A Network of Support for the Early Years Practitioner - Essay Example

A Network of Support for the Early Years Practitioner Children are usually considered blessings from God. The birth of a child is usually celebratedby the whole family and community. The saying “It takes a village to raise a child” is true in most situations. A child can be viewed as a symbol of a new chance at having to mold another human being into someone whose potentials are optimally realized. Children hold a very special place in society. Parents and advocacy groups strive hard to work for their benefit. With the overriding belief that they are tomorrow’s leaders who will inherit and rule the earth, they are to be regarded with due care and respect. Many theorists have presented their own views on children. Behaviorists led by the prominent B.F. Skinner, John B. Watson, Edward Thondike, etc., see children as organisms that learn by reinforcement. The Maturationists, led by Jean-Jacques Rosseau, Maria Montessori, Friedrich Froebel, etc. see the child as like a seed that contains all the elements to produce a fruit if given the proper amounts of nutrients from the soil and water along with sunshine and an ideal climate (Brewer, 2001). The Constructivists, founded on the works of Jean Piaget and Lev Vygotsky, believe that children are not passive recipients of knowledge, rather, they actively work at organizing their experience into constructing their own learning. In many ways, children have proven that they indeed are capable of many things originally unexpected of them. Constructivists are consistent in their belief that children’s capabilities in terms of learning can even match that of adult’s. Because of their clarity of thinking, unobstructed by pressures put on by society, they may even surpass the learning abilities of adults. “Children are seen as active and competent in their own learning, fully participatory in co-constructing their learning through social interactions, as opposed to this somehow being shaped by more knowledgeable others.” (Mitchell & Wild, 2004, p. 734) In an effort to meet children’s developmental needs, the education of teachers is now putting emphasis on child-centered approaches. The growing awareness that children are indeed capable of becoming contributing members of society has prompted the UK government to consult children themselves, of things that matter to them most in order to be the basis of proposals for change. These key outcomes—being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being are detailed in the Every Child Matters report and represent a considerable shift in focus for staff providing public services for children. (Baxter & Frederickson, 2005). The UK is signatory in the UN Convention of the Rights of the Child. Every five years, the UK government is required to report to the UN Commission on its progress in implementing the convention in the country. It is expected that all government departments hold responsibility to promote the convention and the five key outcomes set out in Every Child Matters. This document provides the vehicle for the delivery of the convention in the country. It widens the scope of government involvement in children’s development and challenges all those involved with children to develop effective practices in promoting positive developmental outcomes for all. Inspectors of children’s services will be looking for evidence that “Children and young people, parents and carers are involved in identifying their needs and designing services” and “Children and young people contribute to performance management and their views are listened to” (Ofsted, 2004). The Early Years Foundation Stage (EYFS) is a resource for early childhood care and education practitioners to support the needs of young children under their care. It sets standards for learning, development and care for children up to five years of age. EYFS provides a wide variety of information on child development to help practitioners understand how children grow and what they need to help them optimize their potentials. The use of this resource will effectively enable early childhood settings to meet the key outcomes outlined in Every Child Matters and to ensure that high quality service is provided to the children. Caring for all children regardless of age involves many considerations. One is to see each child at his or her own developmental level and create activities and opportunities appropriate to their particular levels. The child needs to develop holistically, meaning each developmental area is given attention to so growth and development as a whole person ensues. The specific areas of learning and development, as identified in the Early Years Foundation Stage (EYFS) are: Personal, social and emotional development; Communication, language and literacy; Problem-solving, reasoning and numeracy; Knowledge and understanding of the world; Physical development and Creative development (EYFS, 2008) These are all linked together, as in development in one area affects the others. The practitioner needs careful planning and implementation of activities so that children under their care grow in all areas. The EFYS works around four essential themes namely: A unique child; positive relationships; enabling environments and learning and development. These themes are briefly explained as follows. Each child is born with his or her own set of talents and potentials, and these are meant to be developed all throughout his life. The practitioner is to help the child develop his or her potentials to the fullest by providing him with activities and experiences to hone his skills. If the child shows propensity for the arts, the practitioner allows him or her to