Cache Level 3
E1+E2 Describe THREE different types of settings which provide care and education for children in your area: Statutory sector, Voluntary sector, Private sector Describe how EACH of the types of settings identified in E1 aims to support children and their families. Statutory settings are free of charge and are by law required to provide for children and families. They are funded by people who pay taxes and national insurance. Examples are public schools, hospitals, doctors, social services. “Statutory organizations are organizations that, by law, have to exist.
These organizations often include public services like Police, Fire companies, and hospitals. Schools also fall under this umbrella. In addition to these organization there are others that fall under this. Usually adult and community services are also included. ” http://www. reference. com/motif/society/what-is-a-statutory-organisation All schools and training providers are inspected within 6 years of their last inspection by an independent organisation with specialist instructors called Estyn. Tref y Rhyg School is an example of a statutory organisation.
In Wales children can attend school at the age of 3 where they are taught the foundation stage which has 7 core aims to provide for children These include creativity, personal and social skills and the welsh language. A classroom needs the following areas for children to play: Role play(kitchen),construction(cars, mark making(threading),creative(painting),small world area, book corner, IT, outdoor area(bikes). Tref-y-Rhyg has a breakfast club and a variety of after school clubs which is great for working families and children. Voluntary settings are non profit organisations where they provide services not required to do so but choose too.
These settings mostly rely on fundraising. Examples are play groups, Brownies, youth clubs, charities. One example is Children in Need. “BBC Children in Need is the BBC’s UK corporate charity. Thanks to the support of the public, we’re able to make a real difference to the lives of children all across the UK. How do we do this? Read all about our vision and how we operate below. Our Vision Our vision is that every child in the UK has a childhood which is: * Safe * Happy and Secure * Allows them the chance to reach their potential” http://www. bbc. co. uk/programmes/b008dk4b/features/what-we-do
Private settings provide care where you pay a fee to use the service. They are inspected to ensure that the health and safety of children are maintained. Examples are creches, child minder, holiday clubs, leisure centres. In Tonyrefail we have a setting Four seasons activity centre which is a service where children are picked up from local schools and provide an after school club. For working parents it is an excellent provider for children to be cared for which provides a wide range of play and craft activities. “Private settings: these settings make a profit from providing their services, like a business.
They are inspected to ensure that the health and safety of the children are maintained. ” http://wiki. answers. com/Q/What_is_the_difference_between_statutory_private_and_voluntary_settings_that_care_for_children All the above help children and families in providing guidance, support, a start in life. E3 Describe the main legislation in your country that supports the rights of children. Legislation is laws which give children rights and enforces their rights. UN CONVENTION ON CHILDREN’S RIGHTS ACT 1989(UK bound 1991) This is the starting point where children under 18 yrs had their own special rights. There are 54 articles. 2 of them are for children and young people and the rest are for how parents and the government work together to make sure children can access their rights. Some of the main points are: * Article 3 Children’s best interest must come first. * Article 19 Children must be protected from violence, abuse and neglect. * Article 23 Children with disabilities and learning difficulties must have their rights protected. * Article 28 Children have the right to an education. HUMAN RIGHTS ACT 1998 This Act was not aimed at children but it does strengthen their rights. * Children have the right to dignity, respect and fairness in the way they re treated. CHILDRENS ACT 1989 Some of the main points: * Covers child protection * Inspection of settings. * Child’s welfare. * Children’s views taken into consideration. * Children’s views taken into consideration about their future. CHILDRENS ACT 2004 This act strengthened the 1989 act to further improve children’s lives. Thus came Every Child Matters after the inquest of the death of Victoria Climbie in February 2000 in which Victoria suffered neglect, abuse, and torture from her Aunt. This contains 5 outcomes: children should be safe, healthy, enjoy and achieve, make a positive contribution to society and achieve economic well-being.
There are many other acts which include Special Education Needs and Disability Act 2001, Equality Act 2006. In Wales we have a Children’s Commissioner called Keith Towler which was established in 2001 for the independent children’s rights institution. Its main aim is to safeguard and promote the rights and welfare of young children in Wales. “Why do we have a Children’s Commissioner in Wales? Children’s organisations in Wales campaigned for a Commissioner for children for over 10 years. Politicians in the National Assembly for Wales were also keen on the idea.
