An enabling environment is one that meets individual needs, fosters independent learning, and provides opportunities both indoors and outdoors for holistic development. Creating such an environment requires considering the physical space, emotional support, relationships between children and adults, and adaptations to teaching to meet diverse needs through differentiation. Measuring quality requires assessing elements like interactions, resources, and inclusive practices to ensure all children's needs and abilities are addressed.
Get your questions answered by the leading expert in the field of Pediatric Autism. How does technology fit into the promising practices/interventions in working with early childhood education classrooms? What does all the popular press mean for the use of tablet technologies with children with autism? Get the answers to these and many more!
Why is it important; What is it; Can we improve it?
Presented by,
Dr. Catherine Wade, Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Get your questions answered by the leading expert in the field of Pediatric Autism. How does technology fit into the promising practices/interventions in working with early childhood education classrooms? What does all the popular press mean for the use of tablet technologies with children with autism? Get the answers to these and many more!
Why is it important; What is it; Can we improve it?
Presented by,
Dr. Catherine Wade, Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Implementing Developmentally Appropriate Learning Experiences for Secondary S...iosrjce
Teacher preparation emphasizes application of foundational issues anchored in psychological,
sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively
organise the learning experiences of children accordingly. This study, therefore, sought to find out to what
extend in-service teachers were able to organise learning experiences that are developmentally appropriate.
The mixed methods approach guided this study, as it was informed by both the positivist and interpretivist
paradigms which acted as lenses through which we viewed this study. Questionnaires, interviews and class
observations were the methods used as data collecting tools. Twenty participants (13 females, 7 males), were
purposively selected from Gweru urban secondary schools of Zimbabwe. It was noted that teachers are not able
to implement Developmentally Appropriate Practices (DAP) for various reasons ranging from heavy teaching
loads, big classes, low teaching motivation, inadequate DAP knowledge among others. In the midst of other
recommendations, it was highlighted that parents were to meaningfully interact with schools to bridge the gap
between the home and the school, notwithstanding challenges facing the teacher which require the urgency
which cannot be gainsaid.
The essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
6. Observations and planning
hare your observations with your neighbour
utline
he child –
their needs –
what you noticed,
our analysis
7. omplete adult intended learning plan for the two
children– think about an adult led activity and
adapting continuous provision
hare with your table
evise a new plan to incorporate all the children
8. Early Years Foundation Stage
“The environment plays a key
role in supporting and
extending children’s
development and learning”
9. Role of adult
‘The environment is the mechanism by
which the early childhood educator brings
the child and the different aspects
of knowledge together’ (Bruce 2005)
10. What does an enabling environment look
like? Discuss in groups
11. An enabling environment is a place
where;
individual needs are met and all are included
learning is through play and exploration.
independent learning and autonomy are fostered
opportunities for children to learn indoors and outdoors are
provided.
children feel emotionally and physically safe.
Children have a voice
• a holistic approach to learning is promoted .
13. The environment consists of
hat does your placement ‘say’ to you/parents/children/visitors?
ntrances how are parents/carers, children, visitors and staff
welcomed into your setting?
14. Physical -appearance
isplays - Who are they for?
arents information
hildren's work
ictures that inspire discussion and reflection, motivates,
ictures/artefacts which stimulate senses
eflect diversity and equality
Celebrate and
stimulate
15. Floor space
urniture – size appropriate
pace for free movement/access
uiet spaces
essy spaces
oes the arrangement support children’s play?
oes the arrangement create barriers to communication?
19. outdoors
ll settings are now required to provide children with access to the
outdoors
iscuss in your groups
hy this is important
ow does your placement provide access to the outdoors
reeflow?
20. Outdoor
ross motor skills – indoor activities on a larger scale- indoors outside?
atural environment- stimulation of senses (Piaget)- Froebel bringing
the outdoors in
nteractions
ellbeing/dispositions
isk taking? Physical?
rain development
ttp://www.prometheanplanet.com/en-gb/Resources/Item/97757/early-
22. The Emotional Environment
ove and security enables
children to;
hrive emotionally in an
atmosphere of warmth
eel self worth through praise
and affirmation
stablish a locus of control –
allowed to make choices
23. The Emotional Environment
hat are the key factors in developing
and sustaining an environment which
promotes children’s emotional well-
being?
iscuss in groups.
24. The Emotional Environment
ey features include:
elationships of trust
redictability through daily routines
he rules democratically and consistently applied
igh expectations
25. Relationships
•Adult - key Person role – transitions,
attachment, home-learning (EPPE) - self
esteem
•Peers – how are children supported with
communication with and empathy for
others?
ttp://www.prometheanplanet.com/en-
gb/Resources/Item/102639/sweden-early-years#.T0UPGIGetmw
(sweden)
26. routines
llows prolonged periods of uninterrupted play?
hildren choose their playmates?
re children able to bring resources from outside in?
inside, out?
s there room for children to negotiate changes to
routines?
re children allowed to initiate play?- autonomy,
27. ncludes time for children to meet in groups and
share news etc?
ncludes time to allow parents/carers to talk
with staff when picking up and dropping off?
llows staff to reflect, evaluate and plan?
llows time for staff to update children’s
learning journals?
