Unit 15: Professional Practice in Early Years Settings

Starter

What different Early Years

provisions are available to children and

their families?

Aims and Objectives

• Identify Early Years provisions are available to children and their families

• Explain how the range of early years settings reflects the scope and purpose of the sector

• Identify how settings aim to maintain high standards of practice

• Explain the impact of current policies, frameworks and influences on the early year’s sector

• Identify current policies, frameworks and influences on the early years

• Describe what is meant by evidence-based practice

Early Years provisions

Match up activity, highlighting different Early Years provisions

Type of Provision Timing Age Range Venue Charge to parents/carers

Run by

Nurseries Full and Part time

Birth to school

Own premises Yes – for 3-4 year olds

Private business

Child minders Full and Part time

Birth to school

Child minders home

Yes Self employed

Preschool Part time 2½ years to school

Community facilities

Free for -3-4 year olds

Committeeand parents

Play groups Part time 2½ years to school

Community facilities

Free for -3-4 year olds

Committeeand parents

Nurseryclasses

Part time 2½ years to school

State orprivate ran

Free for -3-4 year olds

Local authorities

Reception classes

Schoolhours

4-5 years State orprivate ran

Free Local authorities

Crèches Part time Birth to school

Educational premises

Some College workplace

Parent andtoddler groups

Part time Birth – 3 years

Community facilities

Yes (minimal) Parents and voluntary's

Children’s centres

Full and Part time

Birth to school

Own premises Free Local authorities

LO1 Understand the scope andpurposes of the early years sector

1.1 explain how the range of early years settings reflects the scope and purpose of the sector

Please complete the empty table with your findings. Add a paragraph to the back of your table about the scope and purpose then 6 examples to explain range of the provision available, think about how they are accessible for all

Research

In pairs please research your given policy or framework to identify the influences it has had on the early years

• Children Act 1989

• Every Child Matters

• Early Years Foundation Stage

• National Curriculum

• United Nations Convention on the Rights of the Child (UNCRC)

Identify how they have aims to maintain high standards of practice and to provide the best possible care for children; emphasises multi-agency working and child-centred approach to early years practice, remember to use quotes where possible

Share your research

Share your findings with the group to allow you to complete the given questions

2.1 Identify current policies, frameworks and influences on the early years

2.2 Explain the impact of current policies, frameworks and influences on the early year’s sector; use your own placement experiences

What is evidence based practice?

Practice which is

influenced by objective

evidence derived from

research

Evidence based practice

Your everyday practice in your early years setting it likely to have been influences by many factors, including:

• Your training in working with young children• Your experiences of working with different children and

their families • Your on-the-job learning from colleagues• Your reading and viewing of television programmes • Your personal experiences – as a parent or as a child • Values and beliefs

Why? Lets more around the room to think of some ideas

Question

To write up - 2.3 describe what is meant by evidence-based practice and give examples of how this has influenced work with children in their early years- fill in worksheet provided

Describe what evidenced based practice is and examples of how this influences work practice e.g. weighing children in year R and 6 etc.

Unit 15: Professional Practice in Early Years Settings

Starter

How do you ensure participation when

in placement?

Aims and Objectives

• Identify how to involve children and families participation

• Explain what is meant by: diversity, inclusion and participation

• Outline the meaning of anti-discriminatory (or anti-bias) practice

• Review reflective analysis of own practice

Participation

Participation involves allowing children and families a say in how provision is made for them.

How do we do this?

How to involve children and families participation.

Model good practice

Promote positive self image in books and posters

Modify resources to allow accessibility

Provide appropriate staff training

Communicate with parents/carers to aid planning

Be aware of wishes, preferences and beliefs

HOMEWORK

Ensure you have written up - 3.1 explain what is meant by:

A - diversity

B - inclusion

C - participation

Meanings explained

Anti-discriminatory (or anti-bias) practice: Promoting equality of opportunity by

• Being positive about differences and similarities between people

• Identifying and challenging prejudice

• Taking positive action to counter discrimination

Questions

To write up - 3.2 explain the importance of anti-discriminatory/anti bias practice, giving examples of how it is applied in practice with children and carers

Explain the importance of anti-discriminatory/bias practice and give at least 3 examples of how this is done in your setting. See if you are able to cross referenced the second part of your statements to Unit 10

Group discussion

How do children in your setting, participate in decisions affecting

their lives?

Question

To write up - 3.3 explain how the active participation of children in decisions affecting their lives promotes the achievement of positive outcomes

Paragraph about how the active participation of children in decisions affects their positive outcomes – Check to see if you can link in with Unit 7

Review of reflections

Please look through your folder and get out all reflections that have been completed. Check unit 9 resources

Time to complete additional reflections

Use this time to relook at your reflections completed and ensure you have identified

- Strengths - Areas of improvement - Good practice to take forward into employment

In turns sit with your tutor to meet criteria in Unit 9 and Unit 15 within these reflections. LO4.1 explain the importance of reviewing own practice as part of being an effective practitioner

Reflective account

4.2 undertake a reflective analysis of own practice

4.3 develop strategies to deal with areas of difficulty and challenge encountered in professional practice in early years settings

Make sure that you write up a reflection from an activity that your tutor watched you

complete during your observation – make sure you answer both questions above!