They wanted someone who would speak up for children and young people’s rights and help to protect them. In early 2000, Sir Ronald Waterhouse published his report ‘Lost in Care’ after a long inquiry into child abuse in children’s homes in North Wales. He recommended that Wales had a Children’s Commissioner to try and stop such things happening again. This speeded up the campaign and legislation was passed by the UK Government in Westminster to create the post and give it the powers needed. ” http://www. childcomwales. org. uk/en/about-us/ E4 Describe the recognised principles and values that underpin working with children.
Every child matters was brought in after the death of Victoria Climbie and is the change for children’s outcomes framework for services to improve the way they work together to give children the best opportunity. It has 5 outcomes: * Be healthy-physically * Stay safe-from accidents * Enjoy and Achieve-ready for school * Make a positive contribution-engage in law abiding and positive * Economic well being The key principle when working with children is their welfare as shown in the Children’s Act 1989. The needs and interests of children come first and we must keep children safe and maintain a healthy environment. Every child is unique.
We must value diversity and equal opportunity and anti-discrimination. We must respect confidentiality and work together with other professionals and be a reflective practitioner. We must treat opinions and concerns seriously and be companionate and sensitive. Always be aware of your body language and under no circumstances can you slap/smack, shake or humiliate a child. In Wales we have the Welsh Assembly where they state children should: * Have a flying start in life for their future growth and development * Access to a range of education, training and learning opportunities * Enjoy health, personal social development Access to play, sport and cultural activities * Have a safe home and community * Not disadvantaged by poverty “The principles and values for underpinning work with children and the protection and promotion of children’s rights are as follows. Principles 1. The welfare of the child is paramount. 2. Practitioners contribute to children’s care, learning and development and this is reflected in every aspect of practice and service provision. 3. Practitioners work with parents and families who are partners in the care, learning and development of their children and are the child’s first and most enduring educators.
Values 1. The needs, rights and views of the child are at the centre of all practice and provision. 2. Individuality, difference and diversity are valued and celebrated. 3. Equality of opportunity and anti-discriminatory practice are actively promoted. 4. Children’s health and well-being are actively promoted. 5. Children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. 6. Self-esteem, resilience and a positive self-image are recognised as essential to every child’s development. 7.
Confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. 8. Professional knowledge, skills and values are shared appropriately in order to enrich the experience of children more widely. 9. Best practice requires reflection and a continuous search for improvement. ” http://www. silkysteps. com/forum/showthread. php? t=12800 E5) Explain the importance of valuing and respecting all children in the setting. All children are unique and different. They will have different needs and understanding.
You will not be able to treat all children in the same way. You will need to understand each child’s beliefs, values and cultures. We must value that each child is different in many ways. We must also respect each child’s beliefs and values. Diversity. Children come from all different backgrounds and are reflected in many ways such as language or culture . Children’s needs are all the same but the way we respond to these differs in each child. You will need to understand different cultures, languages, foods, and clothing to each child’s requirements.
Some children might have a language barrier and to overcome this you will need to be patient and help the child overcome the barrier. This could be through pictures, stories, cards. Christmas time some children might not have beliefs and we have to value these beliefs. “Diversity is about celebrating people’s differences such as backgrounds, knowledge, skills and experiences, by encouraging and using those differences to broaden the learning experience. “ http://www. anqdevelopment1-linux. co. uk/04-TheoryTasks/Theory3. htm Inclusiveness This term is often used in children with special needs or disabilities.
