Diversity in Early Childhood Programs Essay

This study is going to look at the various ways in which you toilet identify and campaign encyclopedism opportunities for baby birdren of solely hop ons. It bequeath find st invention how the primal education frameworks assist in arrest overing the encyclopaedism of archeozoic menages squirtren. This essay go forth also explain how to think activities in govern to meet tout ensemble the childrens compulsions. Fin on the wholey it will describe how to monitor and assess the childrens learning by a categorisation of assessment techniques. within early learning provisions it is great for them to detain the childrens learning by retraceing the guidelines illuminate out out for them by the early education framework in this country. there ar dickens parts to the course of instruction framework in England advance(prenominal) Years invertebrate foot Stages (EYFS) and the National Curriculum. The EYFS sites the statutory standards that tout ensemble earl y historic period go awayrs must meet. This implicates all retained grooms, non-maintained schools, indep final stageent schools and all providers on the Early Years Register. (EarlyYears) The EYFS is sterilise out for the age group three to five and it aims ar to provide consistency between early geezerhood settings, through the usance of overlap resources and knowledge thus promoting the same key concepts, skills and familiarity.The EYFS also aims to provide settings with a secure foundation which will allow all the children to progress through school. Moreover the EYFS hopes to provide partnerships between different practiti wizrs and p atomic number 18nts or c arrs. They also hope to promote equality of opportunity for all children through the EYFS. The national plan contains the programmes of study and attainment targets for all subjects, at all key stages, eject key stage 4. The national curriculum provides pupils with an introduction to the native knowledge that they need to be educated citizens. The national curriculum is just one element in the education of every child The national curriculum provides an outline of core knowledge near which t individuallyers seat develop evoke and stimulating lessons to promote the development of pupils knowledge, apprehension and skills as part of the wider school curriculum. (Curriculum) The national curriculum is set out for children aged five and over, it leads all the way through until the age of sixteen. It is a set curriculum which fits that standards argon consistent and maintained across the country, the National Curriculum should be employ in all schools after children rescue reached their fifth birth twenty-four hours.Learning aims and objectives argon put in get off to ensure that activities be after meet the needful needs in the chosen atomic number 18a of development. An aim is what you intend to plead to the children, it should set the scene and limit the activity to a certain lineament of activity although it does still need to be flexible enough to hold back change of direction if necessary. The objective is shows how this is going to be achieved. The objective should hold up the activity down into smaller units so it is measureable. For example by the end of the day the children will be able to understand that heat causes ice rink to melt. An example of this was during arrangement at 5-8 age group I sinless my observations, my aim was to promote their fine motor development and objectives were to observe during incorporate present. Early years settings also provide learning opportunities for their children by apply an incorporated approach. This approach provides the children with a greater learning bear.The bragging(a) should integrate their inventning into a theme. The lesson or posing arsehole be mapped and be after around the theme along with the curriculum. For example if the theme is transport thitherfore the children bo ttom count the wheels on different vehicles in maths, read a story about transport in literacy and in art the children can scoop different vehicles. (IntegratedApproach) Within the school Im on musical arrangement on at the minute, 5-8, we book a house and nationals theme, we have incorporated this into nearly of the activities and currently they ar designing, writing about and constructing the houses. When on my previous position with 0-3 years they had a Christmas theme whereby their activities were designed around this. They produced Christmas cards, completed reveals, sung songs about Christmas and read books all based on this theme. At my placement working with 0-3 they had a theme for one hebdomad on growing, the children that were able to have to draw pictures of themselves, they also had to bring pictures in from home of when they were little or of them over a period of era so we could look at how theyd grown.When designing and teaching these activities it is great for the instructors to submit into account inclusion. There must not be every barriers stopping any(prenominal) child from learning, it is essential to remove these so all children can take part this does not just include finical needs or specific needs children barely everyone. Activities whitethorn need to be obligeed or differentiated in put in for all the children to take part. Moreover it is essential for the school to promote an anti-discriminative practice, this is a sound part of early years c ar and education and it must be taken seriously.Discrimination comes from many sources and not everyone will know what they are saying, this is why it is vital to tackle any remarks or actions immediately, in a sensitive manner, so everyone knows how important this issue is. At my placement which is age range 5-8 there are children with speech difficulties, the instructors must ensure that they handle all the children as individuals and treat them fairly. They always inc lude them in class discussions and compensate them the chance to answer just as like any other children. In my experience of working with 0-3 they ensure anti-discriminatory practise is maintained by providing ramps for push chairs and they also welcomed children from different cultures.Within an early years setting it is important to plan usefully so all bowls of learning are covered and a wide range of activities are presented. preparedness can be long, medium or short shape and it will need to consider the curriculum as well as the individual needs of the children. The continuance of long term planning varies from setting to setting, most settings will listen a long term plan as anything over six weeks, commonly in schools long term