Cyp 3.4 1.3

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 children’s ‘school

5. The EYFS will be given legal force through an Order and Regulations made under the Childcare Act 2006. From September 2008 it will be mandatory for all schools and providers in Ofsted registered settings attended by young children – that is children from birth to end of the academic year in which a child has his or her fifth birthday. The term “early years provider” includes maintained schools, non-maintained schools, independent schools, and childcare registered by Ofsted on the Early Years Register, all of which are required to meet the EYFS requirements. .

CYP CORE 3.1 (3.4) How different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.

This was the name of the green paper produced in response to the Laming inquiry into the death of Victoria Climbié in 2000. It went on to form the basis of the 2004 Children’s Act. The paper lists five outcomes which were identified in consultation with children and young people:

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance.

Aggressive behaviour starts when children reach 2-3 years. They are able to get something from others whenever they want. They are capable of physical aggression. They could get their staff by done by hitting, grabbing and pushing. Physical aggression increase during 2-4 years old, after that it decrease as they learn to control their emotions, communicate and express their frustration. If it doesn’t stop during that age, it will get more problematic because they are growing, growing taller and stronger (video). I think it is high risk for the children. They need a supportive environment, positive guidance, responsive caregiver help to build their foundation. Punishment is not a good way to teach children (parenting style). It will increase

When feeling tired, haven’t we all found it hard to concentrate on someone speaking sometimes? It’s normal to have occasional difficulties listening, following conversation or choosing the right words - especially when we’re exhausted. However, if it happens all the time, it may be because of a condition called Language Processing Disorder.

Every child matters: change for children (Treasury,2003) has an aim to identify children’s needs and meet them in the early stages. The green paper document is a key document in Every child matters that proposes and develops supportive services. One of the four key themes was addressing the main problems, poor responsibility and weak integration, in the report of Victoria Climbie. Other important publications include Working together to Safeguard Children (DFES 2006b), The Common Assessment Framework and The common core of skills and knowledge (DfES, 2005). These also offer improving co-operation and shared understanding between agencies and professionals.

Healthy eating means providing a well-balanced diet which is nutritious, fresh and food where least amount of processing has gone into making of the food that fuels the body for healthy growth, strength, energy, development and general well-being.

This essay will discuss the impact of social, as well as political views that have shaped contemporary services for children. Legislations such as the Education Act of 1944, the ‘Every Child Matters’ Act introduced by labour in 2003, and also the ‘children’s act’ from 1989 are examples of services put in place to help protect and provide care for all children. In this essay there will also be talks about The Early Years Foundation Stage (EYFS) introduced in 2007, while also linking my points back to the pioneers whose work has contributed majorly to the influences of the modern day understanding of childhood.

I started preschool when I was 4 years old and we followed a structured programme. We had a timetable for each week which included 60 minutes of outdoor play in the playground every day. There were swings and slides; monkey bars and see- saws. Indoor play was not incorporated into the curriculum. I remember our teachers telling us, “If you memorise these words, you can go outside and play”. Therefore, play was regarded as a reward for studying rather than a learning experience. The Ministry of Education (1996) states that children need to experience an environment where play is valued as meaningful learning and that is what I witnessed during my practicum at Angel’s day-care centre.

Though great care was taken to test assets and scripts as they were added to ensure correct functionality, some issues still emerged. A significant problem was a major visual glitch, which made objects in the horizon disappear when in the user’s direct line of sight (Fig. 25). Initially this error was thought to be caused by the rendering layer of the alpha maps, however it was later discovered that, due to the size of the environment, the horizon fell behind the camera’s clipping plane. Increasing this setting resolved the issue.

Every Child Matters is a type of green paper which was published in 2003 by the government. The Every Child Matters green paper is also known as Every Child Matters: Change for Children. This green paper had provided the legislative basis for developing effective as well as accessible health and social care services.

If you ask any adult what memory stands out from their early childhood school years, the majority will tell you recess and just being outdoors. That was the time that children could run wild, scream and make noises or set quietly under the tree near the corner of the fence. The experiences from that childhood ritual spur an interest in the environment; revive past memories of opportunities experienced with friends and the potential of the skills learned for future personal development (Waite 2010). Today outdoor learning and the lessons that it encompasses has become an overlooked tool for early childhood educators. Though the use of outdoor learning is seen as important to early childhood education, the use of it has not grown. Being aware of what hinders early childhood educators using outdoor education environments can revitalize this experience in today’s children.

Our preschool’s outdoor play area provides limitless opportunities for your children to learn through play, whilst acquiring respect and an appreciation for nature and their environment, working towards and achieving all five Early Years Learning Framework (EYLF) Outcomes (Australian Department of Education, Employment and Workplace, [ADEEW] , 2009)