You will need to make children feel part of any activities you are doing. This can be very challenging but rewarding. Don’t make a child feel left out. A shy child might need more encouragement to participate in activities. Always be patient. “Inclusive teaching and learning is only possible when equality and diversity policies are positively promoted. Inclusion means that learners’ needs (and an individual learner may have more than one need) are appropriately met to enable full participation in the learning process. “ http://www. anqdevelopment1-linux. co. uk/04-TheoryTasks/Theory3. htm
Differentiation Planning activities to able each child to participate will have to meet all requirements. Children learn in different ways and speed. Never assume all children are the same and learn the same. ‘The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations. ’ Janet Spillman, 1991 http://www. pearsonpublishing. co. uk/education/samples/S_494342. pdf E6) Describe 3 professional skills that will support your work with children. When working with children you need professional skills which include: Good communication
Communication is an exchange of information/thoughts/ideas and views. There are 2 ways of communication-verbal-can be written /oral. -Non verbal-can be body language/posture/hand gestures/facial expressions. You need to be approachable and make eye contact. Give your full attention and be a good listener and have a certain tone to your voice when speaking to children. Don’t shout. Children learn from the way you communicate and they look up to you. When talking to children use open questions like what/where/how. They can give answers more clearly if they understand what you are trying to say to them.
Always talk clearly so they can understand you. They gain self-esteem when communicating. You need to have an approach to different cultures. Maybe when in placement there are children from different cultures and communicating maybe difficult as first, but preserve. Remember the child will have difficulties in understanding you as well. Give encouragement. Use pictures if possible as they might understand more at first. When working with special needs children you may have to communicate more by non verbal. Pictures, stories, books, playing. You will need to understand different types on communication in different circumstances.
Team Work. You will need to meet the needs of all children to ensure the learning and development of children. All who work with children have 1 goal-the child. You will need to work as part of a team. It will be the teachers, parents, and other professional agencies. You will need to be consistent and be a role model. You will be required to build trust. Children feel more secure when they see that everyone works well together. If there is child abuse you will need to understand each other’s roles and responsibilities. Team work here is essential for the best interests of the child.
When there are cultural differences you will need to work as a team for the child to understand and be able to achieve the education they need. For special needs children there could be different professional working together for the child to receive the best care and attention required. Confidentiality. You will be required to keep confidential information confidential. What happens in placements stays in placement. Under the Data Protection Act 1998 all information should only be shared with those that have a right to it. If you have any issues raise them with your supervisor.
E7 Describe how study skills can support you during you learning skills. By identifying your preferred learning style you can understand how you learn best. There are many ways of how to study and learn. 1 Visual by watching. e. g. observing, handouts and pictures 2 Auditory by hearing e. g. spoken instructions 3 Kinaesthetic by doing e. g. practical hand on experience 4 Sequential by learning and remembering in order 5 Holistic by a combination of styles I am a holistic learner where I find it easier to read handouts, listen to instructions, and repetitive writing of information. I’m learning skills I will use for the rest of my life by doing homework… procrastinating and negotiation. ” Bill Watterson http://www. goodreads. com/quotes/25351-i-m-learning-skills-i-will-use-for-the-rest-of There are key study skills to remember: Time management a) You need to have a schedule. Keep a diary to record when you need to hand assignments in. Find out which time of day suits you and stick to this. b) Keep work organised. c) Don’t leave assignments until the last minute. ) Don’t over study. Take regular breaks. e) Have a good study place. Free from distractions, good light and plenty of room. f) Take notes in class and write them up later . try and not write everything your tutor is saying as you may miss the important parts. Keep note simple. g) When you’re in placement make sure you know where you are going and don’t be late. Evaluation This is a key study skill where you need to come to conclusions and justify your answers. When in placement you will be observing children and analysing your results. Research
From websites: make sure the information is accurate (anyone can post anything on websites), books: check the index and contents to ensure they have the information required, leaflets and guides: these may be basic but can be very useful note the date of publication as they could be out of date, magazines and newspapers: again as with leaflets ensure they are not out of date, Libraries: local libraries and colleges libraries will have a range of books to help you in your studying. Also they have the use of computers. When using a Quote do not alter anything. Do Word for word. Referencing
When you visit websites take note of the sites and date you visited them. For books note the author, date of publication, page numbers. Presentation ‘Preparation and knowledge are the pre-requisites for a successful presentation, but confidence and control are just as important. ” www. businessball. com/presentationhtmpractisepresentationskills Prepare, practise and speak slowly and clearly are essential in presentations. D2 Discuss the characteristics of working in a multi-agency team. Childcare settings will have teams of professionals who work together for a variety of reasons.
