EYMP4 CU1536 Professional practise in early years settings

It was in 1996 that the first UK curriculum was introduced which was called ‘Desirable Outcomes’. Within the document were learning outcomes to be achieved by all children by the age of five and being a centralised system, an inspection scheme was also introduced. In this article Soler and Miller (2010) highlight how these changes were perceived to be shaping the early childhood curriculum from the outside rather than from within the early childhood community.

1. Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development.

Evidence-based practice is extremely important in health care. It is not only important to know how to perform a certain skill, but why it should be done. There needs to be a standard of care and providers need to know the best way of doing things based on evidence. The article mentions that in the 20th century, many medial decisions were made on doctor assessment and preference (Brower, 2017). Many physicians were practicing dramatically different when compared with one another, which led to the realization that changes needed to be made and Evidence-based practice began to develop. Even though Evidence-based practices have been in play for a while, there is a gap between understanding and applying evidence-based

A model is a representation of concepts which are used to help people know, understand or simulate a subject matter. Moreover, a model is used to create the various hypothesis which can be tested in the laboratory or utilized for explaining a case study. The goal of this assignment is to explore three models of evidence-based practice (EBP) that interest the authors and give a summary. Although several models used in research, this paper will highlight three specific models and provide a summary, strengths, weaknesses and a model that can be implemented in a particular practice.

Evidence based practice is the basis for needed change in practice and function. It is a sound method for scientific, fact-based change. Changes which have no evidence to support them are fragile, unscientific, and subjective. These changes don’t effect real change over time, as they aren’t able to be proven to a more general population.

The provision made is about supporting young children for every country in the UK. It is based on the idea that young children learn through play rather than formal learning, as play is an important and successful thing in children’s early learning.

The purpose of the EYFS is to ensure that all children have access to quality early years education. To measure this and to ensure practitioners have a focus for their work a series of outcomes is given for each area of learning, these are the early learning goals.

Early years frameworks in the U.K emphasise the importance of a personal and individual approach to learning and development:

In England, pre-school and nursery education is provided for within a wide range of settings including all pre-school groups, play groups , nursery centers, day nurseries, nursery schools and reception classes ( children aged 4-5 years) in primary schools.

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

The legal status and principles of the Early Years Foundation stage is used with children aged from birth to five years. The Government have outlined three primary and four specific areas and seventeen early learning goals that they think are important to a child’s development and planning is used to meet a child’s individual needs.

1.1 Explain how the range of early years settings reflects the scope and purpose of the sector

In 2008 the new curriculum for the foundation stage in wales began its roll out. Its aim was to bring consistency and continuity to children’s education, thus transforming early year’s education in Wales. The principles on which the curriculum is based are that children should be provided with a good basis for future learning and the ability to apply their learning to everyday situations. Leighton Andrews, the former education minister, said in an article on the Welsh Government website that the curriculum was designed “to allow all children to flourish whatever their stage of development or learning ability” (Andrews, 2010). The Framework for Children’s Learning for 3 to 7 Year olds in Wales (here forth known as ‘The Framework’) outlines 7 key areas of learning. These are ‘Personal and social development, well-being and cultural diversity’, ‘Language, literacy and communication skills’, ‘Mathematical development’, ‘Welsh language development’, ‘Knowledge and understanding of the world’, ‘Physical development’ and ‘Creative development’. The curriculum focuses on holistic learning, meaning that whilst there are 7 separate areas of learning, they are to be taught in a way which entwines them together allowing for children to develop skills such as everyday problem solving by understanding that mathematics is not merely a school subject but a skill which is used in everyday life.

Early education is easily one of the most important stages of a persons life. In America children begin schooling with Pre-school, and then attend kindergarten. Then, after a kindergarten screening they determine if the child can move on to the first grade. Children in these young stages have things such as snacks, nap time, recess, and lunch every day to look forward to. In the U.K. however around the year 2010, the United Kingdom allowed for three and four year olds to have 15 hours of nursery education for up to 40 weeks. When the education act of 2002 came out, it extended the curriculum guide for England to include the foundation stage which came into place in 2000. It was introduced to cover education from the ages of 3-5. "The Early Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and quality framework for the provision of learning, development and care for children in all registered early years settings between birth and the academic year in which they turn 5" ("EDUCATION SYSTEM IN THE UK.").

Within industrialized nations, the role and image of women has undergone profound changes over the past few decades. Female participation in the workforce has increased steadily and societal attitudes towards women engaging in paid work have undergone significant change (Schwartz, 1988). These historical shifts have made the equality of women and men in society and the workforce an attainable goal. The participation of women in paid labour has challenged traditional gender roles and the societal ideal of the nuclear family with a sole male breadwinner. However, the primary responsibility of childcare continues to fall upon women.