Making Preschool a Supportive Environment

Making Pre cultivate a Supportive EnvironmentChild electric charge Making A Pre-School Setting A Supportive And Safe EnvironmentIntroduction percentage 1 looks the intermixture of pre-school providers and summarises the services they provide. Section 2 investigates how nipperren coach. Section 3 examines the strategies pre-school providers lease to hold in order to meet the requirements of the Foundation distributor point curriculum.Section 1 Early Years Where Your Child Can fillThere is a wide variety of primal categorys tuition and tike c ar available for young babyren. It is best to check sleep with forward the contrary providers in your ara to see what services and facilities they provide. A great pickle of key let oning and development takes place before the age of five, and your child stick out get hold of in a bet of focalisetings.These includeNursery classes, glassho manipulation schools and twenty-four hour period nurseriesPre-school play meeti ngs reception classesAccredited childminders who are part of an approved ne t hunt d declareChildrens Centres determineing An Early Education Place Near You It is affirmable to find out what is available in your area by take-to doe withing your topical anaesthetic Childrens Information Services (CIS). Your CIS plunder also provide foster and advice with all(a)(prenominal)(prenominal) aspects of child sustentation and early yrs education. You piece of ass also calculate for nurseries, childcare and schools online by accessing the following website www.dfes.gov.uk and clicking on Early Years. This facility provides you with the chance to type in your postcode to get a list of providers full you.This on-line facility allows you toFind a unseasoned schoolFind out more reading well-nigh schools, such as contact details, School Profiles, Office for Standards in Education (Ofsted) reputes, maps and achievement tablesFind childcare options, such as childminders, crches, n urseries, out of school care, holi solar day care and pre-school careOf critical impressiveness to a childs long-term development is sourcing a highly effective provider in your topical anaesthetic area. School Profiles are the new way for schools to report annually to parents, surrogate the Governors Annual Report. All schools use the simple format, designed to provide information nigh the schools performance and its broader achievements, both in and beyond the classroom.The School Profile is intended to give parents the information they need to render the schools performance, vividnesss and areas for betterment and containsThe schools successesDetails of extra-curricular activities health and safety informationThe schools response to the latest Ofsted reportFree Education For Under Fives All three and four year olds in England are entitled to a free, good quality, part-time early education place. The entitlement consists of a minimum of 12.5 hours per week for 38 weeks a y ear. It engenders aft(prenominal) your child turns three (the exact date depends on when their birthday come ups). It ends when they contribute compulsory school age.Nursery Classes, Nursery Schools And Day Nurseries Nursery classes and schools fall into two groups arouse and offstage. most(prenominal) day nurseries are privately run. or so nurseriesWill take your child in the midst of the ages of three and five, although some day nurseries take younger childrenOpen throughout the school year, although or so private day nurseries yield during the school holidaysOperate a core day of 9.00 to 3.30 pm, although many nurseries offer longer daysOffer five half-day sessions, although some types of nursery leave behind offer part-time or full-time places depending on your needsNursery schools and classes let a minimum ratio of two freehandeds to 20 to 26 children one must be a fitted t all(prenominal)er, the separate a qualified nursery assistant. Day nurseries have more intensive rounding ratios and different rules on qualifications of staff depending on the ages of children being cared for.Pre-School Playgroups These are a lot non-profit making. They may be run by volunteers, often including parents.Most playgroupsWill take your child between the ages of three and five, although some volition take two year oldsOpen throughout the school yearUsually offer half-day sessions, although are not always open all week, and former(a)s may be able to provide you with longer hoursProvide places for between 10 to 20 children there must be one adult for every 8 children, and at least half of the adults must be qualified leaders or assistantsReception Classes Some primary schools are able to admit children low five into a reception class.Reception classesTake children venerable four and fiveOpen throughout the school yearMay take your child for half-day sessions at first, and because institute up to full-time attendanceAre limited by truth to up to 30 children most have assistantsChildminders They usually look aft(prenominal) children in their own home. Some childminders go as part of a net compute to offer early years education. All childminders who care for children under eight agree to certain quality standards and must be registered, analyse and inspected regularly to make sure they are suitable to look afterwardwards children.ChildmindersLook after your child from a few months old up to the age of five and some go away also look after school age children after school and in the holidaysCan often be flexible about the days and times they work however, every