Children with learning difficulties or special needs will have other agency’s (professionals) involved in their setting. Teamwork needs to be effective for all professionals to understand their roles and to whom they are accountable. Good communication is required for the needs of children’s requirements. The needs of the child must be considered and the school needs to be aware of any requirements. Co-operation- Everyone must work together and the child will see the benefits. Consistency-Same approach adopted by all team members. Encouragement-All motivate, stimulate, praise, and encourage one another.
Respect-Have respect to one another and have ideas and aims shared by others. Efficiency skills-Skills of all members are to arrive to the best solution. Belonging-sharing problems, success or difficulties. Sharing-Ideas, thoughts, help one another. Innovation-Able to adopt new ways of working and thinking. Balance-Weaknesses of one are balanced with strengths of others. The common Assessments Framework for children is a tool shared across all children’s services. It is to help early identification of needs and to promote co ordination provision for children.
It is a common recording structure to record and share information between practitioners. There are certain agencies who may work together in settings: Health visitor, Social worker. Dieticians, Speech therapist. There are many benefits of working together as there will be fewer mistakes; the children’s needs are met efficiently. It promotes children’s holistic development, families have access to different services and it improves attainment. “Multi-agency working provides benefits for children, young people and families because they receive tailor-made support in the most efficient way.
The benefits of this include * early identification and intervention * easier or quicker access to services or expertise * improved achievement in education and better engagement in education * better support for parents * children, young people and family’s needs addressed more appropriately * better quality services * reduced need for more specialist services. ” http://www. education. gov. uk/childrenandyoungpeople/strategy/integratedworking/a0069013/multi-agency-working References Cache level 3 Child Care and Education-Beaver, Brewster, Green, Neaum, Sheppard, Tallack and Walker.
Page 313 Tracy Sully class notes D1) Explain why the practitioner should develop and maintain appropriate relationships with parents and professionals. The child is our main concern and we must ensure that we all work together so that any issues or concerns about well being are worked on so that children have all the help and guidance they need. Good relationships with parents will benefit the child. It will have a positive impact. Parents have the most knowledge and understanding of the child so we must have a good understanding relationship with parents to meet the requirements of their child.
You need to present a good impression of yourself and your setting. Keep parents informed of any activities and encourage parents to participate in activities for the well being of their child. You will need to gain trust from parents. When their child is in a setting they need to be reassured that their child will be looked and care for and safe. You will need to be caring, fair and consistent. You cannot have favourites. There could be cultural, religious and different beliefs and these have to be valued. Be patient/ Listen to parents.
You will need to know of any medication, allergies or learning difficulties of the child. Communication is essential to overcome these barriers. If there are problems with a child contact the parent at an early stage. There could be a reason. You must ensure confidentiality is carried out. Under the Data Protection Act 1998 any information you are given stays with you. We need to maintain good relationships with professionals for the well being of the child. If learning difficulties is there extra support could be given. If there is child abuse professional services such as social services need to be involved. One of the hallmarks of a quality early childhood service is that it works in partnership with parents to provide an environment in which babies, toddlers and young children are happy, feel they belong, and can develop to their fullest potential. In this environment parents and practitioners work together to share information and expertise, and to make decisions in order to give children rich experiences across settings. ” www. ncca. ie/en/… and… /Parents/… /Aistear_Partnership_guidelines. pd… C) Explain why the early years practitioner should listen to children’s views and value their opinions. Listening to Children Take a Moment to Listen Dr. Denis Waitley Take a moment to listen To what your children are trying to say; Listen today, whatever you do Or they wont’ be there to listen to you. Listen to their problems. Listen for their needs, Praise their smallest triumphs, praise their smallest deeds; Tolerate their chatter, amplify their laughter. Find out what’s the matter; find out what they’re after. But tell them that you love them, every single night; And though you scold them, be sure you hold them; Tell them “Everything’s all right; tomorrow’s looking bright. ” Take a moment to listen today.
