The Importance Of Early Childhood Development

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An increased understanding of complex and diverse development and learning requirement of young children has lead towards equally specialized professional workforce for meeting up those needs (Rogoff & Bartlett, 2001). It has been observed that effective and successful partnership results in providing an experience and skills of early childhood professionals in different fields in order to provide universal method for supporting children’s development and learning (Abbott & Pugh, 1998, pp 23). Thus the link between effective provision and leadership is true for early childhood settings, where it has been indicated that practitioner often plays a vital role in delivering quality services (Jorde-Bloom, 1992, pp 579–594). Moreover, effective leadership…show more content…
Some of which are general questions like the suitable balance of private and state provision and funding, the conditions undertaken where the markets must function, diverse organizational models and regulations, and the relationships between services which are universal and the ones who are directed on particular groups. According to Menmuir (2001), through sharing of knowledge and experience by collaborating partnerships with other researchers, policy makers and practitioners will make it possible that the early childhood professionals can play their role in contributing towards new information relating to childhood development and learning (Moss, 2001, 79-96). other questions relates to the link between providing early year childcare and education and wide services of children like mental health, recreation provision, library, social work, health and play and other various cultural setting (Nupponen, 2006, pp…show more content…
It has been observed from our above discussion and studies that Early Years sector has usually give support to formative instead of summative assessment (Peeters, 2008), and have fought over to sustain the view of the child that can contribute positively in skills, attributes and knowledge as identified during observation. Itemising the learning results in negatively influencing the child as those areas of knowledge and skills are not achieved and the learning does not sustain for longer time period. Current evidences shows how positive outcomes of ‘Assessment of Learning’ (AFL) in pre-school class and in school has put emphasis on this idea, recognising that the capabilities that allows the children to able to explain in different ways must be based for the ‘next steps’ during their learning phase (Moss, 2001,
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