The National Child Traumatic Stress Network has developed 12 core concepts that provide a rationale for trauma-informed assessment and intervention NCTSN Core Curriculum on Childhood Trauma Task Force,covering considerations for how to assess, understand, and assist children, families, and communities who have experienced trauma.
Organizations and states that issue statements of core competencies for these educators would benefit from a review aimed at improving consistency in family engagement and assessment and enhancing their statements to reflect recent research on how children learn and develop and the role of educators in the process.
EPPE Study Findings from EPPE Effective Provision of Pre-school Education show that that children attending early years provision were more likely to have better cognitive, social and behaviour skills when they started formal education than those who had no early years provision.
Importance of anti-discriminatory anti-bias practice Promoting equality of opportunity by: Working with dual language learners Research on young dual language learners suggests that working effectively with these children requires both fundamental understanding of child development and learning and more specialized knowledge about how these children develop in various domains, how they respond to instruction, and what evidence-based practices have demonstrated success with this population.
However, most of the existing competencies related to these two domains tend to treat them monolithically or define them through a list of examples of skills that differ somewhat from document to document. Provide a safe environment where children play, explore and learn.
Provide play to achieve developmental goals. Some states have different sets of competencies for more specialized roles, such as home visitors or early interventionists, and for different settings, such as home-based or center-based care.
Given that dual language learners are one of the fastest-growing populations in the nation, better articulation of these competencies is needed. Best practice to inclusive practice: Staff working at higher levels should have an awareness of the UN Convention on the Rights of the Child.
The NBPTS standards address the need to differentiate between formative and summative assessments, but also the value of observations and performance-based assessment that yield anecdotal evidence and work samples that can be meaningful. Thus, statements for both educators who work with young children and those who work with early elementary students uphold the importance of addressing all of the domains of development and learning, not just academic skills.
The findings were used to develop the EYFS framework which is implemented in the early years setting. The InTASC standards emphasize using multiple assessment strategies and distinguishing between formative and summative assessments—concepts that are not mentioned in the NAEYC statement.
Teaching subject-matter—specific content Just having knowledge about various content areas and the major stages or milestones experienced by children is inadequate. Provide resources, activities and learning resources to promote all aspects of child's development To cater for working parents and those wanting to return to work.
The NBPTS further articulates that accomplished educators are knowledgeable about technology and aware of new technological advances, and understand how children use technology to nurture their curiosity and learning NBPTS, Participation Participation refers to giving children and families a say in how provisions are made for them Promote participation by: Listen to children to discover their perspective Give children the chance to practise making decisions and choices Observe children's body language too — non-verbal communication Encourage them to give their opinion Support them in making their decision by explain what options are open to them and help them to see that if they choose A they won't be able to have B.
Second, states also tend to include competencies related to the business of operating or managing an early learning program, such as relevant legal issues, financial planning, and human resources.
The HighScope Perry Preschool Study Through Age 40 The study found that adults at age 40 who had the preschool program had higher earnings, were more likely to hold a job, had committed fewer crimes, and were more likely to have graduated from high schoolthan adults who did not have preschool.
This makes your business ten times more successful. Set up to help working parents. The existence of core competencies for professionals in early childhood settings represents an effort to bring coherence to a workforce with highly diverse expectations and backgrounds, and the general agreement among the competencies is an indication of some emerging alignment.
Help children to cope with feelings of anxieties. Provide childcare services to toddlers and children whose parents are occupied during the day.
Areas likely in need of enhancement in many existing statements include teaching subject-matter—specific content, addressing stress and adversity, fostering so- Page Share Cite Suggested Citation: However, if there is a power surge and the current dramatically rises, the fuse will protect all the electrical components that are present as it has a fuse rating 3A or 13A usually and if the current peaks over the rating, the fuse will break the circuit and save all the other components.
Ensures that quality of care is consistent across the eary years sector Raises standards for childcare and improve outcomes for children Equality legislation Childcare service must be available to everyone in society including - children with disability or health problems - children from different cultural and religious background - children from low income families - children from working families Gives guidance to support early years providers to - Implement policies on diversity, inclusion and equality - stop discrimination, harrassment or bullying - meet specific needs of children from different background - breakdown barriers to participation Evidence-Based practice Applying findings from research studies: Page Share Cite Suggested Citation: These statements also expect professionals to learn how to collaborate with each other and colleagues from other fields so that if necessary, children have access to other services that contribute to their well-being and academic success.
Transcript of EYMP 4 The impact of current policies, frameworks and influe EYMP 4 The impact of current policies, frameworks and influences on the early years ( &). identify current policies, frameworks and influences on the early years explain the impact of current policies, frameworks and influences on the early years sector describe what is meant by evidence-based practice and give examples of how this has influenced work with children in their early years.
EYMP 4 Professional Practice in Early Years Settings Early Years Settings: You will reflect on your practice when promoting diversity, inclusion and participation in early years settings Identify the scope and purpose of the early years sector TASK.
Full transcript. eight years. u Families: The people who have significant care responsibilities for and/or kinship relationships with the child.
u Early childhood professional: A person who works professionally with or on behalf of children and families in early childhood environments.
u Communities: Groups of people who identify as having shared values and intentions. 2 City & Guilds Level 3 Diploma for the Early Years Practitioner (Early Years Educator) Qualification at a glance Subject area Childcare City & Guilds number Age group approved 16+ Entry requirements City & Guilds does not stipulate any formal entry requirements for this qualification.
Eymp4 Professional Practice In Early Years Settings Task 2. Professional Practice In Early Years Setting Task 1 Explain how the range of early years settings reflects the scope and purpose of the sector.
Paula D’Agnello EYMP 4 Pin No. Scope Purpose Day Nursery - full day care Meets the needs of full time working parents/carers/families.Eymp4 professional practice in early years settings task 2