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.
(http://www.highscope.org/content.asp?contentid=219 accessed june 2015)
Supporting diversity, inclusion and participation in early years settings
Diversity
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
Inclusion refers to a process of identifying, understanding and breaking down barriers to participations and belongingInclusion 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
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
REFERENCES
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
www.gov.uk/government/
publications/
2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk