Meeting Criteria for Early Years Foundation Standards

Meeting Criteria for Early Years Foundation StandardsUnit 3Early years foundation standards are guidelines with in which a boor carefulness facility shit, parts of module must be checked by Disclosure and barring service, complete a Health declaration, least one member of staff submits a paediatric first aid certificate and should obtain a level 3 tiddlercare qualification before they pop caring for children, one member of staff must consider suitable experience with under 2s, at least half of all other staff must hold a level 2 qualification in child care. The childrens health and safety is paramount. Child care facilities must work within the correct adult to child ratio, only permitting the correct number of children for the space they have available.Children under 21 adult -3 childrenChildren aged 21 adult 4 childrenChildren aged 3+1 adult 8 childrenGood.Within the facility provisions must be make for the exploitation of every child, no child is excluded, every child must be back up in fulfilling their maximum potential, the early years spirit levels have a abundant and lasting effect on the childs future and ability to start school, no child should be left behind.Each child pass on be assessed so all of their needs screw be met on an individual level and they have a soulal plan in perpetrate so they succeed in all areas. The plan set in place should be available to parents, cares and any orthogonal practitioner such as health visitors if needed.Every child should have equal probability, face no discriminatory actions and every child must be included and fully supported in their learning environment. Practitioners must remember every child is unique, they need to forge incontrovertible relationships, offer enabling environments, and plan varied activities as to each one child learns in a variant management and at different rate , every child will have a key person, this person is the point of contact with the childs parent or carer , they are responsible for helping the child be happy and safe, they are responsible for that childs care, development and learning, they keep clear notes of the childs progress and help parents with ideas for their childs progress at home.( www.gov.uk//policies//early-years-foundation-stage)There are septet main criteria for the early years foundation the three prime areas areCommunication and languagePhysical developmentPersonal, social and delirious development. accordingly there are four specific areasLiteracyMathematicsUnderstanding the worldExpressive art and design.These core guides must be implemented into childrens universal environment, communication and language Children need to blabber freely to one another and adults a resembling, roll play encourages children to interact, asking the children to describe things being big or small, talk about family members being male and female, young or old, encourage them to use descriptive language, and help them reckon how it r elates to them. Physical development These activities develop the childs skills set in handling equipment or showing control and co-ordination this is done with games or dance that involve pushing or pulling or outside games that use ball skills such as patting or kicking, throwing and catching, all of these skills help develop the childs body and hand and eye co-ordination. Personal, social and emotional development These skills are the ones a child needs to be confident, to talk and play with other children, to talk about themselves and their own environment, to talk about who they are. Doing an activeness as simple as show and tell would give the child confidence to talk about something they love or something they have done, if you have children from many an(prenominal) different cultures talking about their feasts and traditions encourages understanding of others. Literacy Children love to be read to so try to use a story that is repetitive, giving the children confidence to unify in, or ask the children to make up an alter internal ending to a favourite story. Giving each child a name card and sledding round the room and using those words to manakin a story would help a child understand the context of the word and phonic sounds to build a word. Mathematics Children enjoy filling and emptying bottles and containers using sand or water, doing so helps to understand, volume and size, building blocks can help them count, how many blocks can you build up before they collapse. Understanding the world Children need to know where and how they fit in, looking at traditions and festivals across all cultures encourages an understanding of self, making festival food , or making a garland worn at a wedding ceremony, helps the children understand the importance of different cultures, they also need to understand the natural world so going on a bug hunt, looking at the life cycle of a howeverterfly or creating a garden full of food for insects, this would help t hem understand the things they have seen and why there important to us as humans. Expressive art and design Children like exploring and using many different materials, clay, play dough, card and paper, they can experiment with how to change their shape and form, use glue or tape and colour. Children like to be imaginative model making is a great way to encourage imagination and develop skills, mixing paint in to a variety of colours, so they can see that you only need primary colours to make any colour you wish.Respecting and valuing individualityChildren and families must feel respect for who they are irrespective of colour, race or sexual orientation, its the practitioners job to lead by example the children must understand that everybody is different, everybody has strengths and weaknesses, and everybody is valued. Encouraging manners, caring attitude and understanding will help children become well-rounded young adults. Children should be encouraged to celebrate their cultural d ifferences, and to respect others family backgrounds, this needs to be done in a share way, having a world day were the children can look at different countries, the animals living there, the food, maybe ask a parent to ready a native story, it would bring to life the differences giving them greater understanding of where they fit in and how we all fit to totalher. It is important for children not only to share their cultural differences but