Myself, my setting and my learning Essay

The aim of this reflective account is to discuss my developing serve and how as a s returnr head worder I correspond my setting fall ins the requirements of the curriculum which I follow. This is based on the Early forms Foundation Stage (EYFS, DfES, 2007), whilst even keeping true to my own beliefs in the best environment for erudition to meet the needs of whole the tykeren whom attend my setting.My setting has eleven children enrolled, from maven to ten years all children atomic number 18 fitting bodied, although some defy specific behavioural needs. I belong to a local prize assurance and childminding cyberspace. As an early years provider I slang a responsibility to implement the four themes of the EYFS A unique child, collateral Relationships, Enabling Environments and Learning and Development including the sixteen commitments. I believe the EYFS has brought unequivocal changes to settings, as it ensures that no-matter what type of setting, there is now a set of standards which all must meet. This can only be seen to offer peace of mind to parents and as a benefit to childrens well-being. 1The course has taught me the background of the EYFS, as a key part in The Ten Year Childcare Strategy, (DfES, 2004c) and the Childcare Act 2006 (DfES, 2006), ensuring the Every Child Matters agenda is implemented. The quintet major themes combined with the five outcomes of the Childrens Act 2004, highlights the important routine required of the Early Years Services and multi-agency working. As a topic of the recent changes of the Childcare Act 2006, one of the biggest impacts I birth discover is the training easy. The aim of The Childrens Plan (DCSF, 2007) To make England the best behind in the world for children and young people to grow up in, has mevery measures in place to support this and one of the changes needed is for master key development to be coherent in the childrens workforce . (KU3)As Sylva et al points out, Quality of provision is dependent on the tonus of the staff who work in the settings (Melhuish et al, 1999 Sylva et al., 2003). 2 Beca put on of the funding available not only have I been ableto access this course, I have too recently completed courses on Observing children in the home setting and Senior Safeguarding Children. I ensure parents are updated of any new training to demonstrate my professional military strength to my setting. (CS1, CS2 & CS3, KU3)I in like manner show a professional berth to my role by practise parent evaluation forms and having a suggestions box (for children and parents). Due to some of the children approach shot from broken families I send the diaries via e-mail or paper copy, it is in like manner one of the EYFS principles Positive Relationships.3 (KS4) Parents receive a parent claimation booklet, which includes policies and procedures to accompany with the EYFS statutory requirements and to highlight my roles and responsibilities, such(prenominal) as safeguar ding children, positive behaviour management, medicines and first-aid, allude opportunities, health and safety, fire procedure, accident and emergency plan and my complaints procedure. A hearty change from the EYFS has been the need for planning to focus on each childs individual learning, development and care needs and to ensure that the children and their families are fully included in all aspects of care.The importance of observations and planning to meet individual needs was stated in an article a in the Child Care magazine (November 2007), It is important you know what level the child is at, what their next steps are, what their interests are and how you can enhance those interests. This was before the intro of the EYFS, in September 2008 and it demonstrates that is was good practice to use observations before it became a requirement in order to give each child a valuable learning experience.By being a reflective practician and victimisation observations to construct my pla nning, I understand when I need to alter activities within my setting to meet the needs of all children. I regularly observe and plan the curriculum around individual needs and it also my responsibility to facilitate learning and ensure correct resources and materials available to ensure inclusion for all this could be some social function as simple as ensuring I have left handed scissors available, to ensuring younger children are able to participate in forest excursions by having them in back carriers and having evident waterproof clothing. (CS1, CS2 & CS3) 4Compared to many other early years settings, I have a strong emphasis onbeing outdoors and I work from a large log cabin amongst trees in my garden. This encourages the children to explore their natural environment and a lot leads to unintended curriculum such as finding lots of snails on a rainy daylight and then making homes for them amongst the trees. In Nor path, almost 10% of kindergartens are based outdoors www.tea chers.tv/video/35165 and I share their attitude to children and the outdoor environment with the saying There is no such thing as bad weather just bad clothing. We often go on forest excursions, build out door dens using natural resources and the children have the freedom to explore. I believe my role in this helps the children develop a positive and confident can do attitude no matter what the elements. (CS1 & CS3) 5It wasnt until I completed the action mechanism in ST3 Reflecting on Approaches to Curricular that I noticed that I use some similar practices to the Steiner approach such as we sing songs to inform everyone it is tidy up time, and song time is a very alert affair. I encourage the children to explore their natural environment and we celebrate the changes in season first hand. I believe this approach enhances the EYFS guidance as it is a play led approach, the main difference with the EYFS is what it expects children to achieve academically before they are five years t han the Steiner approach expect of children of septenary years. Which is also when countries, such as Sweden believe is the best age for children to get under ones skin formal education www.teachers.tv/video/12090 (CS1, CS2 & CS3). 6Although I do belief that the children who attend my setting benefit greatly from my outdoor curriculum compared to the rather small outdoor area at the Larks Childrens focalise (DVD 1), the Centre has a well equipped indoor space, where there is a professional attitude by the multi-agency professionals. It was encouraging to see the way they shared information, to ensure the best outcome for the parents and the children. In comparison I work alone although I do participate in network meetings.I share information regularly with nursery staff and teachers and use observations to support parents in discussing concerns with other professionals. It was obvious from the different projects that the Childrens Centre has good funding in comparison I work pr ivately and my setting relies on my incometo supply equipment and resources (CS1 & CS3). However both settings have a positive ethos in working with parents and children. 7Meanwhile similar targets to certain Start have been set within other countries in the coupled Kingdom such as the Early Years Strategy in Northern Ireland (DENI, 2007), The Early Years Framework (Scottish Government, 2009a) and the Flying Start political platform and the Framework for Childrens Learning in Wales (Welsh Assembly Government, 2008), all of which have the aim of improving the life chances of the very young members of our society, by ensuring they have access to good quality child care and education.