28. Quality environment- What does it mean?
hat constitutes quality?
ow do we ensure it?
ow do we measure it?
eflection : Walsh and Gardner (2005)
29. Children who experience high quality early years provision are well
placed to achieve better outcomes in schools and beyond and
develop better social, emotional and cognitive abilities necessary
for life-long learning. Poor quality provision, however, adds no
value in the long term.”
DCSF EYQISP p.6)
30. A contentious term
ot all practitioners are comfortable with the processes and
services which accompany the idea of quality (Jones, 2010)
term that needs to be critically discussed (Dahlberg et al
1999)
o you believe it to be necessary?
hat may be the problems associated with it?
32. objectivist
ntervention impacts on outcomes – pupil premium?
ducation Endowment Foundation?/Dyson
op down model (Walsh and Gardner 1999)
rovides a standardised tool with which to compare provision across
settings/time
33. relativists
re all settings same? Addressing the same issues? Values?
Communities? (Alexander 2010)
ome cultures value social and emotional and spiritual above
cognitive, some value cognition and adopt the behaviourist model
of instruction (formal).
oral and spiritual/ Steiner
Quality’ has become synonymous with ‘effective’
34. herefore current means of measuring e.g. Ofsted are
worthless
all stakeholders need to be involved (Index)
itchell et al (1997) Who has the power?
ithout national standards how would effective and quality
provision be ensured?
35. EPPE, Key findings:
Pre-school experience, compared to none, enhances all-round
development in children.
Duration of attendance (in months) is important; an earlier start
(under age 3 years) is related to better intellectual development.
( cortisol levels of fulltime day care?)
Full time attendance led to no better gains for children than part-
time provision.
Disadvantaged children benefit significantly from good quality
pre-school experiences, especially where they are with a mixture
of children from different social backgrounds.
Good quality can be found across all types of early years settings;
however quality was higher overall in settings integrating care
and education and in nursery schools.
Importance of quality home learning environment (HLE)
36. What quality looks like
Settings – what are the key elements of high quality provision?
Content &
Environment
Workforce Practice
Clear
educational
goals
Sustained
shared thinking
Meeting every
individual child’s
needs
Warm responsive
relationships
between
adults/children
Parents
supported in
involvement in
children’s
learning
Safe &
stimulating
physical
environmentEYFS
challenging & play-
based content
EYFS
staff : children
ratios
Graduate
leading practice, setting
vision, leading learning
cultureLevel 3
as standard
for group care
& basis for
progression to
higher levels
CPD –
opportunities
for staff to gain
higher
qualifications &
improve skills
36
Back/Themes Next/Conclusion
38. Teachers’ Standard 5
dapt teaching to respond to the strengths and needs of all pupils
•know when and how to differentiate appropriately, using approaches
which enable pupils to be taught effectively
•have a secure understanding of how a range of factors can inhibit pupils’
ability to learn, and how best to overcome these
•demonstrate an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to support pupils’
education at different stages of development
• have a clear understanding of the needs of all pupils, including those
with special educational needs; those of high ability; those with English as
an additional language; those with disabilities; and be able to use and
evaluate distinctive teaching approaches to engage and support them.
40. Creating an Enabling Environment
earning objective – what do we
want the child to learn?
ccess – how is the child going to
access this learning? (child’s next steps)
eaching style – how can I adapt my
41. New National Curriculum Inclusion statement
etting suitable challenges
.1 Teachers should set high expectations for every pupil. They
should plan stretching work for pupils whose attainment is
significantly above the expected standard. They have an even
greater obligation to plan lessons for pupils who have low levels of
prior attainment or come from disadvantaged backgrounds.
Teachers should use appropriate assessment to set targets
which are deliberately ambitious.
esponding to pupils’ needs and overcoming potential barriers for
individuals and groups of pupils
.2 Teachers should take account of their duties under equal
opportunities legislation that covers race, disability, sex, religion or
belief, sexual orientation, pregnancy and maternity, and gender
reassignment.
42. Early Years Foundation Stage (2012)
“Children have a right, spelled out in the United Nations Convention
on the Rights of the Child, to provision which enables them to
develop their personalities, talents and abilities irrespective of
ethnicity, culture or religion, home language, family background,
learning difficulties, disabilities or gender.”
(Development Matters, 2012, p1)
43. Differentiation
ompensatory or complementary
wo underpinning principles:
• grounded in the child’s skills and aptitudes, not ability
• the learning process, not the product is the teaching focus
types (in Eaude, 2011, p148)
• task
• outcome
• support
• questioning
44. P scales
rovide a map of attainment below level 1 in the National
Curriculum
rovide a way of assessing pupils’ achievement below level 1 of the
National Curriculum
sed once or twice a year to decide on a pupil’s next steps in
learning
ttp://www.edu.dudley.gov.uk/primary/Stepinto/addsupport/pscale
smaths.pdf
46. The new Education and Health Care Plan
• replaces the statement It looks like it will be more
of an education plan as there is a question mark
over the statutory responsibility of health
professionals to be involved.