also their personal differences, some children are well-behaved at art some are good at swimming, helping them celebrate their achievements helps children see that everybody is good at something but not all good at the same thing. Doing group activities helps the child learn to work as a team, encourage job solving, help the children listen and negotiate with one another, or take time at lunch to sit together, talk politely, understanding that eating with the counterbalance pinnace and washing your hands before you sit down are all normal b ehaviour.ActivityOutcomeAwards, celebrate the childrens achievements in and out of care settingReinforce positive self-imageMake a class photo album, ask children to bring photos of family celebrations, and explore the different festivals across the cultures.Bring to life the different festivals and celebrations that happen or so the world. Encourage understanding of other peoples cultureGive children positive role models such as gold medal paralympians, put posters up around the room for the children to admireLet children understand that being disabled is not a negative and great achievements can still be madeInclude toys and play equipment that reflect other cultures, such as dressing up clothes, kitchen utensils in the play kitchen, puzzles and dollsBy playing with these objects the children will become familiar with different culturesCook food from around the world.Let the children make and taste different foods that they might not have everydayThis activity would stimulate the m and get them talking about feeling, texture, smell and taste. Cooking activities also help with measuring and science, and help children to understand health and safety and good hygiene.Sing songs and read stories from around the world, include rhymes and action songsChildren love to participate this activity is great for children whose first language is not English.Positive and negative behaviourPositive reinforcement is a technique used by care givers to modify behaviour, this involves giving positive reinforcement as often as possible, and reminding the children that negative behaviour will have consequences as a carer it is best to focus on the positive but if a negative occurs it needs to be dealt with swiftly and an explanation as to why it is negative behaviour, help the child to develop empathy, the child needs to know it is their behaviour you disapprove of not them as a person, if a child is systematically reprimanded for negative behaviour they will quickly become labe lled as the naughty child, an action plan must be made for this child so that positive reinforcement can turn the situation around and positive behaviour becomes the norm. At no time should there be pain, punishment, intimidation, yelling, degradation, humiliation, confuse or guilt this would only hurt and confuse the child. Children need a positive environment to develop their self-esteem, emotional growth and well-being. (www.positivereinforcementforkids.com)Behaviour is not well-educated once but learned every day. Consistency is the key to dealing with any behavioural situation, children respond to set boundaries and feel safe knowing what is pass judgment of them, let the children know what kind of behaviour you are looking for, with older children they could help set the consequences of their negative behaviour it would encourage them to be more than positive as they have set the rules. As the care giver you need to remain positive at all times it is your professional duty to do so, be a positive care giver, a negative attitude leads to a negative outcomeConsistency is key.Boundaries are needed to establish right from wrong.Children understand the their behaviour has consequences- both positive and negativeReward positive behaviour give out stickers, or mark with a kind word Thank you for being kind and helpful, Your team work was great.Make the children feel valued and important.Star chart so the children know that with consistent positive behaviour also comes reward.Praise the child for the effort not just their achievements, praise them for their strengths and remind them everyone is different.If you praise one child use the opportunity to encourage the rest of the group.Managing conflictWe all encounter conflict every day, in the childcare environment its child to child conflict or child to adult conflict, studys done at Texas tech uni by Dennis, Colwell and Lindsey show that girls often have child to child conflict that is more often than not r esolved within their peer group, whereas boys often have child to adult conflict and that boys look to the adult to resolve the conflict.(www.kon.org/urc/dennis) As the practitioner its you job to manage conflict, like many life lessons children need to be equipped to deal with it, Vygotsky a Russian social development theoriser said conflict provides a learning experience for children and in doing so they would learn to function better in the social context, (www.simplypsychology.org) Vygotskys possible action is not that uncommon amongst child behavioural theorist, his arguments are supported by the likes of Erikson who thought life is full of conflict and in order to become a better person one must resolve conflict in each stage of life. Often conflict is cause because of the developmental stage the child is at and they as children have not reached the stage where they have empathy or understanding, or sometimes children act out because it has become their learned behaviour, it is the way they have been treated or something they have seen in their everyday lives due to lack of good role models.As the care giver you need to graduation back and askWhy is the child acting this way?What has made the child feel like this?Is it a cry for help?Does he/she need my understanding and empathy towards their feelings?Are the Childs need being met, are they unhappy, scared, confused or frustrated?Are they tired or hungry?Conflict is often innate(p) out of a misunderstanding, if identified quickly it can be resolved quickly, children need to feel that their side of the story is heard, as the care giver it is up to you to guide the situation from one of upset and stress on to a calmer and more positive footing, with a peaceful conflict resolution.Bibliographywww.gov.uk//policies//early-years-foundation-stagehttp//www.positivereinforcementforkids.com/www.simplypsychology.orgwww.kon.org/urc/dennis