EYMP 1 – Context and Principles for Early Years Provision Part 1 An explanation of the legal status and principles of the EYF and how national and local guidance materials are used in settings 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.
An explanation of how different approaches to work with children in early years have affected current provision in the UK Over the years many people have made studies of what they believe were the important factors in providing for children’s needs. All of these pioneers believed that there should be an integrated approach to the early years provision. One of these pioneers that had the greatest influence was Freidrich Froebel.
Froebel founded the first kindergarten in 1840 and learned how important it was for children to have real experiences and to be physically active, learning outdoors as well as indoors. He believed that schools should be communities where parents could join their children, and that parents were the first educators of children. Other pioneers were Maria Montessori who devised a structured teaching programme based on watching children with learning difficulties and building on the work of Froebel.
In the 1920s she set up nursery schools that were copied across the world, having gardens and welcoming families and not just children. One of her most important achievements was introducing school medical services and school meals. She did this because she believed that children could not learn of they were hungry or sick. All of the work of these and other pioneers had an impact on the way that the current provisions in the UK have developed. Why the early years framework emphasises a personal and ndividual approach to learning and development 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. Part 2 An explanation of the partnership model of working with carers This enables different services and professionals to join together to prevent problems happening. It is used to support children, young people and families to help secure improved outcomes.
A review of the potential barriers to participation of cares and an explanation of how these barriers may be overcome There can be barriers to effective partnership working these include problems in sharing information, people not being clear on their roles and concerned that they may make a mistake. An explanation of strategies that can be used to support carers who may react positively or negatively to partnership opportunities Some people may feel threatened that new approaches are being used which mean that they have to work in different ways to which they have been used to.
Some may also not like being managed by someone that has different skills and experience from their own. To overcome these issues team meetings can be used for everyone to help them work together. It will also allow everyone to fully understand the roles and responsibilities of the other services and practitioners. An explanation of how effective multi-agency working operates within early years provision and benefits children and carers The Common Assessment Framework is used to by practitioners to assess the additional needs of and their family and to help identify the services that will be required to meet their needs.
The Common Assessment Framework starts with assessment and information sharing of the childs development within the EYFS, the care and support offered, the overall family and environment. Using this information the lead professional will work with the team and the parents to put in place a plan to support the child’s development. The Common Assessment Framework has a standard form that is used to record and share with others the details of the assessment. The things that are important are clear and effective communication between the professionals and the agencies, keeping accurate records and maintaining confidentiality.