childminder will be different so you will have to deal this with the childminderCan look after up to six children under eight years old, although no more than three must be aged under five years of age.Childrens Centres Sure Start Childrens Centres can provide early education and full day care for children under five, as well as a range of other services such as family support and health services. They are open a minimum of 10 hours a day, five days a week, 48 weeks a year.Section 2 Child DevelopmentThe importance of the first five years of a childs lifetime in terms of mental, emotional, social and physical development is now astray recognised. To this end the Labour Government since it was elected in 1997 has introduced a public figure of measures, which have improved the availability and quality of pre-school provision. The variety of this provision was explored in section. All pre-school providers must comply with a number of legal acts e.g. The Children recreate 1989, The Care Standards Act 2000 etc, which are administered by a variety of restrictive bodies.The most effective way to make the pre-school environment safe is for the staff to fully understand how children develop. When children are stimulated and are actively touch ground to become involved with schooling activities, this reduces the occurrence of bad doings and makes a significant contribution to improving the safety of the pre-school provision. This section is concerned with exploring how children learn and develop.How Do Children Develop? During the last 10 years, there has been an explosion in our knowledge of the ways in which humans develop and learn. When educators discuss childrens development, they usually tittle-tattle about physical, mental, social and emotional development. It is important to opine that some children carry on faster than others and that the time spent in stages does not reflect their intelligence. They may have a personality which needs to motivate slower in order to enjoy life and really assign their eruditeness.Physical Development Once born, children develop strength from top to posterior (head, then body, then legs, then feet) from the inside to the outside (trunk, then weapons system and legs, then hands and feet, then fingers and toes) from large muscle (jumping, hopping, running, throwing, catching, carrying, climbing and balancing) to low-toned muscle ( utilise muscles of the wrist and hand in activities such as cutting, sketch, stringing beads, mental synthesis block towers, working with play dough) skills. This is a sequence that all humans follow. While children are young we need to do many activities to substantiate their large and menial muscles. Muscle skill development and maintaining a intelligent body are especially important for future reading, writing, and maths success. psychical Development When a child is born, he / she comes with a brain throw and eager to learn. The brain is very overmuch corresponding a new computer. It has great potential for development, depending on what we put into it. Early experiences greatly baffle the way a person develops. Everyone who works with children has a major state for the future of those children. The activities you do with them from birth to 10 will determine how their encyclopaedism patterns develop. As children interact with their environment, they learn problem solving skills, critical intellection skills, and diction skills. loving Development First children develop a sensation of self and then a sense of belonging to a family. They originate to watch other children and want to interact with them. Childrens plays develops through stages ( compete alone, playing near others but not sharing, playing and sharing, playing with a purpose, unionised games). These stages develop over time and with practice.Later, children develop their ability to respect the rights of others and to finger empathy for them. They learn to work cooperatively with others and to resolve conflicts in peaceful ways. You can interact with your child in ways that embolden cooperative behaviour and respect for the rights of others. Interacting with others in lordly ways is critical to successful life. mad Development As babies grow, they learn that they are not the centre of the earth and that th ey can depend on others. They develop a trust or mistrust of others. As toddlers, they learn to be proud of their accomplishment and state their opinions and desires. As they become pre-schoolers, children learn to separate from their parents and adjust to the school environment. They startle to participate in classroom activities.They learn to take turns and to solve conflicts using actors line. They set forth to learn to tone down their emotions. They learn that it is okay to make a mistake. They develop confidence in themselves and learn to love themselves. You can help your children by encouraging them and showing your faith in their abilities. Having confidence in yourself and liking yourself are critically important to future success in school and in life.How Do We Prepare Children To Be take aimy To memorize? There is great interest on the part of parents in statement children their letters and numbers and writing skills. The following lists show the pre-reading and pre-writing skills and theme number skills that every child must develop in order to learn to read, deliver and do well in maths.Reading Skills Reading skills develop in sequence and t from each(prenominal) oneers try to help each child progress along the sequence as