation in early years settings


Diversity means the difference between individuals and groups in society arising from gender, ethnic origins , social, cultural or religious background, family structure, disabilities, sexuality and appearance (Griffin 2008).

- Celebrate diversity – show that you value and respect them and their family regardless of their differences.

- Positive approach - encourage children to learn about other cultures and their beliefs ; food , dress, stories , music

- Awareness of own language and attitude is important. -- be aware of using words like ‘funny’ food or ‘strange’ music or suggestions that it is not clean to eat with fingers.

- Show them that you respect all cultures and not favour one over the other

- Present disabled people in a positivie light - stories and pictures of the paramlympics

- Keep pathway clear of objects for wheelchair users


Inclusion refers to a process of identifying, understanding and breaking down barriers to participations and belonging

Inclusion means reducing discrimination on the basis of gender, class, disability, sexual orientation.

Best practice to inclusive practice:

- Support children whose religious background requires them to keep their bodies modestly covered to engage in physical play.

- Provide access to frequent snacks for child with diabetes.

- Have sign language interpreters for children with hard of hearing

Can you think of any?


Participation refers to giving children and families a say in how provisions are made for them

Promote participation by:

  • Listen to children to discover their perspective

  • Give children the chance to practise making decisions and choices

  • Observe children's body language too – non-verbal communication

  • Encourage them to give their opinion

  • Support them in making their decision by explain what options are open to them and help them to see that if they choose A they won't be able to have B.

Importance of anti-discriminatory(anti-bias) practice

Promoting equality of opportunity by:

  • Being positive about differences and similarities between people

  • Identifying and challenging prejudice

  • Taking positive action to counter discrimination


DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)

DFE (2014). Statutory framework for the early years foundation stage

DEF(2014). Early years (under 5s) foundation stage framework (EYFS)

DFE (2014) Keeping children safe in Out of hours provisions

DFE(2014) Early Years Outcomes

Parents - guide to EYFS (2014)

What to expect and when (2014)

The British Association for Early Childhood Education
(Supported by DFE)

Every Child Matters 2003)

Effective Pre-school and Primary Education 3-11 Project (2003-2008)

DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)

Parliament (2003) Every Child Matters

Tassoni et al (2010) Level 3 Diploma Children and Young People's
Workforce (Early Learning and Childcare). Pearson: Harlow Essex

Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's
Workforce Diploma: Early Learning and Child Care.
Hodder Education: London