indulge in creative activities of interest to the child. This is very much aligned with the Multiple Intelligence theory proposed by Howard Gardner. Gardner’s Multiple Intelligences has impacted education ever since it was publicized. It has been liberating to finally accept that all people have something to excel at, and being smart above the rest is not limited to those who do exceptionally well academically. Schools have adapted Gardner’s views of searching for competencies that each student is strong at and maximize his potentials for such skill so he gets to join the circle of the “smarts”. Some schools have simplified the intelligences to capture children’s interest in their own intelligence and motivate them to optimize their gifts. Terms such as “body smart”, “music smart” or “people smart” are held in equal esteem as “word smart” and “number smart”. That way, no one feels left out and self-confidence is generally boosted. It is comforting to think that if one has an aptitude for music, for instance, and is weak at math and science, then he can still excel at something creative and non-academic. For teachers, knowing the special intelligences of their students will enable them to adjust their teaching methodology accordingly. Math and Science may be taught using strategies that involve music, games, literature, and the like. It also makes learning so much more fun because aside from the variety of experiences the students encounter, it considers every student’s intelligence profile. Ideally, it creates a stimulating learning environment that is conducive to optimal learning and full development of human potential. EYFS’s theme of positive relationships enables children to grow up in environments that make them feel love and security from their homes or learning environments, making them grow up to be self-confident, self-propelling people. Supportive adults help children understand the emotions they undergo, especially if these feelings are negative and confusing to the child (anger, disappointment, jealousy, etc.). In being understood, the children themselves learn to be sensitive to others’ feelings and provide the same support and understanding to them, creating a circle The key of positive relationships. The outcomes specified in Every Child Matters are met in such positive environments. The theme of provision of enabling environments for children play a key role in helping and guiding children in growing to be capable individuals. This entails a practitioner’s keen observation of each child, as to his or her interests, skills, personality traits, etc. and get cues from the children themselves as to how they would like their learning to be structured. Careful planning of activities for children should consider important concepts and skills they should be learning at their developmental level. Again, this agrees with the constructivists’ view of children’s learning that they are capable of treading their own learning paths they themselves construct of course with the able guidance of a sensitive adult. Lastly, EYFS’s theme of learning and development help practitioners understand that children develop and learn in different ways and at their own time. Each area of learning and development specified by EYFS is equally important and inter-connect with the others, so practitioners must make sure that they do not concentrate on only one area of learning at a time. EYFS recognizes the importance of play in childhood, as it provides many benefits. Play is a child’s world. It is an avenue where one can be free to be oneself without anyone imposing rules or restrictions to conform to society’s standards. Play offers many benefits that foster children’s learning. It engages the mind to actively imagine various scenarios for fun or for problem-solving. Babies and toddlers play in order to get to know their world – how things work, how people react, etc. They get to explore and discover things that otherwise they will not learn about if they do not actively engage in play. Preschoolers and primary school children learn better in play-like settings because they retain concepts better when learned in the spirit of fun. They enjoy competitive games in testing their stock knowledge and even simulate game shows they watch on television in reviewing certain academic concepts. Such cognitive benefits extend to their real lives as they make decisions, compare and contrast things, use their imaginations and thinking critically and creatively. Play also engages the body. Certain games involve gross and fine motor coordination. Running around, jumping, tumbling and other physical activities help them be physically fit as well as release tension. Much practice in physical play develops their muscles, agility, flexibility and endurance. Socially, play fosters the development of friendships, coaxing children out of their shells. As they play with other children or adults, they get to know about how other people behave, think and feel. They also get to learn socially acceptable behavior like not hurting others and playing fair. Most importantly, they get to know themselves better- how they react to certain situations in the play setting. Play may also be an outlet for emotional release. Young children use role play or puppet play to process experiences they do not fully understand. Doing it over and over helps them realize what was wrong or right in confusing situations. Resolving issues in play may also be therapeutic for some children. Such information provided herein helps the practitioner plan a good program for children. Bearing in mind that each child’s individual need should be met, a practitioner may group children with similar ages or ability levels together and