In this unit I aim to analyse the provision in setting with reference to theory and guidance. Looking at the Early Years Foundation Stage and ratios.
Professionals all know that evidence shows during the foundation years has a subsequently long lasting impact on a child's future life chances and learning. this is secured through a work force which is confident in the following areas:
Delivering high quality practice and services that make a difference on a daily basis
working together in partnership with not only parents and families but also other care practioners and colleges.
Continuous provision' is a term introduced only relatively recently, to describe the core of everyday resources that should always be available to children in early years settings. As an approach it is hardly new - in the past, we have used a variety of terms, such as 'resource-based play environment' and 'workshop approach', to describe the good practice of having a constant, ready supply of essential equipment and materials on offer from which children can make choices and direct their own play. The approach also demands that we make sense of our roles, relationships and responsibilities as the adults engaging with children while they direct their own play. Loris Malaguzzi, an important figure in the development of the Reggio Emilia approach, talked about 'the pedagogy of relationship through which children learn their essential connectedness'. A very important aspect of the pedagogical relationship between a child and the practitioner is that it should be reciprocal. This means that the adult and child are partners in the learning process. No matter how much thought we put into designing and organising the learning environment, we need to recognise first of all the importance of addressing the basic human needs of comfort and safety. the EYFS is split into six areas of learning. these six areas of learning are seen as a bridge between informal learning in home...
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