Tda 3.2 1.1entitlement and Provision for Early Years Education

Throughout history we have had people that stood up and fort for young children’s needs and these people have influenced the UK current early years provisions.

In the UK all children aged between 3 and 4 years have the right to receive the minimum of 15 hours education which can be used between 3 and 5 days per week. There are many ways that this can be provided.

The article then goes on to explain how in 1999 new curriculum guidance was introduced in the UK which was entitled ‘Early Learning Goals’. It was later developed to bring in six learning areas and stepping stones that led each child towards an early learning goal. Soler and Miller (2010) research this statement further and write, that in structuring the curriculum and its assessment in this manner, the policy makers have made assumptions about where the levels begin and end for all children.

In this assignment I am going to compare previous and current pioneers that have and are influencing the current principles of early year’s pedagogy. For example how they are influencing the four principles of the Early Years Foundation Stage (EYFS). This assignment will get me to look at different views that theorist have to education and how they can be used in current practice. It will provide me with the information on how they influence early year’s pedagogy and current practice. Throughout this assignment I will be referencing from current reading that I am doing, these will range from eBooks to articles. I will be using nursery world articles to provide information about each pioneer and what their work has done for current principles in early year’s pedagogy.

This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning.

All children aged 5-16 are entitled to a free place at a state school and most families take up this place. Schools across England are funded and managed in different ways and will vary depending on the age of the child.

The early years curriculum that supports children's care learning and development is the foundation phase. Foundation phase promotes learning through play. There are 7 areas of learning that consists of:

As an early year practitioner, it is very important to support the child development and confidence, help them learn about how to manage their feelings and behaviour and making relationship with others.

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

As an early years practitioner it is your job to ensure that you meet children’s learning needs and understand and work with all children’s learning needs. It is important that you provide different kinds of opportunities also focus on individual children’s learning needs each and every child is unique and all learn at different rates. When in a setting it is important that you plan an enabling environment that children will find challenging but will allow them to learn in different areas.

- The Statutory Framework for the Early Years Foundation Stage 2008 states that the standards for learning, development and care for children from birth to five. It provides reassurance for parents that children in early years settings are safe and that the foundation provides everything for children to make the most of their abilities as they grow and develop.

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.

The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006.

The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.

Every child who on the term commencing after their 3rd Birthday is entitled to a free part time place in early years education. This was formed as part of the Every Child Matters agenda. From 0-5 years the framework of learning, development & care forms the Early Years Foundation Stage (EYFS), which follows the following principles: