Introducing provision relating to the authorities of duties/action of the well-being and improvement care of young children. The Act Introduced by parliament was passed to define/introduce leadership authority for the intentions of evolving;
Every Child Matters programme (launched 2003 via Victoria Climbie story) Improving childcare/safety.
Available Childminding facilities.
Child providers Training and advice service.
Parental upbringing information service.
The act is structured with four sections of order;
Sections
One; Authorities located in England
Two; Authorities located in Wales
Three; Acquirements inspections made for childcare providers in England.
Four; General provisions.
The Early years foundation stage (EYFS) lies within section 39-48. This section act authorises high quality education/childcare for children aged 0-5 years including minimising equalities within children via the existing assistance of job centre plus/NHS.
http://en.wikipedia.org/wiki/Childcare_Act_2006
Poverty The Act introduced is to enforce the protection of children. Every Child Matters Foundation provides protection of Safety, Promotion of Health, economic well-being, achieving standards, Positive attitude, Including promotion of equality amongst others.
Childcare Act 2006 aims to reduce poverty supporting parents to work increases the child’s environments and living reducing inequalities among children most at risk of poverty via deprivation/disadvantages promoting social mobility. Every child matters foundation set standards for the well-being of young children ensuring safety/health/economic/well-being/Achievements and Positive self steam.
Legal Requirements for childcare providers are published via Ofsted under Statutory Framework for the Early years foundation stage EYFS.
The Statutory framework stage within the EYFS has a number of requirements sectored. Involving;
School leaders/staff
Childcare providers/childminders
Nurseries
Pre-schools/playgroups
childminding settings
Maintained/non-maintained and private schools
Developments
Learning/development
Welfare
Additional legal information
Regulation information assessment scales
legal information in relation for adult to children ratio.
The Framework provides direction/order to ensure all early year providers are meeting expectations for growth intellectual/physical developments required for when they enrol for mainstream school. Including the health/safety of the children.
https://www.gov.uk/government/publications/early-years-foundation-stage-framework
Learning/development requirements
The authorised requirements MUSTwww.gov.uk/government/uploads/system/uploads/attachment_data/file)
Development requirements childcare Act 2006
Early learning expectations. The child should hit the target of development/achieve; Knowledge/skills/comprehension of the standards that a child should reach by the age of five.
Education Programmes skills/processes lectured by the provider.
Assessment arrangements structured for the continuation of achievements.
Learning standards/expectation
Supporting Personal, Social and Emotional Development is a standard set to support development of skills; Self Confidence/learning/communication/sociability skills for future friendships and confidence.
Comprehension of their environment is a development educed to expand fact/theory of their surroundings, also influencing the learning of technology/individuals and other areas.
Physical Development This is an imperative stage of development as children should always be subjected to activities influencing/permitting physical activity. Improving their co-ordination/physical strength. Also providing an education on the benefits to themselves via participation leading to a healthy lifestyle and a variety of good food options/benefits.
Mathematics This is a standard targeted to introduce numbers to the child for prior knowledge for enrolment of when mainstream school commences. Involving; Configuring shapes/measurements. Numeracy via Counting objects/addition and subtraction problem solving.
Literacy: This standard can be influenced through using Books/reading magazines/Television subtitles. Poems should be introduced as the sounds of rhyming words, a terrific influence to remembering words/sounds. Introducing writing skills; letters to the sound can be a great start to early writing skills.
Expressive Arts and design: Creative play is a form of educational play for children to produce Self confidence, Understanding of the role/express feeling. This can involve role play/Dance/Art work/performance or music.
Assessments
This is a requirement made to observe any target standards made by Statutory Framework for early years have been met or made progress. During the assessment observations are documented evidence which is recorded via the childcare provider. There also needs to parental contribution made for communication between provider/parent.
The Legal requirements are established by the Statutory Framework for early years foundation stage. To ensure the well-being of safe guarding children. The requirements focus on the promotion of the child’s welfare within the setting;
The childcare providers are all CRB checked and suitable.
Environment, Equipment and Premises are to standard.
Documentation is clearly constructed.
Organised forms of education for learning, emotional, social, physical and interlectual development are in operation.
Legal requirements for safe guarding children involves met/passed standards;
Information of complaints documented
Premises and security
Outings
Equality of opportunities
Medication
Illness/injury
Food/Drink
Smoking
Behaviour management
Safe recruitment (CRB checked)
Correct Number of staff for children
Risk assessments
Premises.
Respecting/valuing individuality
The understanding of each individuals personality can be taught from a early stage. It is important from a young age for each child to realise and understand that each person is different and may have a respectful difference of opinion. The influence of their elders impact a child perspective greatly as of which it is of vast importance to set good values for the child to develop good characteristics becoming a decent member of society.
Children are influenced how to behave via their elders, as a child learns via observational skills. Setting a good example of how to behave is important as it can greatly affect the upbringing of the child’s behaviour/personality. The childcare setting surroundings should advertise images of positive perception of the world including all cultures as a human race and mother nature. To promote individuality there should also be access to role play, toys, and electronics.
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Their maybe a Varity of practiced cultures within the childcare setting. Therefore it’s a good idea to introduce a monthly cultural lesson on any cultures present within the group so children can understand the differences between cultures, using the foods, animals, preparations, weather, clothing is used and why!. The cultural lessons can educate the child to enhance their intellectual/emotional and social development as it influences children to talk about the way they live inviting a group discussion.
