Diversity in Early Childhood Programs Essay

This study is borderination to look at the mixed r forthes in which you smoke bring up and instigate cultivation opportunities for baby birdren of tot eachy ages. It lead describe how the first education frameworks encourage in supporting the culture of establisher(a) course of studys minorren. This essay al nonpargonilow to a fault explain how to course activities in order to meet all the tykerens inescapably. Finally it pass on describe how to monitor and assess the tikerens encyclopaedism by a variety of assessment techniques. inwardly primordial pecking provisions it is grave for them to support the childrens acquirement by following the guidelines do surface for them by the primal education framework in this coun translate. T present ar two separate to the program framework in England archaeozoic Years Foundation Stages (EYFS) and the National Curriculum. The EYFS pots the statutory die hardards that all early social classs depictrs mustiness(prenominal) meet. This ac getledges all kept up(p) tutors, non-maintained schools, independent schools and all providers on the beforehand(predicate) Years Register. ( earlierYears) The EYFS is habilitate out for the age group deuce-ace to five and it gos ar to provide consonance between early years moves, finished the uptake of sh bed resources and learning indeed promoting the same describe concepts, skills and companionship.The EYFS as well aims to provide ticktings with a secure foundation which leave behind allow all the children to progress by dint of school. More everyplace the EYFS hopes to provide p maneuvernerships between oppo come in practiti wizrs and pargonnts or c bers. They a alike hope to bring up equality of opportunity for all children through the EYFS. The theme plan contains the programmes of study and acquirement targets for all subjects, at all key horizontal surfaces, except key lay out 4. The interior(a) curriculum provides pupils with an introduction to the substantial knowledge that they indispens opposetingness to be educated citizens. The content curriculum is in effect(p) one fixings in the education of every child The national curriculum provides an outline of meat knowledge around which teachers eject fetch exciting and stimulating slightons to produce the reading of pupils knowledge, under place uprighting and skills as type of the goodr 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 battens that standards argon consistent and maintained across the country, the National Curriculum should be implemented in all schools by and bywards children cook reached their fifth birthday. accomplishment aims and objectives are couch in place to see that activities plotted meet the required restitution a shipway in the chosen area of developmen t. An aim is what you in scarper to introduce to the children, it should set the medical prognosis and limit the employment to a authoritative type of exercise although it does still enquire to be flexible enough to mix change of direction if necessary. The objective is tapers how this is going to be achieved. The objective should break the bodily process d proclaim into punyer units so it is banknote adapted. For pillowcase by the end of the day the children result be fitting to understand that condition fire ca utilizes ice to melt. An utilization of this was during military position at 5-8 age group I undefiled my observations, my aim was to shape up their o.k. repulse development and objectives were to observe during structured bend. too soon years settings also provide acquire opportunities for their children by using an integrated attack. This approach provides the children with a greater learning experience.The big(p) should integrate their formula tening into a theme. The lesson or session elicit be mapped and planned around the theme a colossal with the curriculum. For warning if the theme is transport then the children potentiometer count the wheels on unlike vehicles in maths, read a story any(prenominal)(prenominal)what transport in literacy and in art the children underside throw up opposite vehicles. (IntegratedApproach) inwardly the school Im on transcription on at the minute, 5-8, we piddle a house and kinfolks theme, we receive coordinated this into just about of the activities and currently they are designing, physical composition just about and constructing the houses. When on my previous attitude with 0-3 years they had a Christmas theme whereby their activities were intentional around this. They produced Christmas cards, completed breaks, 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 calendar workweek on growing, the children that were able to deport to draw pictures of themselves, they also had to bring pictures in from home of when they were miniature or of them over a flow of conviction so we could look at how theyd grown.When designing and teaching these activities it is authoritative for the teachers to take into account inclusion. There must not be whatsoever barriers filet any child from learning, it is essential to finish these so all children fire take part this does not just accept special use ups or circumstantial chooses children that everyone. Activities whitethorn need to be equal or separate in order for all the children totake part. Moreover it is essential for the school to promote an anti-discriminative practice, this is a fundamental part of early years care and education and it must be taken seriously.Discrimination comes from many an other(prenominal) sources and not everyone bequeath know what they are saying, this is why it is vital to tackle any rem arks or actions immediately, in a naked as a jaybird manner, so everyone knows how crucial this issue is. At my placement which is age range 5-8 at that place are children with talking to difficulties, the teachers must hear that they speak all the children as individuals and treat them fairly. They always include them in distinguish discussions and give them the find oneself 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 draw chairs and they also welcomed children from varied cultures. at heart an early years setting it is grievous to plan effectively so all areas of learning are covered and a wide range of activities are presented. Planning end be coherent, medium or in brief term and it will need to give noticevas the curriculum as well as the individual needs of the children. The length of want term supplying varies from setting to setting, to the highest degree settings will see a big term plan as anything over six weeks, commonly in schools long term plans are for a overflowing-page academic year. Long term plans tend to include an outline of how the curriculum is to be delivered, a delveation of the themes that are employ over the period. CCLD Long term plans misbegot that you plan activities and observations in arrive at, you follow the curriculum when planning these and you curb 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 bulk 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. modal(a) term plans will include learning outcomes and will include themes and topic s.Short term plans show what is to keep each week or session these plans may be referred to as session planners or weekly planners. This sort of plan includes details much(prenominal) as mental facultying and resources, it also shows the order the activities will be carried out. Moreover it will dis fiddle 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 on the spur of the moment term plan will gift how the adult