• No time frame for when the EHCP should be
completed as there was with the statement.
• Applies only to children with SEN not to children
with disabilities!
• What is stated in the EHCP is not legally binding!
• There will be no equivalent of School Action or
School Action Plus
49. references
ammage, P. & Meighan, J. (Eds) (1993) Early Childhood education:
Taking stock
undred Languages of Children, edited by C. Edwards, L. Gandini, and G.
Forman, Ablex Publishing Corporation, London, 1998
ruce ,T, (1987) Early childhood education, London: Hodder Stoughton
urther reading:
odkinson, A. (2010) ‘Inclusive and special education in the English
educational system’ in British Journal of Special education Vol. 37,
no.2 NASEN
Editor's Notes
We see observation in the context of the planning cycle
After each point ask students to think pair share about how they feel this is met in their setting
class discussion – how might we achieve this in settings? Score each one out of 10 as to the extent you feel this takes place in your setting – this is not for you to share but to identify an area you would like to develop
Active – assumes hands-on involvement of child
Personally meaningful – develops children’s interests
Experiential – plans for doing, talking, experimenting
Exploratory – invites possibilities, delights in curiosity
Developmentally appropriate – suited to the ages (stages of children)
Pro-social – invites appropriate interaction and stresses co-operation rather than competition
Creative – encourages children to be imaginative and inventive
Process oriented – rather than outcome defined
integrated – holistic, not broken down into discrete learning areas
Rigorous – stresses child responsibility, initiative
Mounted chidlren’s
Depending on location of the sink, decide where the wet and dry regions will be.
You will probably want the quiet zone furthest from the entry door.
Community playthings
Now you are ready to consider where to locate each activity area.
Templates of your furniture can be arranged and rearranged until you are satisfied.
Keep your grid for future reference, so that when it’s time to change the room, you can do it on paper first.
Who may this be? Childminders are not happy about focus on education they want to care for children – previous govt brought care and education together arguing they were inseparable likewise Steiner schools do not adhere to the same values around what constitues quality care and education
From your knowledge of other disciplines what do you feel these definitions mean
Dyson
Longer term interventions which address whole class and whole school cultures and approaches ‘proven’ to have more longer lasting impact, short term interventions work in the immediate but long term lose their effectiveness.
Funding staffing health, risk etc
Investigated effects of pre-school education for 3 and 4 yr olds
Collected information on more than 3000 children, their parents, their home environments and the pre-school setting they attended
Drawn from 141 settings: LA day nurseries, combined centres, playgroups, private day nurseries, maintained nursery schools and maintained nursery classes. (included a sample of ‘home’ children
From the NC (1999) Inclusion Statement
Reflected in POLICY - We have a new NATIONAL CURRICULUM INCLUSION STATEMENT - reflecting expectations.
GOVERNMENT - high up on the government agenda - for instance including children with SEND and EAL are National priorities in teacher training.
Good to see high expectations…
Unfortunately, there are other areas signalled by the government , such as improving standards and academic achievement (i.e. like setting) which can directly conflict with promoting inclusive practices.
Possible challenges - Individual needs versus whole class needs.
Educational versus social inclusion.
Low expectations
Non-discrimination (Article 2): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.
Explain that the P scales are just like national curriculum levels, except that they are for pupils working towards level 1 of the National Curriculum. They are designed to assess pupils with SEN who are working significantly below the expected attainment for their age. Emphasise that they are not designed to assess pupils who have English as an additional language (EAL) and who are attaining below level 1 of the National Curriculum, unless they also have SEN.
Explain about the P scales:
There are P scales for all national curriculum subjects.
They are eight-level, best-fit assessment criteria.
They run from level P1, at the very early stages of development, to level P8 for those nearing level 1 of the National Curriculum (or ‘entry level’ for students taking qualifications at key stage 4).
Judgements are made at the end of long periods of time, e.g. a year or a key stage.
P scales should not be used as a curriculum because they capture only some aspects of the programmes of study and account for progress made by many but not all pupils with SEN who are working at this level. Teaching to the assessment criteria in this way would lead to a very narrow curriculum that would ignore many other areas that pupils with SEN and/or disabilities need to develop.
P scale assessment criteria should be used to assess some aspects of a wider curriculum that is planned around pupils’ strengths, motivation and needs.
Because P scales are assessment criteria to be used over a whole key stage, or annually for pupils making very rapid progress, they are not suitable for setting short- or medium-term targets for pupils. They are also not very helpful for teachers in giving feedback to pupils.
New SEND system (The Children’s and Families Bill) and new National Curriculum Inclusion Statement
The legislation will draw on lessons learnt from the pathfinders. Building on the reforms to the health services and drawing on the recommendations of the Children and Young People’s Health Outcomes Forum;
It will include provision to ensure that services for disabled children and young people and those with special educational needs are planned and commissioned jointly and that there are clear duties on all of the agencies involved;
Lessons learned from the pathfinders and the evaluation will inform how the reforms are implemented, subject of course to legislation securing Parliamentary approval.