Achievement days/awards are extremely effective upon the child’s self confidence as the award presents the child’s achievement/s. An award/award chart leading to an award day may influence the child to work towards the award for self satisfaction of learning or behaviour. The awards day can also be via the involvement of outside activity hobbies, Swimming/dance/football clubs, which can be discussed within the setting, promoting information on possible outside activities permitting children to express their excitement of their achievements.
Group work is essential to child social development as it concentrates on communication/structuring ideas/problem solving and compromising with others. Role play is a great way to promote group communication as there has to be discussion/agreement in who plays which role, confidence with discussions, understanding the roll and discussing it and respecting all thoughts/theories.
Personal values can be influenced via good routines, interaction within a good/comfortable setting, such as story time, understanding when to listen and the appropriate time to proclaim their thoughts via showing understanding of the concept.
Positive/Negative Behaviour
From day one a child is effected by his/her environment. As the child develops there are boundaries needed to be put into place to ensure positive behaviour development, as the child understands right from wrong therefore grasps an understanding of the correct responses/actions. without the examples the child can develop negative behaviour and become confused.
Boundaries permit the child’s understanding of how to behave therefore understand that if rules are not practiced there will be consequences. The child need to understand what’s right or wrong as negative action can put others at risk such as pushing another child or smacking/biting. without consequences a child will not comprehend the action is wrong or will take liberties.
Rewarding a positive action/praise is a well achieved award or emotion for reaching/gaining credibility at any stage of development/age i.e. If a child is successful with potty training/behaviour or socialising. Awards/praise influence children to achieve/progress goals. The outcome to the award method is so the child eventually doesn’t rely on a form of award and continues to proceed with positive actions, this is where a disciplinary act should be put into motion if any negative behaviour become apparent, if the child out steps their boundaries then a cause of action should be solicited; The naughty step (minutes time out for the duration of the child’s age) or no favourite food/book to read. If no action is taken the child could proceed with negative behaviour/anger problems. A group discussion of behaviour expectations should be an active source of communication between peers/providers to ensure a friendly/happy/safe environment.
Negative behaviour: create a adverse impact on the childcare environment for everyone present. The victim of the situation can become very distressed/upset effecting child/provider. The incident should be addressed (by the provider) as soon as possible as the child/children of cause will be able to comprehend where they have stepped out of line. The provider will have to explain where the child went wrong, as just saying “NO” will not deliver the insight of what they did wrong. The provider needs to introduce boundaries within the childcare setting to enforces the correct expectation of behaviour.
Awarding the child for good behaviour needs to be introduced and is just as important as discipline. Even though negative behaviour is more apparent to good behaviour, applauded good behaviour can encourage children to want recognition/positive response from his/her providers/parents and peers, even though discipline needs to be an active consequence, sometimes on minor instances if the child gains no response then the child will learn he/she won’t gain the required attention. Otherwise if little/no good behaviour is acknowledged the child will always feel like they are naughty and lack enthusiasm for improvement. If good behaviour is applauded then this will encourage future good behaviour eventually become a positive impact improving the child’s actions.
It is imperative to be consistent with the message being preached to the child involving positive/negative behaviour, even a simple mistake can influence the wrong message so clarity/consistency is highly important. A positive attitude from the provider can determine the atmospheres positive or negative vibe, this can create a happy/safe positive environment for the children/providers or a negative/unhappy one. It’s of great importance the child feels safe/inspired/happy within their childcare setting.
Conflict management between children/adults
Unfortunately conflict occurs within every childcare setting, It is the way it is addressed which leads to a positive/negative standard of care. A conflict can be present between children or a child struggling to except the providers authority.
John Broadus Watson
An American psychologist whom established the psychological school of behaviourism. Watson was the author of Psychological Care of Infant and Child in 1928. Watson believed children should be treated as a young adult. He proclaimed that the ‘inevitable dangers of a mother providing too much love and affection’ can provide a negative impact upon the child’s future, He proclaimed that the love affection response was ‘conditioned love’. Impacting the future generations by mentioning ‘Invalidism’ proclaiming that society doesn’t show high affection to the developing older children/young adulthood within the real world, therefore parents/careers should not deliver high expectations of reality.
Watsons views of Nature and nurture was that nurture was the corrected theory. He’s theories were that nobody is born with natural instinct and supporting this theory he believed that all knowledge is gained via interaction with his/her environment and parents should take sole priority for the responsibility they relinquish upon their children. Conditioning; http://www.simplypsychology.org/classical-conditioning.html)
There are debates on how conflict impacts a child’s upbringing. Positive views of conflict include it to be a natural emotion of life and should be expressed, supporting Watsons theory in nature and expectations of life. Negative views introduce beliefs that conflict can inflict anger therefore effecting ones social abilities via ‘lack of suitable role model’.
Critics of Watsons views;
Needs which are unmet due to lack of physical/mental emotion leading to Cravings for attention.
Selfishness Leading from lack of emotion, the child can become an adult with difficulties to understand others need’s of love and attention/affection.
social skills As the child find’s it difficult to understand other children’s different thoughts and views.
http://en.wikipedia.org/wiki/Childcare_Act_2006
https://www.gov.uk/government/publications/early-years-foundation-stage-framework
(http:/www.gov.uk/government/uploads/system/uploads/attachment_data/file)
Conditioning; http://www.simplypsychology.org/classical-conditioning.html)
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