Government policy

Within the last few years government policy in early years has undergone many changes these have been an intensive inspection system, safe guarding children advances and the early year’s learning structure. Therefore the government are extremely dedicated to pledge that children should receive the best possible levels of early years care and education possible. Such progress has impacted on my role as a early professional, as there has been a huge amount emphasised upon the expertise of all employees.

As study Topic 1 states this is a direct result of the government aiming to achieve their objective that by 2015 there will be an early years professional status employee in every child care establishment. Some of these changes have been motivated by the death of Victoria Climbie who was abused by her guardians in 2000, while she was under the eye of many health care professionals. This incident influenced the government to take action and produce the Every Child Matters Framework in 2003.

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This was designed to ensure that all outcomes for children are improved to allow every child to have an overall happy and healthy lifestyle. To achieve these aspects the re-organisation of all child care services are required to ensure that supportive services are present. This is to guarantee that all children are encouraged to maximise theie opportunities for learning and the risk of harm is minimised. Following this framework the government in 2006 issued The Children’s Act.

This is based on the idea that children’s services are responsible to provide an environment that is not only safe and secure but it also focuses on the needs of the children and their families, thus providing better outcomes for all children. The Act also incorporates some of the key elements of the Ten Year Child Care Strategy published in 2004, based on the main idea that all child care professional should work together. To ensure that all the elements of this legislation are delivered, a successful early year’s structure should be in place.

To enable me to meet the main aims and outcomes I must follow the new Early Years Foundation Stage Curriculum that was introduced in 2008. The emphasis of this curriculum is strongly aimed at learning through play which should be provided through a selection of different child and adult led activities. This curriculum therefore brings together the Birth To Three Matters Framework and the Foundation Stage, it also reflects the National Standards For Under Eights Day Care consequently building a coherent approach to early years learning.

These frequent adjustments in the organisation of all educational settings mean that I have to follow all current legislation. I also have to ensure that all my knowledge and procedures are adapted to the ongoing changes. It also allows children to have a smooth transition from different settings. As a professional working in a team I am responsible for a unique stage of a child’s development. My role and responsibly within the setting vary on a daily basis according to the age of the children that I work with.

Therefore it is essential that I work within a team by communicating effectively with my colleagues as well external care professionals. This continuity of care is achieved at the nursery as all staff are well experienced in providing an excellent level of learning in a safe, secure, happy and simulating environment. Therefore the nursery offers a child friendly comfortable home-from-home atmosphere where all children are encouraged to develop their creativity, individuality and self-confidence by using equipment that is child sized such as tables and chairs which is a key aspect of Marie Montessori theory’s.

As a nursery nurse I work with children from a few months old to the five years. My main task within this is to assist my colleagues in the effective and efficient running of all areas of the nursery in accordance with all the nurseries policies and procedures alongside health and safety legislation. Another important role I have within the nursery is that I guarantee the safeguarding of the children’s health and well-being at all times.

I I involve myself with all areas of the curriculum but I particularly enjoy supporting the children imaginative play and IT development and learning areas. As I believe that both of these are central activities for the children’s learning as they stimulate not only their imagination but it also helps promote social development. Other learning areas such as language and numeracy can also be planned around these learning goals. When I work with the under two’s a lot of the working practices are focused on the physical care of the children.

This also applies whilst I work with the older children from three to five years although there is a more flexible approach that enables all the children the opportunity to develop their skills throughout a range of play opportunities by using a range of resources. I am also required to engage in planning and supervising play activities to help the children’s development based on the Early Year’s Foundation Stage Curriculum along with the children’s individuality. The activities that are planned are varied and can involve cooking, craft and music as well as many other activities.

During all planned and non planned activities all staff remain constantly vigilant to allow observation assessments to be completed which is another aspect of Marie Montessori’s thinking and the Early Years Foundation Stage Curriculum, Jointly these form the process of record keeping and the key worker system. Working in this way allows me to build each individual child’s learning journey as part of the child’s ongoing development. I do this by describing the development that occurred within the activity and sometimes alongside this I use examples of the child’s work.

I then link it to the developmental matters within the Early Years Foundation Stage Curriculum. Through working in this way I am able to develop my skills in planning and observation of activities that meet each individual child’s needs, and reflect on my working practices. Although I feel that I am able to observe and plan for the children’s learning, I do believe that extra training in behaviour management and additional needs would be beneficial as I particularly enjoy working with those children who sometimes struggle with their learning.

I find it very satisfying feature of my career to see them succeed within their learning, although I do have to work hard at achieving this success with some children. To improve my professional development I frequently attend one-day courses and conferences which I find very interesting. For instance, I recently went to an early year’s exhibition in London where I was able to view a range of different resources and activities of which I have been able to use within my practice to enhance my abilities and skills.

Thorough studying this course I wish to advance my understanding of the early year’s foundation stage curriculum within childcare and developing my special educational needs awareness within my practice so that I am able to meet all current government legislation. In addition to these I would also love to improve my skills in the best practice in how to use the outdoor environment effectively within the children’s learning and development as I believe that the outdoor environment is as valuable for young children’s wellbeing and development as the indoor environment.