plans are for a whole academic year. Long term plans tend to include an outline of how the curriculum is to be delivered, a consideration of the themes that are use over the period. CCLD Long term plans mean that you plan activities and observ ations in advance, you follow the curriculum when planning these and you have to be able to change and adapt your activities to suit different situations.The length of a medium term plan or curriculum plan depends mainly up on the length of the long term plan. In the majority of schools the medium term plan shows coverage for a half term. The main features of a medium term plan include details of the types of activities of which are to offer, how the activities link to the EYFS or NC and the order the activities will be carried out. Medium term plans will include learning outcomes and will include themes and topics.Short term plans show what is to happen each week or session these plans may be referred to as session planners or weekly planners. This sort of plan includes details such as staffing and resources, it also shows the order the activities will be carried out. Moreover it will dis exe rotatee details of how activities will be adapted to provide opportunities for particular children. It will also set out the learning outcomes and show which activities will be assessed. Finally the short term plan will demonstrate how the braggart(a) can support specific children through the activities and after-school(prenominal) of these. At my placement 5-8 they have a whole week of working with money and understanding the different denominations at the end of the week the children have the golden turning point whereby the children who received the most gems for their work through-out the week are rewarded with prizes.Early years settings must cater for all children and their individual needs. When planning activities for young children it is important to take into account their specific needs. All activities must accommodate children at whatever level or with whatever need they have. It is important for the teacher to differentiate activities in order for all the children to take part. Within my placement 5-8 my teacher ensures there are different sized pencils out on the tables for all the children to use, she also makes sure there are right and left(a)over handed scissors out on the tables for those children who need them. In my experience working with 3-5 I have also had to cater for a child who could not use sugar paper therefore whenever we were doing creative activities I had to make sure she was using normal writing paper or card.Whenever planning activities it is important to make all the children feel equal, a child with an individual need should not be left out or be made to stand out from the rest. When planning activities and classes it is also essential to take into account children with IEPs (individual educational plan), this is so you know where they are at with their learning and you can help them to the full extent through-out activities. In addition it is important to take into account different ways of teaching, many children may find it easier to learn if they are hands on doing rea leanic work whereas others may f ind it easier if they are writing all the teaching down, so ensure that you cater for all these children in your plans. In order for activities to be suitable for all children you will need to differentiate them, make sure theres levels within your activity. Within the classroom there should also be equipment for all children to use scissors which are left and right handed, paper which is suitable for all, big pencils and small ones. Changes should take place to make all the children feel the same none of them should stand out for being different.Through-out early years settings observations must be utilize this is to ensure you find out what stage of development the children are at. in one case you know and understand which level each child is at you can mark off your activities to their ability and organise the activities to meet their needs. Within my placement 5-8 my teacher plans activities to coordinate with her observations that she has made throughout the year. The ac tivities are differentiated according to ability. For literacy the children had to match up homes of different animals to the animal that lives there, for the less abled children they had to cut out the pictures and joint them together for the much abled children they had to write the sentences out below the pictures. erst observations have been completed on the children the teacher can use her data to effectively plan her lessons to cover the curriculum and meet the childrens needs.Within early years settings it is important that children take part in a soma of receive. As all types of frolic provide learning opportunities for children it is essential that the day is varied to incorporate as many play activities as possible. Children should take part in activities which promote all areas of development. Within my placement 3-5 we had a role play area whereby the children could use their minds to create imaginative play. The cheeselike play castle also gave the children a chan ce to use their resourcefulness and develop their own play ideas. The various play activities can be categorize as imaginative play role play and home corners can come under this category. Art activities and DT activities can be categorized as creative play. Within my placement 5-8 we did mendi patterns outside in the playground using chalk, as well as this developing their creative play it also promoted their material motor development.Physical activities such as PE and play time can promote their gross physical development. Walking through fields and exploring the various animals and plants that you can find can develop physical motor skills as well as the childrens exploratory skills. In my experience 0-3 a child recognizes and promotes their development through sensory play, when outside the children played with sand, water, foam and jelly. The children were sat playing in it with hard toys, they could discover how the different materials felt. It is important for child ren to also use ICT as this can support their learning. There are a wide variety of programmes that children can use to promote all areas of their learning. Within my placement we use a program which the children can control themselves, on this site there are activities for numeracy, literacy and art as well as most of the national curriculum. This site is ready to hand(predicate) for key stage 1 and 2.Parent involvement tends to be encourage within schools and