manage the different groups in accordance to their developmental and individual needs. Practitioners should have enough flexibility in planning activities for children. Following their lead in terms of interests shared by the majority of children is one effective way of capturing their attention and motivating them to develop skills. To ensure that each individual in the group is provided with the necessary attention and care, the practitioner should be keen in observing their needs and interests so she is mindful of these when planning activities for them. Collaborating with parents is another way of gaining information on each child’s interest, abilities and personal qualities. Practitioners with a genuine heart for caring for children are not prejudiced in selecting who to care for. According to EYFS principles, “Children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting.” (EYFS, 2007). In the matter of addressing the key outcomes identified by Every Child Matters, EYFS is likewise very much concerned in the well-being of children and attempt to pursue its goals of keeping children healthy, safe, happy and capable, and being healthy, staying safe, enjoying and achieving, making a positive contribution and achieve economic well-being by not going hungry, unclothed or unsheltered. That is why its advocacy is to uphold the best interests of children. These five outcomes go for all children regardless of their background or circumstances. The outcomes are mutually reinforcing, as when one outcome is met, the others are more likely to follow. For instance, young people learn better when they are healthy and safe. Also, education is the best route out of poverty (Every Child Matters). Being aware of the crucial role of parents, families and early childhood education and care practitioners, the government provides support for them in order for them to carry out their responsibilities in helping meet the key outcomes. Agencies have been established to work hand in hand with parents and practitioners and children. Basically, agencies working with children and their families should keep in mind the following guidelines: Agencies should first and foremost center their services on the needs of the child rather than spend much time building relationships with the adults around him. His voice should be heard and his needs, met. People working with children should be adept with knowledge on child development and know which particular skills and abilities they should be developing at a certain age. Agencies should focus their services on the best possible outcomes for children to improve their well-being. A holistic approach in services means understanding the child in the context of his family, educational setting, community and culture he is growing up in. The capacity of the parents in meeting the developmental needs of the child should be assessed to ensure that the welfare of the child is prioritized. Provision of equal opportunity for all children to achieve the best possible development, regardless of their gender, ability, ethnicity, circumstances or age. Agencies should enjoin active involvement of children and their families, especially in important decision-making opportunities that directly affect them. The fact that their opinions are considered and their permission is sought when information about them is to be shared makes them feel respected and truly important in the agency. Identifying strengths and weaknesses in and within a child’s family is significant, as these may have effects on the child’s health and development. Agencies should build up on the strengths to overcome the weaknesses and be successful in resolving difficulties. Multi and inter-agency support is encouraged to fulfill all the needs of the child to ensure that he reaches optimum growth and development. Understanding and helping out a child is a continuing process and is not a one-time event. “Assessment should continue throughout a period of intervention, and intervention may start at the beginning of an assessment.” (HM Government, 2007, p. 24) With all the support from EYFS, the government and agencies involved with children, early childhood practitioners have no reason not to provide high quality service to their clients. Theirs is the most vulnerable lot and deserve the utmost care, since they hold the keys to the future. Understanding the needs and developmental growth of very young children enables the practitioner to plan very well for appropriate activities that would optimize their potentials. References Baxter, J. & Frederickson, N., (2005) “Every Child Matters: Can educational psychology contribute to radical reform?” Educational Psychology in Practice, Vol 21, No. 2 Brewer, J.A. (2001) Introduction to Early Childhood Education. Boston: Allyn and Bacon Gardner, H.,(1983) Frames of Mind: the theory of multiple intelligences London: Heinemann HM Government (2007) “Statutory guidance on making arrangements to Safeguard and promote the welfare of children under section 11 of the Children Act 2004” Every Child Matters Change for Children. London: Department for Education and Skills Mitchell, H. & Wild, M. (2004) “Placing the child in childhood. “British Educational Research Journal Vol. 30, No. 5 Ofsted. (2004). Every child matters: Inspection of children’s services: Key judgments and evidence. Retrieved 10 May, 2007 from www.ofsted.gov.uk/everychildconsultation Piaget, J. & Inhelder, B. (1969) The Psychology of the Child. New York: Basic Books The Early Years Foundation Stage, (2007) Effective practice: Play and Exploration © Crown Websites: www.everychildmatters.gov.uk www.surestart.gov.uk www.teachernet.gov.uk/teachingandlearning/EYFS/ www.teachernet.gov.uk Read More