As part of the â€œEvery Child Mattersâ€• and childcare act of 2006, the government decided that all children age 3-4 were entitled to 15 hourâ€TMs free part time early yearâ€TMs education per week. Childr aged 3-4 are entitled to this for 38 weeks of the year. Although this a government funded scheme, any additional hours that parents wish their child/children to receive as part of the early yearâ€TMs education scheme must be funded by the parents. Provision for early yearâ€TMs education is about supporting young children age 3-5 years in nursery and reception. It concentrates on teaching children through play compared to KS1 and higher which is a more formal style of education. It has been shown that play is very important to a childâ€TMs learning. Learning through play helps a child make positive contribution. …show more content…
This is junior stage and teaches children in year 3, year 4, year 5 and year 6. â€¢ Key stage 3: Key stage 3 is for children aged 11-16. This is secondary school and teaches children in year 7 to year 11. There are many different types of schools. The different schools are: Mainstream schools: All children in England aged 4-16 are entitled to a free school pace. Mainstream schools follow the national curriculum set by the government and have Ofsted Inpectionâ€TMs. Community schools: Community schools are run by the local authority and they decide on admissions to the school. Community schools look to develop links within their local community. Foundation and trust schools: Foundation schools are run by their own governing body. The governing body sets their own admissions criteria. The land on which the foundation schools are built on is owned by the governing body or a charitable foundation. A trust school is like a type of foundation school, it forms a charitable trust with an outside provider. Any decisions to become a trust school is taken by the governing body and all parents have to be
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The foundation phase engages parents because the school setting should have an open door policy. This is where the setting allows the parents to come into the setting whenever instead of making appointments. Another way that foundation phase engages parents is having observations and assessment, this is where the practitioner does assessments so they can learn about the child’s development, their interests and most importantly their needs if they have any. Main my setting the staff would share their planning with the child’s parent or carer. This will give the staff the opportunity to ask parents/carers about any ideas relating to the learning environment or management of the setting.
The EYFS has three documents; statutory frameworks, two year old assessment and development matters. The EYFS should be used until the end of reception year. There are several areas of learning and development, they are; personal social and emotional, physical, communication and language, literacy, numeracy, understanding the world and expressive arts and design. The prime areas are; personal social and emotional, physical and communication and language. These are the areas that children should be able to do before the more specific areas- literacy, numeracy, understanding the world and expressive arts and design.
Explain the process of managing risk and how it applies to Forest SchoolThere is increasing debate around the idea that children need to take more risk in their play. The prevalence of indoor, gadget based play and screen-time as downtime means children are spending less and less of their day “playing out”. Even if they do go out to play children are very rarely given a freedom to roam. In fact according to a recent study the distance a child is permitted to wander from their home has decreased by 90% in the past 30 years.1This has become such an issue that an all party parliamentary group on a fit and healthy childhood recently examined the problems and potential solutions and published their report “Play”. Among other conclusions were the statements that children should engage in ....
We can identify six educational stages from ages 3-19 years, some of which are compulsory and some of which are not. Early Years - ages 3-4 - non-compulsory Early Years (Reception) - ages 4-5 Key Stage 1 (Year 1 & 2) - ages 5-7: Phonics screening check (Yr 1); National tests and teacher assessments (Yr 2) Key Stage 2 (Year 3, 4, 5 & 6) - ages 7-11: National tests and teacher assessments (Yr 6) Key Stage 3 (Year 7, 8 & 9) - ages 11-14 Key Stage 4 (Year 10 & 11) - ages 14-16: GCSEs or other national qualifications Post-16 (Year 12 & 13) - ages 16-19 - non-compulsory: A-levels, BTECS, Apprenticeships, Traineeships c) Name the different types of schools that children and young people could attend, e.g. state, voluntary, academies and explain how these are
All children in England between the ages of 5 and 16 are entitled to a free place at a state school. Most state schools have to follow the national curriculum. There are Community Schools. These schools are controlled by the local council and are not influenced by businesses or religious groups. Foundation Schools : They have more freedom to change the way they do things than community schools.
After watching the documentary “Approaching The Elephant”, I was given awareness about the existence of free schools. Although they seem reckless and different, free schools definitely have benefits students could use in the real world. In free schools, the students learn things that they actually are interested in. They also develop individuality and confidence in themselves. At a young age, they learn that their voice and opinion matter.
They are also free from state and school district policies as well as procedures. They do, however, have to follow federal laws. They are allowed to modify class room sizes, hours of the school day, and base their selection of students on a lottery system basis. They are monitored carefully which produces accountability. They need to perform at the best level in order to keep parents from moving their children to a more suitable school.
A child is classed as being in Early Years education from the beginning of the term after their third birthday up until they reach compulsory school age. Compulsory school age starts the term after their fifth birthday. For the English school system the Foundation Curriculum covers the ages of 3 to 5 beginning in nursery and cumulating in the reception class. The Early Years Foundation Stage was revised in September 2012 and then again in 2014 where they set out a standard framework “The Early Years Foundation Stage (EYFS) sets standards for learning, development and care of children from birth to 5 years old….It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences
In Wales, the curriculum is referred to as the Early Years Foundation Phase, including Key Stage 1 of the National Curriculum, as well as the standard Early Years Learning. Children in Wales who learn against the Early Years Foundation Phase are aged between 3-7
Play seems to have some immediate benefits, such as fine-tuning motor skills, as well as long-term benefits that include preparing the young for the unexpected, and giving them a sense of morality. Learning to play successfully with others requires ‘emotional intelligence,’ the ability to understand another’s emotions and intentions. Play helps to level the playing
In the 20th century, children were educated by texts, books, and quotes. Nowadays, children are being educated by wikipedia, or google, and sometimes even youtube. Children in America used to be taught how to write in cursive, but now, they are only taught how to write in print. Technology has made a huge difference in the amount of learning done by children. Many schools today use ipads, or computers in school, and while it is a fun privilege to have to have computer time once a day or so, it is a distraction to students to have ipads and computers because children do not use them for education, as much as they do for playing games on.
Now a days, structered play with children has become over whelming. While many of these activities may not harm or damage the learning structure of a child, they can cause the child to become more clouded and stressed. In the following paragrphs i will be discussing the pros and cons of these topics in minute detail. With not much more to say lets get going. children are very impressionable, what they may see or be around will indefinity define who and what that child may become in the future.
Good Morning Everyone, today I am lucky enough to have this opportunity to create a podcast for you linking the concepts of childhood and children’s play to daily practice. Children’s Play is a core element of early childhood programs and has been for many years as it provides a rich context for learning (EYLF, 2014). Play-based learning underpins the Early Years Learning Framework (2014) as well as all aspects of children’s development (EYLF, 2014). Today we will be exploring the types and roles of play that develops children’s physical, social and intellectual development. I will also be discussing the importance of play-based pedagogies in the contemporary Early Childhood Educational Setting.
According to Bergen &Fromberg (2006), play is important to the optimum development of children. Unfortunately, though there is abundant research evidence showing that play supports young children’s social, emotional, physical and cognitive development, it has often ignored or addressed
Tassoni proposes that "some play opportunities will build up explicit individual areas of development, but many will develop several areas” . Major principles for creating a play-based learning environment comprise providing a safe place, correct supervision, and culturally conscious, skilled teachers who are well-informed about the Early Years