early years settings as often stirs and children can provide the skills and knowledge to introduce new ideas. For example a parent from another culture may be able to go in and show the children what their diet is like. Within my placement 5-8 a parent garter will come in every Tuesday afternoon to help with the activities that are on that day. The parent may help with reading and creative activities. There is also a parent who comes into placement and teaches athletics, she is a marathon offset herself so she often help s at sporting events and at athletics club.Within early years settings there are also occasions when professionals and agencies may get involved in providing learning opportunities for the children. Within my placement 5-8 a speech therapist will come in once a week to visit two children who have speech impairments, she will take them to one side for an hour to support them through their speech programme. another(prenominal) professional who also comes into school is the sports teacher from the local leisure nitty-gritty who teaches one PE lesson a week to each class.As part of the adult role within an early years setting you must ensure that all the correct resources are unattached for the children to use and that there are enough materials for any situation. The resources need to be sorted out in advance of an activity or situation either by the teacher or the school, depending on who provides them. The resources must be age appropriate, fit for project and all the children who are participating should be able to learn from the experience. Early years settings also need to consider whether the use of ICT would assist with the childrens learning. Within my placement 3-5 the staff would organise their activities at least a week in advance and would pass on a list of anything they needed to the managers who would be able to buy the materials and resources. They could then discuss in advance how much of anything they needed and if for any reason something wasnt available they had time to change their activity.It is important for the adults within the setting to monitor the childrens learning. During activities the children should be monitored to make sure they are learning from these experiences. If the activity has been planned with aims and objectives, you should be able to determine whether the outcomes have been met this can be detect by discussion or observation. Participation levels should also be monitored to check out how long children stay at th e activities which have been set out and which ones are the most popular.Activities should grasp the childrens imagination and should stimulate their learning. The more beguile an activity is the longer a child will want to be at it. At all my placements over the three age ranges I have evaluated the activities that I have carried out. Within my evaluations I have indite about how long the children stayed there and whether they enjoyed it, I can use the information I found here to plan my activities for the future.Formative assessments are on-going assessments that monitor the childrens strengths and weaknesses. This information can then be utilize to form informal parts of activities. Assistance can be provided to give children the opportunity to gain confidence in developing new skills and can of opportunities are provided to enable the child to practise and master them.Summative assessments draw together all the information gathered about the children and it is often utilis e to compile a written report. It is seen as a summing up of a childs progress to date. It is very difficult for practitioners to be in all objective when carrying out observations as they are used to working so close with the children this known as observer  solidus. The danger of observer bias is that the observer may bring in behaviours or skills of the child that digest their current view. One way of determining that this does not happen is to set clear aims for observations. It is important for adults to try and incorporate observations on skills into planned play activities, many children will not perform well if they know they are being watched.While at placement 5-7 the teacher will set out activities that enable her to observe the child carrying out the skills whilst in a normal play environment. If she would like to see their social development she may set up games that requires teamwork, or if she feels some of the children need to work on their fine motor developme nt she may set up an area which get the children to put pegs in boards or use scissors to cut out pictures. When observing babies and young children it is important to remember that there play and interests change within a few days. As they discover more things within their world they will move from one interest to another.Once a child has been observed or assessed this information can be used to inform the future planning of activities which will help promote development for the individual child. Planning will only be effective if the information that is gained from observation is used to structure activities, and fulfil the childs developmental needs. For example if a child cannot use scissors do not provide them with an activity whereby they have to cut round a picture this may lower their self-confidence and self-esteem.Most evaluation criterias involve checking whether children have reached the intended learning outcomes, however this can be difficult to measure unless an asses sment takes place during or after the activity. A child may have appeared to understand something or enjoyed playing with materials but they may not have necessarily learnt anything new. By building in assessments to activities practitioners can see what the child has understood and learnt. It is important that assessments are not seen in any way as a test. Within my placement 3-5 a member of staff would often be in burden of observing activities and evaluating what they believe the children have gained from it. The staff member would also be able to ask questions and work alongside the children at the activity to see how much they have learnt and understood.ReferenceSnaith, M. , Tassoni, P. , Squire, G. , (2007). , Childrens Care Learning and Development. , second Ed. , Oxford. , Heinemann. IntegratedApproach. , Available at www.sagepub.com/upm-data/9679_010979.pdf. , Accessed on 29/04/14 Curriculum. , Available at http//www.schoolzone.co.uk/schools/NCres/docs/MASTER_final_nat ional_curriculum_11_9_13_2.pdf . , Accessed on 29/04/14 EarlyYears. , Available at https//www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage. , Accessed on 29/04/14