1.1/ 1aa- All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential, as set out in the Equality Act 2010
Key aspects-
The right to education: Every child has the right to an education that is appropriate to their age, abilities and any special needs.
Support for SEND: Local authorities are required to provide suitable education and support for children with SEND, ensuring they have access to learning opportunities.
Cooperation and partnership: Partnership isn’t only with parents/ carers but with educational services, health, and social care to improve outcomes for children with SEND.
This framework is crucial for ensuring that all children have the opportunity to fulfil their educational potential and capabilities.
1.2- An effective early year’s educator knows the expected patterns of babies’ and children’s development from birth to 5 years old and understands further development from 5 to 7 years.
Physical- roleplaying and moving around to sort the different colours.
PSE- memorising which colour monsters mean what emotion and thinking of a time and sharing what made them happy. Or a time they were sad and what did they do to make them happy again.
SCL- Learning new words, sounding, robot talking and blending.
1.3- An effective early year’s educator understands babies’ and children’s development patterns, including:
* cognitive
* speech, language, and communication development
* physical
* emotional
* neurological and brain development
Knowing how cognitive skills grow from early curiosity and problem solving to deeper thinking and understanding of the world.
Recognising the stages of speech, language and communication: moving from babbling, towards sentences & confident conversations.
Progress from early reflexes to crawling, walking, climbing and eventually mastering fine motor skills
Emotional development of forming attachments, learning to express their feelings, building resilience, and develop a sense of self.
The rapid neurological and brain development which shapes every area of learning and behaviour. Allowing us to create a nurturing, stimulating environment that respond’s to the child’s needs.
1.4- Self-regulation changes according to a child’s age and development. Children are in early stages of learning to self-regulate and it’s something that is developed throughout early years. Co-regulation (the support we provide to the children to help them, understand, express and regulate their feelings) is a vital building block towards the ability of self-regulation.
By helping the children with co-regulation it will allow the child to gradually create an understanding of what ways they can self-regulate themselves and it prepares them to do this when there may not be an adult present.
Rosalie
1.6- Personal, social and emotional development (PSED) is crucial for babies and children to lead healthy and happy lives and is fundamental to their cognitive development. The important attachments that shape their social world, underpin babies’ and children’s personal development.
This is central to a their well-being and it forms the foundation for healthy, happy lives and directly support cognitive growth.
Children will form a strong attachment with the adults who care for them and these early relationships shape their social world as they’re being presented with warm, consistent interactions and begin to learn trust and a sense of safety.
1.7- The ways babies’ and children’s learning and development can be affected by their individual circumstances and significant events in their lives.
Things such as a loss in the family/ friend, or a separation of parent, moving houses, or moving school.
All of these things will affect their wellbeing as a child/baby is still learning about their emotions and how they feel and this will cause this certain event to become harder and more overwhelming for them to process.
1.8- Different cultural backgrounds and family circumstances can impact babies and children’s learning and development.
Some cultures will mean that children will may miss time out of school for celebrations, etc. This can lead to a child missing out vital information from school and potentially causing them to fall behind their peers.
1.9- Physical, mental and emotional health and well-being are important and can impact on babies’ and children’s development.
If a child is struggling with their wellbeing/ health it can cause a negative affect on their development as they my have a health issue that can prevent them from being physically able, then meaning they can’t release endorphins which is known as a ‘happy release’ from exercising and therefor will affect their wellbeing.
1a(g)- Avoid stereotypes - for example, those based on gender, culture, or race, and explain how they can cause damage (how they might encourage prejudice).
Some children may feel ashamed of their religious belief if they’re shamed or hear inappropriate opinions about it as they will feel judged.
Teaching the children about different cultures will then create a wider and welcoming mindset about the different types.
1a(h)- Analyse and explain how cultural background and family circumstances can impact on babies’ and children’s learning and development.
Some children will miss out on school due to celebrations for their culture which can affect their development in school as they may miss out vital learning.
Children may feel left out as well if they can’t eat certain things, such as: sweets bought in for another child’s birthday.
1a(j)- Prepare and support babies and children through transitions and significant events in their lives, such as:
-moving school
-starting and moving through or between early years settings
-birth of a sibling
-moving home
-family breakdown
-living outside of the home
-loss of significant people or bereavement
-social events that impact their lives, such as COVID 19
-adoption and care; and including the significance of adverse childhood experiences and trauma.
