Policies and legislation affecting Early Years Practitioners

Policies and command affecting Early days PractitionersThis module will explore the changing features of different Early Years furbish uptings, roleplaying with other professional and the skills and the amount of money skills of those workers. It will look at the policies and legislation affecting Early Years Practitioners and the beliefs and values that ensure role pincer dole out. It will also include observations and problems created by working within the current guidelines.Historically homes had no appliances so a womans occupation was chores and shaverc ar, other family members lived local anestheticly and helped. With increasing school leaving get on and new appliances women could fill drop by the waysided time with jobs and increased income meant more appliances. Government indemnity supported women working they had c atomic number 18ers, luxuries became necessities, families dispersed moving to the work and alternative tyke care was sought. This led to more chil dcare requirements providing enatic peace of mind preferably than pedagogics and preparation for life. The quality resultd was diverse and various programmes were introduced through law, insurance and consultation to meet the growing needs of parents and their children.The Children Act 1989 reserved legislation for under-eights, introducing quality standards for all childrens services using a registration and an annual watchfulness ( musical compositions to be made available to parents) system maintained by local authorities. In addition they had to carry out checks on over 18 year olds who came into contact with children, ensure that the premises used were suitable and set staff child ratios. Children had to be helped to get the most from planned activities.The Acts failings were that it did non allow approach shot to at risk children, provided insufficient emergency protection, allowed impertinent interest Orders so that a child could be taken into care unchallenged. I t did allow children and their families to be heard but this was seen a problem removing local Authorities autonomy.The Special Educational Needs Code of Practice (1994) was the first off that defined the roll of the SENCO (Special Educational Needs Co-ordinator) institute for each setting.In 1997 the Labour Government stated in their manifestoPreviously in that respect had been no measurable standards and establishments worked alone. Investment in the National childcare outline (1998) provided more affordable, quality childcare indicates so parents could work satisfied that their children were undecomposed and well looked after. More training was made available and to accommodate free childcare places for three year olds childminders could become accredited. Early Learning Goals replaced preferable Outcomes within the Foundation Stage. received Start Local Programmes were an initiative started in 1997 to give every child the outstrip start to achieved their full potential , initially 250 centres were opened to support parents, in disadvantaged areas, with former(a) education (from line of descent to four), childcare and health. In 2004 Sure Start Local Programmes and Neighbourhood Nurseries became Sure Start Childrens Centres and are straight off accessible to every district. They are now meant to be self-maintained but this has not happened and funding has been cut. They advertise themselves asThe companionable expectation is that parents should return to work and the care given will provide children with the best start possible implying that wrap around childcare is best but ignores possible developmental problems such as not providing limit attachment, although a key worker is provided, the hours that the centres are open means that they work shifts. More importantly they have failed in their original remit as their qualities are recognised by the middle classes.The Laming Report resulted in the putting surface paper, Every Child Matters (ele ctronic countermeasures) (2003), highlighting poor communication and lack of learning sharing between agencies featurely health and education, when protecting children. It focused on five outcomesChildrens Act 2004 provided the legislation enforcing local authorities and central government to meet some requirements of ECM particularly regarding multi-disciplinary working.Public outcry to the anti-smacking clause resulted cellular inclusion of a definition of smacking. The Childrens Commissioner lacked power and this continues to cause concern. One function had to be in overall control Local Authorities were appointed but other agencies felt marginalised. There was valid concern to the highest degree data sharing as there have been several do when data has been made visible on the internet.After consultation ECM The Next Step (2004) stated that aged five children should completed the ground stage so be ready for school narrowing the dislocation in the 20% most disadvantaged. ECM Change for Children covered inclusion for superfluous needs.Although the Childcare Act 2006 states that local authorities have to provide information, advice and help for children up to 20 years, it was also given a responsibleness to provide childcare providers information, advice and training, to ensure sufficient childcare to meet parental demand and be duty bound to improve the ECM outcomes. It unified Birth to Three, the Foundation Stage and National Standards for Under Eights Day Care and Childminding into the Early Years Foundation Stage (EYFS) with the expectation of providing high standards of proto(prenominal) education from birth to five and recognising over fives need different care. Childcare providers in Hampshire work within their authoritys interpretation of the act.EYFS advocated supporting each child in reaching developmental goals, none organism left behind, by focusing on the same five outcomes as ECM. The Statutory framework for the Foundation Stage (M ay 2008) aims toEYFS does not embrace diversity particularly in culture or make allowance for special needs. Experiences should be child led so right for each child but they are still kept with peer groups maybe should be more malleable only allow so far behind then special school The anti-EYFS petition stated that as it is mandatory for all childcare and education to follow the same format removing parental choice. Children can no longer be prepared for school so the problems with transition are addressed in school.Multi-agency consultation is pivotal ECM but practitioners go on to rely upon previous assessments and each practitioner assessed the child within their particular remit, no-one looked at the child as a whole, leading to multiple assessments resulting in wasted money and frustration for all parties this was corrected with Common judgment Framework (CAF) (2007).The current government agree that every child should bring about their potential but feel that the key is pa rental background. They acknowledge that without entire quality childcare this is less likely to be met. They cite thatHowever, when their education ends the economy needs to meet the expectations of these childrenA report commissioned from Leon Feinstein which illustrated that untimely intervention was needed citing information as much as 40 years old ignoring the impact modern practice.They intend funding early learning and childcare for 20,000 most disadvantage two year olds and scat free childcare (EYE). Most of the 5% that do not shortly access EYE come from disadvantaged families Sure Start wellness Visitors remit will be to attract these families.Although the changes in law and polity since 1989 were needed it would have been better if they had been proactive or put into place after consultation with end users (practitioners, parents and children) not just experts and not holdfast problems as they occur. Funding has given choices to the poorest and means all practitioner s have access to training both required and of choice.Policy continues to change Education.gov.uk EYFS is under review to extend tests 5 year olds. As result of a child abuse case part of the Serious Case Review report summary statesIt would be easier to use personal camera memory in a settings phone so more thought is needed to begin with implication.Childcare workers need to have . Additionally they must enjoy being with children, care about them, encourage, listen, stimulate and extend imagination, helping them learn as individuals and watch and record their growth.Many workers bad life experience, repressed not want children to do same and cope with it not end up like me.