he / she is ready to progress. First, a child develops a love of books. At the same time they are initiatening to develop eye-hand coordination. Next, they acquire tracking skills (the ability to follow words and pages from unexpended to right through a book). past children begin to recognise private letters and later they realise that letters form words.Next they begin to understand that words remain the same from day to day. Listening skills improve at about the same time. The child begins to hear letter sounds and bear on them with the written letters. Later, he/she begins to string sounds together to make words. The child then learns to hear and use the rhythm of the language. Reading ability pass overs to improve as he/she receives positive feedback from interested adults.Writing Skills This is a sequence which each child passes through. One step follows another. A lot of practice is needed at each stage. First the child begins to develop the sequence of drawing skills (from scribbling to making representational drawings). Encourage them to draw often. Small muscle strength needed for controlling writing instruments is increased through activities using squeezing, pinching and cutting. Then the child begins to imitate letters and numbers for fun and then to write for a purpose. When they receive positive feedback from interested adults, childrens skills will continue to improve at a fast pace.Maths Skills These skills develop with much practice and we encourage their development as the child is ready. The child begins to aim for fun (rote tally). Then they begin to see the purpose for counting and begin counting objects in a set (meaningful counting). Next they begin adding to or subtracting objects from a set. They begin comparing objects in a set. Then the child begins sorting (by size, material body, colour etc.) and ordering (by size, first-second-third etc). They enjoy encyclopedism to estimate (guess how many) and forestall (what will happen next).They begin to sequence objects (red, yellow, blue, yellow, _____). This is a slow surgery and requires a lot of practice. At last the child begins to recognise numbers and associate the number with a like number of objects. They also begin to write numbers. Later, they will write the number words. If we make the learning fun, children will enjoy learning maths through their school years.SECTION 3 FOUNDATION STAGE 3-5The Foundation play was introduced as a hard-hitting phase of education for children aged 3-5 in September 2000. In preparation, plan Guidance For The Foundation confront was distributed in May 2000 to all schools with nursery and reception classes, and to early years settings receiving education grant funding. This guidance sets out six areas of learning which form the basis of the Foundation Stage Curriculum. These areas arePersonal, social and emotional developmentCommunication, language and literacyMathematical development knowledge and understanding of the worldPhysical developmentCreative development severally area of learning has a set of related early learning goals. Curriculum Guidance For The Foundation Stage is intended to help practitioners picture to meet the diverse needs of all children so that most will achieve and some, where appropriate, will go beyond the early learning goals by the end of the Foundation Stage. The Education Act 2002 extended the National Curriculum to include the Foundation Stage. The six areas of learning became statutory, and the Act also specify that there should be early learning goals for each area. A discipline consultation on the content of the early learning goals as set out in Curriculum Guidance For The Foundation Stage was carried out in autumn 2002.Following this consultation the early learning goals and use of the Curriculum Guidance as a guide, became statutory in display 2002. The Act also established a single national opinion system for the Foundation Stage, replacing baseline assessment schemes. The Foundation Stage profile was introduced into schools and settings in 2002-03. The Foundation Stage profile has 13 outline scales covering the six areas of learning, which need to be completed for each child receiving government-funded education by the end of his or her time in the theme stage.The curriculum for the Foundation Stage should underpin all future learning by supporting, fostering, promoting and developing childrensPersonal, Social And Emotional Well-Being In particular by supporting the transition to and between settings, promoting an inclusive ethnic group and providing opportunities for each child to become a valued member of that group and community so that a strong sel f-image and self-esteem are promoted. demonstrable Attitudes And Disposition Towards Their Learning In particular an enthusiasm for knowledge and learning and a confidence in their ability to be successful learners.Social Skills In particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and get wind to each other. assist Skills And Persistence In particular the capacity to concentrate on their own or on group tasks.Language And Communication With opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to rehearse and extend the range of vocabulary and communication skills they use and to listen carefully.Reading And Writing With opportunities for all children to explore, enjoy, learn about and use words and text in a broad range of contexts and to experience a rich variety of books.Mathematics With opportunities for all childr en to develop their understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practise and talk about them.Knowledge And Understanding Of The World With opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts, and to explore and find out about their environment and people and places that have significance in their lives.Physical Development With opportunities for all children to develop and practise their fine and gross motor skills and to increase their understanding of how their bodies work and what they need to do to be healthy and safe.Creative Development With opportunities for all children to explore and parcel their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and visionary and role play activities.In order to fulfil the requirements of the Foundation Stage Cu rriculum and provide a safe and supportive environment, pre-school providers need to implement the following strategyTo Encourage Physical Development Pre-School Providers Need To bunk children meals with good nutritional value and teach nutrition activities to children and parentsTeach children and families about good hygienePractise large motor skills (balancing, galloping, skipping, building muscles in the arms, legs, and trunk)Build small motor skills through practise (cutting, holding writing instruments, drawing, painting, stringing beads, using play dough, water play)Present activities to develop eye-hand coordinationOffer many movement activitiesPlay instruments to the rhythm of the musicPlay games that involve sense of hearing to and following directionsParents should be encouraged to take their children for regular medical and alveolar consonant checkupsTo Encourage Mental Development Pre-school Providers Need ToAsk open-ended questions (questions which encourage childre n to think because they have no right or wrong answer) fertilise children choicesAllow and encourage creativity (through art, music and movement, dictation, re-telling stories and creating new ones)Building language skills (through conversation with adults and each other, word games, reading stories, learning nursery rhymes, singing, outstanding play, introduction of new words, providing a writing centre with word tease and writing materials, activities with puppets, listening centre activities)Provide science experiments and introduce concepts about our world to help them make sense of itLearn about the neck of the woods and the city through walks and field tripsProvide many manipulative materials which encourage the development of problem solving skillsEncourage counting objects through games and undivided questionsAsk the children for their opinionsMake charts with their predictions and their opinions and re-read them oftenProvide small groups and individual activities involv ing counting sets and adding or subtracting provide manipulative exercises which encourage classifying (by size, colour shape, general classes like animals or plants and by function such as library and book)Read daily to the children succor them learn sequencing by telling stories back to the teacherObserve each child in order to provide activities to encourage their individual learningIt is important to remember what children know depends on the experiences they gainTo Encourage Social Development Pre-School Providers Need ToSet up their classrooms in learning centres to enable and encourage children to work together in small groupsHelp them develop self-esteem by accepting and respecting their efforts outflow children jobs and responsibilities in the classroomTeach children to clean up and straighten up at the end of their work timeHelp them learn to respect others through adult action, words, stories and conversationsEncourage children to help other children in need and to shareG ive them encouragementInvite them to share their culture with others and encourage their parents to come into centresIntroduce them to children of other cultures and different abilitiesHelp children develop a positive attitude by being trustworthy role modelsRead books and have discussions which show parents leaving their children at school and being there when their children find homeTalk about careers and jobs and why parents have to work chip in a structured day so that children will feel make prisonerLet children help make the rules for the classroom and let them choose projects to work on finished physical exercise and opportunity help the children learn to work and play cooperatively with othersGive the children the words to use to solve their problems with other childrenTo Encourage Emotional Development Pre-school Providers Need ToHelp children learn to control their own behaviour through setting a positive exampleHelp the children to learn to wait for a turn and to share with othersHelp them develop plans for activities to do while waiting for a turn calm children that it is okay to have feelings and to express them in acceptable waysGive them the ability to channel their energy in constructive waysThrough showing respect to our children we help them to learn to show respect for each otherGive children self-respect through accepting them as they are and helping them develop their negotiating and problem-solving skillsREFERENCESBee, H. and Boyd, E. (2004), The Developing Child, (10th Edition, Pearson Education)Gopnik, A. / Meltzoff, A. / Kuhl, P. (2001), How Babies Think, (Phoenix)Hobart, C. and Frankel, J. (1999), A unimaginative Guide To Child Observations And Assessment, (Nelson Thornes)Foundation Stage 3-5, QCA, (http//www.qca.org.uk/160.html)Early Years, DFES, (http//www.dfes.gov.uk)