England's child care system provides care, nurturing, early learning, and safe places for children to grow. The first infant school was created in 1816, and laws established in 1870 and 1905 excluded young children from elementary schools. The 1989 Children Act safeguards children's welfare and gives local authorities new powers and duties. England's child care philosophy focuses on individualism, child-centered learning, and respect for the child. The national curriculum emphasizes literacy, numeracy, and integrated learning. Child care programs provide day care, foundation stage learning, and roles for early childhood educators include nurturing children, ensuring safety, and building parent partnerships. Training levels include qualifications for assistants, leadership roles, and knowledge of child development.

1. ENGLAND
Presented By:
Samina Amjad
Mehreen Ashfaq
Nazish Paracha
Tharshiny Selvakumar
Shazia Tubesam

2. Brief Overview
• Introduction
• History
• Philosophy
• Curriculum
• Program structure
• Role and Training

3. 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.

4. 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.

5. 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.

6. 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

7. 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)

8. 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.

9. • 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.

10. 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.

11. 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.

12. • 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.

13. 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

14. 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.

15. 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