Think I have completed it but not sure if I need to add any more or have I written to much? I only had to pick 3 thankfully.... any ideas would be gratefully received
The early years has been influenced by the following approach;
Reggio Emilia
Higher/ Scope
Montessori Nursery
Steiner nurseries
Common core
National Curriculum
The Reggio Emilia approach to education inspired a group of pre-schools in northern Italy, in 1989. This is influenced by the learning theories Lev Vygotsky; which stats that children and adults construct their theories and learning and knowledge through relationships with others and the sounding environment. This approach is also influenced by Jean Piaget, Howard Gardner and Jerome Bruner theory’s; which promotes an image of a child as strong and capable if their own learning.
This approach focuses on express art and design, plays as the center role in learning and teaching, also common relationships between child and teacher. A lot of attention is giving to observation and documenting of learning and the learning process and expresses a strong relationship between schools and community.
It focuses on partnerships with parents and children aged 0-6 years old been involved in their own learning. The main aspects include;
Children need more over their own play and learning alongside teachers as helpers
children learn though using their senses Children need to learn from enjoying been with others
children need a rich environment so they can learn an express themselves in many ways
These is a much of this model that interested the educators of Scotland and this approach influence current practice in the EYFS curriculum in the UK due to;
Practitioners are meant to provide opportunities child indicated- play
The Enabling Environment theme in the EYFS encourages practitioners to thinking how precious the environment is for the children.
There is an emphasis on sensory and outdoor play
Stresses on children learning though playing with others
The high/scope approach began in the United States as a technique to improve the outcome for disadvantage children. This established method stresses that children should be involved in decision making and taken responsibility. The approach accepts that children learn to plan and review their own play and also report back to other peers.
Children are considered as activated learning so play Is used to develop children learning. This approach enhances young children’s social and emotional, physical and creative thinking.
This method is based on Jean Piglet’s intellectual development theory; realistic education experiences for children’s age and stage of development, to promote constructive learning emerging intellect and social skills.
This approach is based on three principles;
Active participating of children, organisation, and evaluating learning; observations, learning in an environment a variety of materials locates in settings and classrooms.
Regular daily planning by teachers and staff based on curriculum model and child observations.
Developmental sequenced goals and materials for children based on the high/scope (key experiences)
This approach influences current practices in settings;
Practitioners are meant to provide opportunities child indicated- play
Practitioners are meant to encourage children to talk about their learning.
The common core approach is the name giving to the six areas of skills the knowledge and expertise of the English government believes this approach to be essential for all practitioners working with children and young people and established as a wide range producers following the death of Victoria Climbie, who died at the hands of her carers which was believed to be preventable.
The Six areas are;
Effective communication
Children and young people’s development
Safeguarding and promoting children’s welfare
Supporting transitions
Multi-agency working
Sharing appropriate information
All these areas identify training and forms a key part of this course (children and young people’s workforce) which sets out a clear understanding of knowledge and skills for those who work with children and young people. It suggest values for practitioners and promotes equality, respect diversity and confronts stereotyping, also acknowledge children’s rights and promotes parent, carer and family role in helping children and young people.
It’s influences and has affected practice of settings as it encourages better working practices for multi-agencies to work closer in partnership with others.
A explanation of how different approaches to working with children in early years have affected current provision in the
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