C
Upcoming SlideShare
Loading in...5
×
 

C

on

  • 88 views

 

Statistics

Views

Total Views
88
Views on SlideShare
73
Embed Views
15

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 15

http://tharshinyselvakumar.pbworks.com 15

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

C C Presentation Transcript

  • ENGLAND Presented By: Samina Amjad Mehreen Ashfaq Nazish Paracha Tharshiny Selvakumar Shazia Tubesam
  • Brief Overview • Introduction • History • Philosophy • Curriculum • Program structure • Role and Training
  • INTRODUCTION IMPORTANCE OF CHILD CARE: • Provides both care and nurturing for the child as well as early learning. • Supports healthy child development. • Provide safe places for kids to be and grow, offer food programs and good nutrition. • Provide environments for socialization, physical development and learning. View slide
  • HISTORY OF CHILD CARE SYSTEM • First Infant School was created by Robert Owen in 1816. • Elementary Education Act was passed in 1870. • In 1905, investigation was held by Board of Education. • As a result , children under 5 years were officially excluded from elementary schools. • In 1908, McMillan sisters established the London School clinic for children less than 5 years. View slide
  • The Children Act, 1989 • Described as ‘consensus legislation’. • Comprehensive and integrates almost all the laws relating to children. • Safeguard and promote the welfare of children including special needs. • Introduced new principles, powers and duties on local authorities.
  • PHILOSPHY Individualism: • Western child centred education based on individual children’s need DEWEY’S Perspective • Curriculum chosen by the child rather than imposed by the teacher Mariah Montessori Respect for the child Motivation towards learning PLOWDEN report “ The child appears to have a strong drive, which shows itself at a very early Age, toward activity and the exploration of the environment……As far as can Be judged this behaviour is autonomous since it occurs when there is no obvious Motivation such as hunger” (CACE 1967 pg 17) ISAACS Prospective Spontaneous activity creates psychic equilibrium
  • Difference in opinion Galton and Kogan Romantic view of childhood Lack of eagerness to learn Blanken and Kelly “ The only sensible concept of learning by discovery in one which recognizes the central contribution of the guidance that the teacher can and should provide”(p58)
  • CURRICULUM • In 1988, for the first time The Education Act set out a National Curriculum. • Comprehensive restructuring of the Education system was done. • Applied only to students of compulsory school age. • It effected programs for children under statutory school age.
  • • Traditional Early Childhood education has been child centred. • Emphasized individual children’s interests, free play, first hand experience and integrated learning. • The National Preschool Curriculum emphasizes on integrated learning, literacy and numeracy. • Government initiatives and incentives changed traditional nature of English preschool settings.
  • PROGRAM STRUCTURE Foundation stage includes personal, social, and emotional well being; positive attitudes and dispositions; social skills; attention skills and persistence. DAY CARE: Local authorities approve and register child-minders, playgroups, nurseries, and after school care for children under age of 8 years . This is an expanding area, especially with government encouragement and financial support for these services.
  • ROLES OF EARLY CHILDHOOD EDUCATOR • Encouraging children to develop social skills and discover more about the world through play. • Supporting children to explore the outdoors and their community. • Helping children to develop number and language skills through a wide variety of activities. • Aware of confidentiality and privacy.
  • • Nurturing children's natural curiosity. • Ensuring appropriate health and safety. • Building relationships with parents to support their child's development. • Consulting and attending meetings with other professionals, e.g. social and health workers or speech therapists. • Observing and assessing children and producing brief written reports.
  • Training/Qualification for Early childhood teacher • Staff should be experienced and trained to meet children’s individual emotional and developmental. • Should be trained in standards of hygiene and First Aid Training •They must be registered with Ofsted in England or Care and Social Services Inspectorate Wales (CSSIW). •Early Years Teachers need to be confident and knowledgeable staff members who have been trained to provide the very highest quality care and education
  • QUALIFICATION: Level 1 • Level1 can provide a starting point for learners new to childcare, whether new members of staff or volunteers. Level 2 • Qualifications are for people working as childcare assistants in early years settings. This course builds on what one knows already and helps understand what makes good quality childcare. Level 3 (diploma program) • Level 3 qualifications are for people already working in childcare and particularly for those in leadership, management and senior roles.
  • CONCLUSION All the principles for the early years education emphasizes on the role of practitioners, their knowledge about children, learning and teaching, working in partnership with parents; providing an inclusive environment where children feel secured and valued