To what your children are trying to say; Listen today, whatever you do. And they will come back to listen to you” http://www. bernardvanleer. org/files/chetna/Child_rights_booklet-8. pdf Listening to children is in their rights under the United Nations Conventions Rights of Children 1989 Act. Article 12-children have the right to express his/her views; Article 13- children have the right to freedom of expression. It is a child’s right to be heard. Some favourite words children say are WHY? HOW? WHAT and WHY NOT? Which demonstrates their curiosity and interest in understanding relationships and behaviour?
Always when talking to a child gets down on his/her level. Always show children that you are listening to them, and praise children and respond to them. “The Childcare Act 2006 marks not only the first Act of Parliament dealing exclusively with services for children under five, but also brings with it a legal requirement for local authorities to listen to young children. ” http://www. teachingexpertise. com/articles/listening-to-the-views-of-very-youn g-children-2500 Below are reasons why we should listen to children and value their opinions: * Always give your full attention. * Listening to children helps them think. Having time to listen to them shows we are happy to see life from their view and we value their opinions and know their interests. * It helps them make sense of the world. * Listening to children will help them listen to us; they will learn good listening skills. * They gain self esteem and feel better about themselves. * We can gather information from listening to children about what’s going on in their head. * It builds strong relationships and shows respect for one another. * It helps them gain trust from adults and it boosts their confidence and independence. * Children learn to socialise whilst they are talking and we are listening. We understand their needs by listening. * Understand different cultures, beliefs and values. All the above explains why we should listen to children and value their opinions. Children are our future and we need to give them as much support and help as we can. By listening to them we can understand their needs and requirements for them to succeed in their lives. B) Explain why it is important that practitioners understand the limits and boundaries of their role when working with children. When you’re in placement you need to understand the policies and procedures. Ask the head for a copy of the schools policies.
You need to ensure you understand your limits and boundaries for your safety and the safety of the children. There are 4 main areas of your role to ensure that you carry out your limits and boundaries: Health and Safety Children need to kept safe and your role is essential to ensure this is in place. Children don’t see danger. We need to look out for any potential dangers and protect them from any hurt that could come to them. Make sure you close doors and gates. Wear appropriate clothing when in placement. No jewellery, hair is tied back, appropriate shoes. Any broken toys either have them repaired or throw them away.
Ensure children wash their hands after going to the toilet. Any slippery floors ensure they are wiped up. Make sure you know the fire drill and the fire escape route. Children should have regular fire drills so they know the procedure. In the summer children should wear hats and sun cream when playing outside. Toys are put away and sand and water area is cleaned up. Managing children’s behaviour All children are different and behave in different ways. As a practitioner in a setting you will need to understand your role in managing children’s behaviour. You will need to know how and when to intervene in situations.
Observe the staff on how they manage situations. No physical restraining. Do not have favourites. Treat all children the same. Be consistent and have boundaries. If you can see a child on their own go over and encourage the child to join in with the other children. How to cope if fighting breaks out. Reward good behaviour. Make children feel secure. An only child might have problems in mixing with others. Encouragement may be required to help the child mix. The birth of a new sibling could lead to jealousy. Be aware of any changes in their behaviour. Children have temper tantrums. Child protection
You need to be aware of child protection policies in your settings. Children need to be protected from abuse. In your setting you should never be on your own with a child. This is in your best interest as well as the child’s. You should be aware of what physical contact you can give to a child. eg. cutch’s and cuddles. Look at what staff do and ask advise on what you’re boundaries and limits are. Under the Children Act 1989 children should be protected from neglect, abuse and exploitation. Anyone who works with children are CRB checked. When a child is picked up from school you need to know who is picking the child up.
For creches there are passwords to enter the creche. In Wales we have a Children’s Commissioner who stands up and speaks out for children and makes sure their safety and rights are known. Confidentiality When in placement you will find out information that must stay in the setting. Confidentiality is so important when working with children. If you are unsure of the boundaries and limits to confidentiality ask your supervisor. The Data Protection Act 1998 protects individual’s rights and protect from breach of information. The Human Rights Act 1998 protects the individual’s rights to a private family life, home and correspondence.