Work in partnership with parents/ carers to keep updated both ways about what is happening with the situation and how the child’s wellbeing is at home and within the household.
1.10- The Early Years Foundation Stage sets out the early education curriculum requirements from birth to age 5. These are:
- communication and language
- physical development
- personal, social and emotional development
- literacy
- mathematics
- understanding the world
- expressive arts and design
communication and language, which supports children in developing listening, understanding, and speaking skills—foundations for all future learning. Physical development is equally important, focusing on movement, coordination, and health, helping children gain confidence in both fine and gross motor skills.
Personal, social, and emotional development underpins children’s ability to form relationships, manage emotions, and develop self-awareness, creating a secure base for effective learning. The framework also includes literacy, encouraging early reading and writing through stories, mark-making, and exposure to rich language experiences. Mathematics introduces concepts such as number, shape, and pattern, helping children make sense of quantities and problem-solving.
understanding the world, children explore their environment, people, cultures, and technology, developing curiosity and a sense of place. Finally, expressive arts and design enables children to be creative through art, music, movement, and imaginative play.
1.11- The content of the curriculum is planned for all children. The carefully planned and sequenced curriculum recognises that some forms of knowledge are important, useful and interesting. These forms of knowledge help prepare children for future learning and are not learned or discovered without explicit teaching.
The curriculum allows children’s individual needs to be met and therefore will allow the children to receive the extra support or extra learning time that they may need. This prepares the child to be further prepared for the transitions of future learning, such as moving classrooms.
1.12- Children are likely to have different levels of prior experience and knowledge. The curriculum should take account of this prior knowledge and be planned accordingly. Pedagogical approaches to teaching may need to be adapted because of this.
Some children may have never been to an educational setting before or a nursery therefore, their confidence levels or cognitive development may not be at the same level as some children that have previously been in a setting.
Theorists-
Mary Ainsworth: recognised the quality of how much attachment mattered and supporting parents to improve attachments with their child.
Noam Chomsky: believed children are born with he ability to detect grammar, coming into an educational environment can unlock this skill so that they’re able to then use it themselves for their speech development.
1.13- Communication and language are the cornerstone of an early year’s curriculum, which can provide all children with an equal chance of success.
This is one of the most important areas of development as a child needs this skill for their future. This skill allows them to communicate their needs, create bonds/ friendships, build on their other areas of development such as phonics, math.
1.14- The impact of an effective communication and language curriculum shows positive benefits for young children’s development, including their spoken language skills, their understanding of language, and their early reading skills, including for children from disadvantaged backgrounds.
some disadvantaged backgrounds don’t give the child an opportunity to communicate properly and therefore will find their communication and new language development within school.
1.15- Some children are at an earlier stage of language development and can experience speech and language difficulties.
For these children additional support can be given to them to help them with different communication methods such as non-verbal. This means whilst their verbal skills are being built on, they are still able to communicate if they have any problems or something they’re struggling with.
1.16- There are ways to communicate with all children, appropriate for their stages of development. This may include those who have speech or language differences, such as some SEND or neurodivergent children, and those for whom English is an additional language (EAL).
Non-verbal methods such as: visual aid cards, sign language, gestures, facial expressions or physical contact. This will allow any children who have speech delays or other struggles with their speech to still have the opportunity to communicate with others.
1b(g)- Identify delays in communication development and describe appropriate support services for babies and children.
Things such as stuttering/ stammering could indicate a children having a delay with their speech or them struggling to understand the words they need to use.
If a child is not yet talking when all of their peers are able to clearly communicate it could indicate a child being non-verbal or having a type of delay.
To support this a professional speech and language therapist can come into the school and they will carry out an observation on the child to then discuss their next steps to support the child.
1.17- There are different pedagogical approaches and what these are, such as:
- play
- direct teaching
- adult explanations
- adult modelling
- learning from peers
- guided learning
learning from peers and talking about the different experiences of emotions.
Adult modelling and explanations me reading and robot talking.
1c(d)- Communicate with all children in ways that will be understood. Adapt teaching approaches as appropriate to ensure children with speech and language difficulties and those with whom English as an additional language (EAL), are supported to catch up.
Learning parts of another language for a child who is EAL, then you can slowly begin to introduce the English language as well as them being able to understand simple terms you know. Using visual aids if a child has a speech impediment, is non-verbal or only knows the picture rather than the word
