Context and Principles for Early Years Provision

Transcription

1 Unit 12: Context and Principles for Early Years Provision Unit code: EYMP 1 Unit reference number: J/600/9781 QCF level: 3 Credit value: 4 Guided learning hours: 24 Unit summary This unit aims to familiarise learners with the requirements and principles of the early years framework within which they work. The unit also requires skills and knowledge relating to the implementation of the relevant framework. Assessment requirements/evidence requirements This unit should be assessed in line with the Skills for Care and Development s QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. 97

2 Unit content 1 Understand the purposes and principles of early years frameworks Legal status and principles of the relevant early years framework: to the early years framework/s relevant to own home nation eg The Foundation Phase, Flying Start; each framework sets aims to provide quality and consistency in approach providing for young children s care, learning and wellbeing Influence of different approaches to work with children in the early years on current provision in the UK: influence of early years theorists, pioneers and approaches eg Reggio Emilia, High/Scope, Steiner, Montessori, Forest Schools; Early Years and Childcare component of The Common Core of Skills and Knowledge Reasons for personal and individual approach to learning and development in early years frameworks: eg places individual child at centre of all learning and development, reasons enhances emotional wellbeing of child, shows respect for individuality of the child, child needs to have the opportunity to develop self-awareness, the ability to manage their own emotions, to empathise with others and to handle relationships, wishes and feelings of child identified and taken account of, child involved in decision making as appropriate to age and abilities 2 Be able to provide environments within the work setting that support and extend children s development and learning in their early years Areas within the work setting which support and extend children s development and learning: prepared area should be safe, stimulating, attractive, well-organised environment, personalised, inclusive environment, encourages participation, meets individual and group needs; all regulatory requirements are met; environment provides appropriate risk and challenge; appropriate resources and equipment selected and prepared; sufficient resources and equipment made available in the area Monitoring and observing children using the area: methods eg event samples, checklists, asking children questions and interacting with them, supervising and encouraging without being intrusive, selection of activities appropriate to child s age and abilities, recognising when adult intervention is not required, explaining and instructing before observing (as appropriate), objectivity, checking findings with others, reporting and recording information accurately, record-keeping systems and procedures, assessment of learning, confidentiality requirements Effectiveness of the area in extending children s learning and development: considering whether area prepared in accordance with key features of development of child including physical, intellectual, 98

3 language, gender, emotional, social; age appropriate; stage appropriate; requiring specialist support with learning difficulties and/or disabilities/sensory impairment; evaluating progress made by individual children as a result of participation in the prepared area Effectiveness of the area in encouraging high expectations of child s achievement: provision for stretching child, appropriate provision of risk or challenge, linking to other opportunities for development Effectiveness of the area in meeting the needs of individual children: knowledge of children s needs, identifying individual needs, monitoring progress, ability to use alternatives and adapt environment, materials, equipment and timeframes to meet needs of individual children, accommodating a variety of learning methods and learning styles, appropriate arrangements for children with special needs or disabilities, needs of bilingual and multilingual children, needs of children with English as an additional language, children involved in decisions regarding use of the area (as appropriate to age and abilities) 3 Understand how to work in partnership with carers Partnership model of working with carers: current legislation applicable to own home nation; the Children Act 2004; recognising and valuing parents as the child s first and most enduring educator, working in close partnerships with carers in a proactive way, respecting and valuing their experience, knowledge and input Barriers that hinder a positive working relationship with carers: barriers eg communication barriers, language and vocabulary, time constraints, lack of confidence, lack of trust, disability, negative attitude, aggression, negative past experiences of similar situations; carer s negative beliefs about or perception of self as a carer, ways to overcome barriers eg encouraging carers to participate in sessions and activities, valuing their input, translation of newsletters and other documents into home language of carers, home visits, work with colleagues and others to apply and share ideas of best practice for removal of barriers Strategies to support carers regarding partnership opportunities: strategies eg plan and implement appropriate manner and time of communication with carers, listen to concerns and comments of carer in a non-judgemental manner, emphasise the qualities and skills that carers have and how they can benefit their child and those involved in caring for the child, highlight opportunities for involvement without exerting pressure or sense of obligation, highlight benefits of involvement for child, carer and others, involve parents in decision making and offer flexibility and choices as appropriate Effective multi-agency working operating within early years provision benefits children and carers: enhancing prospects for positive outcomes for children, valuing and respecting roles and responsibilities, maintaining confidentiality, working towards a shared ethos or aim, shared procedures and working methods, effective communication 99

4 Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence type Portfolio reference Date 1 Understand the purposes and principles of early years frameworks 1.1 explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings 1.2 explain how different approaches to work with children in the early years has influenced current provision in the UK 1.3 explain why early years frameworks emphasise a personal and individual approach to learning and development 2 Be able to provide environments within the work setting that support and extend children s development and learning in their early years 2.1 prepare an area/s within the work setting, explaining how the area supports and extends children s learning and development 2.2 monitor how children use the prepared area/s and evaluate how effective it has been in: a extending children s learning and development b encouraging high expectations of their achievement 2.3 explain how the environment meets the needs of individual children 100

5 Learning outcomes Assessment criteria Evidence type Portfolio reference 3 Understand how to work in partnership with carers 3.1 explain the partnership model of working with carers 3.2 review barriers to participation for carers and explain ways in which they can be overcome 3.3 explain strategies to support carers who may react positively or negatively to partnership opportunities 3.4 explain how effective multi-agency working operates within early years provision and benefits children and carers Learner name: Date: Learner signature: Date: Assessor signature: Date: Internal verifier signature: (if sampled) Date: Date 101