Theories and Practice in Child Development

Theories and Practice in Child usingAfter reading the document produced by Tom Burkard and Tom Clelford, slickness the Childrens Plan which gives an insight of why the Early Years Foundation lay out (EYFS) should be scrapped. It states that the Statutory Frame act EYFS which was launched in 2007 should be scrapped to save 315 million. that the authors do not state which argonas of the EYFS they want scrapped, which causes concern. The EYFS is a large example for practice and assessment and is the umbrella under which all the clawren aged 0 5 years who slang make out and program line. It has been a great restore within the early years establishments as well as having influences of discordant theorists to brook the childrens learning and increase. Before cerebration of scrapping the EYFS altogether the authors should consider smell through the framework and see what the positives and negatives be as some aspects of the EYFS dont work for some whereas other aspects are of great use. As it mentions in Pugh.G et al (2010100) There are in addition those who think it goes a akin far and is too perspective. (Open Eye, 20072008). in spite of appearance the document it is mentioned that the EYFS is an intrusive attempt to micro-manage all 0 5 childcare establishments as well as dictating best practice including parents. Within the EYFS it does not lay out that the parents should do as they are told neither does it specify how practitioners should work with the children. Therefore Pugh.G et al (2010105), states that It requires the practitioner to differentiate to understand apiece child as an individual and personalize the curriculum content to rival their call fors and interests. However practitioners should nonplus an in depth knowledge of their tell children, so that they loafer use the EYFS Framework to support and help visualise opportunities and activities. These go away then enhance childrens learning and encourage the individual ch ildrens development in a way that will interest them.The EPPE Project (Sylva et al, 2004 Chapter 4) set the importance of a form of interaction between children and adults, that they call continue shared thinking in promoting childrens learning and development which is now as part of the EYFS. On the other hand running(a) in league with parents is essential as it helps all children to achieve their full potential. As say in The Times (2008), The EYFS is about responding to the individuality of severally child, in the consideration of loving and secure relationships and creating a stimulating and enabling surroundings that will promote age appropriate experiences for learning and development. Furthermore, Nurse A.D (200773) states that Children can be said to prefer to learn through the enactive mode as their tycoon to represent images and use symbols is slight well developed. In this Bruner agreed with Piaget that active, runner hand experiences are an appropriate way t o present new knowledge to young children.The document also questions whether the EYFS encourages good practice. According to Pugh.G et al (2010105) we need to focus the curriculum on what is important for the children, the things that they need to be doing at this stage of their development. By looking at the research and practice the well-nigh important things are existence Social, Being Positive, Being a Communicator, Being Creative and Being Healthy and Safe (ECM2003). By introducing reading and written material at an early stage it could be argued that it can lead to complications afterwards on and also delaying phonic work, on that pointfore the EYFS recommends that practitioners use their professional vox populi with introducing phonics. On the other hand the authors are claiming that children who come from a less stimulating disadvantaged environment waste an entire year travel further behind their middle class peers in learning (e.g reading), whose parents broadly s peaking know better than to delay reading instruction. This is not entirely true, Gaunte (2010) clarifies that Parents with the support of the larger family, are childrens primary educators. What parents do at home with young children has the just about impact on all aspects of their development social, unrestrained, intellectual and physical.Nevertheless it could be alleged that children who aim strong home learning environments are ahead socially and intellectually by the age of three, which is continued into schooling. Bronfenbrenners ecological lesson of human development emphasises the role of the wider environment and the childrens interaction within it. Bronfenbrenner and Caci (1994) proposed that the environment was the main influence on childrens development. Bronfenbrenner produced systems which included the following Microsystems, Macrosystems and Exosystems. The following diagram illustrated below shows how these systems are interacted and impact on the childs le arning and development. (Smith et al 2003). Bronfenbrenner also led the Head Start programme in America which indispensable helping disadvantaged children overcome their poor beginnings.The EYFS recognises the importance of the wider environment some(prenominal) in working in partnership with parents and the ethos of the EYFS, providing e spirit of care and education for all. Research has shown that good quality early education and care has wide ranging benefits for all children. Being provided across nurseries, reception classes, pre schools, childrens centres and childminders, it enhances social and cognitive skills and is of particular(a) benefit to disadvantaged children (N.A 2010). However other curriculums have also the quality input that the EYFS has, for example the High Scope Curriculum, Montessori etc. It could be argued that children who have an intellectually and physically stimulating environment will maintain a more complex network of synapses in the brain (Bee 19 97). These biological changes in nature can have implications for practice, the EYFS however has a variety of worthy activities planned for those at different ages and stages of development. This is a prime example of how conjure up can influence nature.Additionally Bowlbys (1907 1990) research found that babies/children succeed if they receive care from one main caregiver which is usually the mother. They are also more likely to make secure trammels and then initially larn up into being well balanced adults. (OHagan et al 1993). Therefore newfangled researchers have disputed the fact that only the mothers can perform this undertaking (Smith et al 1993), regardless the debate of working mothers, it still remains that the childrens emotional and cognitive development are best when there is that continuity of care available. When in care children under the age of 5 should each be allocated aboriginal workers so that children can form key attachments with this person, this is where secondary attachments are formed. The key person is a key to developing relationships with the children that are designate to them as swell as sharing and collecting information by working in partnership with parents of the key children allocated. The EYFS reflects this by stating that Each child with early years care and education should be allocated a key person (EYFS 2007). By having a key person allocated to the children it enables them to develop an attachment with the practitioner on a secure basis knowing that they can rely on the key person.Lastly the authors stipulate that despite the ambitions of the EYFS, childminders have not been able to see the practical effect of this. It could be argued that there is too much paperwork involved for them within the EYFS. However there is show up that most childminders have developed knowledge and understanding of how to put the EYFS into practice and use it to identify, plan and provide foe individual childrens needs in their care. On the other hand many another(prenominal) childminders have given up their jobs due to this and others who are thinking of this. On one forum a childminder writes her views on the EYFS Curriculum and how she feels about it which can be accessed onThe childminder statesI, like many other childminders, gave up an enormous amount of personal fourth dimension just to prepare for my Ofsted. I spent weeks compiling my Portfolio, cataloguing my Toys, books, games, puzzles and equipment compiling change rotas, putting together endless policies, parent information booklets, files for training, files for resource collections, working out a system for recording each childs development, the list goes on and on. I still cared about and loved the children, I still provided the condole with environment, and I still try to help each of my little ones to prime quantity and flourish, to feel loved and cared for, to be aware of the needs and feelings of others and to know that each one is recognised as being unique and valuable. Yes it should be incumbent on(predicate) for childminders to attend relevant courses and keep up to date with current thinking and procedures, in order that they can prepare to do the job effectively, yet the burden of delivering EYFS in a childminding setting is too much for many childminders, and this needs to be reviewed.Mrs R Richardson, Registered ChildminderTherefore it could be argued that the EYFS should not be scrapped but reviewed again. Purnima Tanuku, chief executive of the National Day Nurseries Association argues that We are receiving clear signals about the positives of the EYFS and recommend that the Government focuses on refining and amend the EYFS rather than introducing radical change.