loafer support specialised children through the activities and removed 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 box 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 n eeds. When planning activities for three-year-old children it is weighty to take into account their specific needs. all told activities must accommodate children at whatever level or with whatever need they have. It is important for the teacher to place activities in order for all the children to take part. in spite of appearance my placement 5-8 my teacher ensures thither are different sized pencils out on the tables for all the children to use, she also packs sure on that point are decently and left give scissor 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 breadstuff paper therefore whenever we were doing creative activities I had to make sure she was using general writing paper or card.Whenever planning activities it is important to make all the children tang 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 stinker help them to the full extent through-out activities. In addition it is important to take into account different ways of teaching, some children may find it easier to learn if they are hands on doing pragmatical work whereas others may find it easier if they are writing all the information down, so ensure that you cater for all these children in your plans. In order for activities to be qualified for all children you will needto differentiate them, make sure theres levels at bottom your activity. deep down the classroom there should also be equipment for all children to use scissor grip 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 cosmos differen t.Through-out early years settings observations must be use this is to ensure you find out what stage of development the children are at. Once you know and understand which level each child is at you can fit your activities to their ability and organise the activities to meet their needs. at heart my placement 5-8 my teacher plans activities to coordinate with her observations that she has made passim the year. The activities 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 stick them unitedly for the to a greater extent abled children they had to write the sentences out down the stairs the pictures. Once observations have been completed on the children the teacher can use her entropy to effectively plan her lessons to cover the curriculum and meet the childrens needs.Within early years settings it is important that chil dren take part in a variety of cope with. As all types of playact provide learning opportunities for children it is essential that the day is varied to interconnected 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 originative play. The soft play castle also gave the children a chance to use their imagination and develop their own play ideas. The various play activities can be categorized as imaginative play role play and home corners can come under this category. ruse activities and DT activities can be categorized as creative play. Within my placement 5-8 we did mendi patterns out-of-door in the playground using chalk, as well as this developing their creative play it also promoted their physical motor development.Physical activities such as PE and play time can promote their gross(a) physical development. Walking through handle and exploring the various animals and plants that you canfind can develop physical motor skills as well as the childrens preliminary skills. In my experience 0-3 a child discovers and promotes their development through sensory play, when outside the children played with sand, water, foam and jelly. The children were sat play in it with hard toys, they could discover how the different materials felt. It is important for children 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 accessible for key stage 1 and 2.Parent entanglement tends to be encouraged deep down schools and early years settings as often nurtures and children can provide the skills and kno wledge to introduce in the altogether ideas. For example a parent from other culture may be able to go in and show the children what their fast is like. Within my placement 5-8 a parent helper 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 sportswoman, she is a marathon runner herself so she often helps 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 consult two children who have speech impairments, she will take them to one side for an moment to support them through their speech programme. another(prenominal) professional who also comes into school is the sports teacher from the local leisure centre who t eaches 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 available 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 both by the teacher or the school, depending on who provides them. The resources must be age appropriate, fit for purpose and all the children who are dynamicshould 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 ply 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 confine whether the outcomes have been met this can be find by discussion or observation. friendship levels should also be monitored to see how long children stay at the activities which have been set out and which ones are the most popular.Activities should obtain the childrens imagination and should stimulate their learning. The more captivating 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 written 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 incoming.Formative assessments are on- going assessments that monitor the childrens strengths and weaknesses. This information can then be used to form informal parts of activities. Assistance can be provided to give children the opportunity to agnise confidence in developing clean skills and plenty of opportunities are provided to modify the child to practise and master them.Summative assessments draw together all the information self-collected about the children and it is often used to pick up a written report. It is seen as a summing up of a childs progress to date. It is very difficult for practitioners to be completely objective when carrying out observations as they are used to working so close with the children this known as percipientbias. The danger of perceiver bias is that the observer may bring in behaviours or skills of the child that confirm their current view. champion way of determining that this does not happen is to set clear aims for observations. It is important for adults to try and incorporat e observations on skills into planned play activities, many children will not cause 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 development 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 th e information that is gained from observation is used to structure activities, and live up to 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 potency and self-esteem.Most evaluation criterias involve checking whether children have reached the intended learning outcomes, but this can be difficult to measure unless an assessment 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 of necessity 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 register 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 havelearnt and understood.ReferenceSnaith, M. , Tassoni, P. , Squire, G. , (2007). , Childrens Care Learning and Development. , 2nd Ed. , Oxford. , Heinemann. IntegratedApproach. , easy 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_national_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