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What is the laissez faire approach to childrens development?
how does the laissez faire work alone side the new eyfs
What does 'can you outline your experience of delievering the Early Years Foundation Stage Framework' mean?
This question is asking for a summary of your experience in implementing the Early Years Foundation Stage (EYFS) framework, which is a curriculum for children aged 0-5 in the UK. You would need to describe your involvement, responsibilities, and achievements in working with the EYFS framework.
What does statutory provisions mean?
A statutory provision is a state funded and it is the law that all children from 5-7. There is many places that you can take your child if they are under 5 for example a state nursery is a safe place where adults will take care of your children whilst you are at work or out doing other things around the early years foundation stage (EYFS). State nurseries are only open in term time.
How do you find the best nursery in Dubai, UAE?
Nursery School that can provide excellent services and healthy environment to nurture Little Ones.
Why is it important to identify and meet the care and learning needs of all children?
read the eyfs, anything about meeting children's needs, good books on observation and working in partnership with parents. you should look at PEAL, the EPPE study, sylva and young and desforges work. all of which should be in your college library and is accessible on the internet. search nursery world. there is no short cut at this level. reading is the only answer If you look up maslow's heirarchy of needs it will be very useful. As you need to look at the child's care and learning needs separate. if you don't meet their needs they wont progress so their other needs wont be met. reference maslow
How evidence based practice has influenced work with children in their early years?
Evidence-based practice can be described as "a framework of decisions that are made from previous knowledge that are derived from previous research" (University of Westminster, 2008). It is influenced by objective evidence derived from research and allows practitioners to apply their knowledge to a situation that has been previously researched which allows them to make a well informed decision about future action(s). My everyday practice is influenced by what I have found out or learnt previously either from college, media, previous working experiences, books, colleagues, etc and professional practice requires these findings and research should be kept up-to-date and practiced if applicable. Sometimes, we need to be sure of what we find out before taking action as it might not be real or true. A example of how research has influenced work with children is The Effective Provision of Pre-School Education (EPPE) which is the first major European longitudinal study in the UK to focus on the effectiveness of early years education and a study of a national sample of young children's development (intellectual and social/behavioural) between ages 3-7. EPPE collected a wide range of information on more than 3000children, their parents, their home environment and the pre-school they attended. Its findings found that children who had attended 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. EPPE also confirmed the value of early learning through 'play' especially from low-income families. Key Elements of effective practice (KEEP) is another example. It emphasises that effective learning in children is dependent on secure relationships. Learning through play and forming secure relationships are both key elements to the EYFS. When observation schedules and routines (formal and non-formal observation), reflective practice, are done, there is quality and accountability in the practice, staff may require training and review of procedures and/or policies in order to keep up to date with new evidence in the provision of health and educational provision (this may be evidence -based planning).
How evidence-based practice has influenced work with children in their early years?
Evidence-based practice can be described as "a framework of decisions that are made from previous knowledge that are derived from previous research" (University of Westminster, 2008). It is influenced by objective evidence derived from research and allows practitioners to apply their knowledge to a situation that has been previously researched which allows them to make a well informed decision about future action(s). My everyday practice is influenced by what I have found out or learnt previously either from college, media, previous working experiences, books, colleagues, etc and professional practice requires these findings and research should be kept up-to-date and practiced if applicable. Sometimes, we need to be sure of what we find out before taking action as it might not be real or true. A example of how research has influenced work with children is The Effective Provision of Pre-School Education (EPPE) which is the first major European longitudinal study in the UK to focus on the effectiveness of early years education and a study of a national sample of young children's development (intellectual and social/behavioural) between ages 3-7. EPPE collected a wide range of information on more than 3000children, their parents, their home environment and the pre-school they attended. Its findings found that children who had attended 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. EPPE also confirmed the value of early learning through 'play' especially from low-income families. Key Elements of effective practice (KEEP) is another example. It emphasises that effective learning in children is dependent on secure relationships. Learning through play and forming secure relationships are both key elements to the EYFS. When observation schedules and routines (formal and non-formal observation), reflective practice, are done, there is quality and accountability in the practice, staff may require training and review of procedures and/or policies in order to keep up to date with new evidence in the provision of health and educational provision (this may be evidence -based planning).
What sort of curricular provides by a British School?
British schools typically offer a comprehensive and well-rounded curriculum that encompasses various subjects and areas of study. While there may be some variation between different schools, the curriculum in British schools often follows the guidelines set by the National Curriculum of England. The National Curriculum of England is divided into different stages: Early Years Foundation Stage (EYFS): This stage covers children aged 3 to 5 and focuses on developing key skills in areas such as communication, language, mathematics, and physical development. Key Stage 1 (KS1): This stage covers children aged 5 to 7 and includes subjects such as English, mathematics, science, art and design, computing, design and technology, geography, history, music, and physical education. Key Stage 2 (KS2): This stage covers children aged 7 to 11 and builds upon the foundation laid in KS1. Subjects at this stage include English, mathematics, science, art and design, computing, design and technology, geography, history, music, physical education, and foreign languages (commonly French, Spanish, or German). Key Stage 3 (KS3): This stage covers students aged 11 to 14 and involves more specialized subjects. Core subjects include English, mathematics, science, and physical education, while other subjects such as history, geography, modern foreign languages, design and technology, art and design, music, and computing are also studied. Key Stage 4 (KS4): This stage covers students aged 14 to 16 and is often referred to as the General Certificate of Secondary Education (GCSE) stage. Students typically choose a selection of subjects they wish to study in more depth, including core subjects like English, mathematics, and science, as well as optional subjects like history, geography, languages, business studies, and more. In addition to the core curriculum, British schools may also offer extracurricular activities such as sports, music, drama, debating, and clubs that cater to different interests. Schools may also provide opportunities for students to participate in educational trips, community service projects, and other experiential learning activities. It's important to note that while many British schools follow the National Curriculum, there are also independent schools and international schools that may have their own curricula, which may be influenced by British educational standards but could have additional elements or variations.