There could be times when confidentiality needs to be broken if a child is in danger of abuse or neglect. All information to be stored away safely and securely and should only be allowed to be read by the correct individual. Computers should have passwords to protect any information. “We have regard to the Common Law Duty of Confidentiality and only share information with other professionals or agencies on a ‘benefit to know’ basis, with consent from parents, or without their consent in specified circumstances relating to safeguarding children. ” http://www. admin. cam. ac. k/univ/childcare/playscheme/policy/confidentiality. html A) Reflect on the importance of a child centred approach in early years settings. “What is meant by the Child Centred Approach? The Child Centered Approach promotes the right of the child to choose, make connections and communicate. It allows freedom for children to think, experience, explore, question and search for answers. It presents a creative celebration of children’s work. ” http://www. growingplaces. org. uk/reggio. htm Children learn through listening, doing and enjoying. They also learn through observing, movement and exploring.
Each child is different so observations of children are essential to see what strengths and weaknesses they have. The child’s best interests should always come first to increase their confidence and knowledge. Always ensure the child’s interest is centred upon. What is the child interested in? What does the child bring to the nursery? What is the child good at? These are good starting points. Free play is where the child makes the decision what he/she would like to play with. This is letting the child think for themselves. Encourage children to share, play together, and help one another.
A classroom needs to be inviting. Toys, pictures, small chairs and tables are essentials so it is inviting for the children to come in and explore. Settings will have activities inviting children to role play. Areas such as kitchens, sand, cars, doll houses and painting. The Foundation Phase Approach The foundation phase is a framework that is being introduced in schools, nurseries ects throughout Wales. It enables the children to learn whilst having fun to be creative, and imaginative. Children are given opportunities to learn about the world around them and to develop in stages.
Play is the main way a child learns. Whilst playing the main ways they learn are through language asking what, when and why. Play can aid in physical development and develop co-ordination. Helps confidence. Children learn through social development-how to share. Emotional development through play such as loving. There are 7 areas of learning through the foundation phase: * Personal social development * Language literacy and communication * Mathematics * Welsh language * Knowledge of the world * Physical development * Creative development Reggio Emilia approach
Reggio Emilia is a town in Italy where parents developed an approach to children in preschool education in the late 1940’s. The Reggio approach is based on creativity, exploration and discovery ,free play, follow children’s interest, value the way children express themselves, ask children their ideas, and to ask children to re visit their ideas. Once each child’s interest and abilities have been established, learning can be planned taking these into account. “The Reggio Emilia approach to early education takes its name from a city in northern Italy, and began approximately forty years ago.
It was started by a group of parents who offered to care for children in their community, enabling parents to rebuild their city after World War II. Loris Malaguzzi is credited with being the founder of this approach. In 1991, Newsweek Magazine stated that the municipally run preschools of Reggio Emilia, Italy, “are the best, most innovative preschools in the world. ” The Reggio Emilia approach to teaching and learning is based upon these principles:”http://www. renaissanceschoolamherst. com/projects/reggio_emilia. html Steiner approach The key points for Steiner’s education are to encourage play, drawing, storytelling.
Have activities such as baking, gardening, modelling, painting and singing. Children under the age of 7 should not be taught to read and to teach children to write before they can read. Interact with the children to ensure they are enthusiastic about what they are doing. “Steiner designed a curriculum that is responsive to the developmental phases of childhood and the nurturing of the child’s imagination in a school environment. Steiner thought that schools should cater to the needs of the child rather than the demands of the government or economic forces, so he developed schools that encourage creativity and free-thinking.
His teaching seeks to recognise the individuality of the child and through a balanced education, allows them to go into the world with confidence. ” “The need for imagination, a sense of truth and a feeling of responsibility – these are the three forces which are the very nerve of education. ” Rudolf Steiner http://www. steiner-australia. org/other/overview. html Forest school Approach The forest schools started in Denmark in 1950 where it is based on ideas that children learn from outdoor activities Children develop personal confidence, self esteem and social skills.
Physical skills, motivation and a positive attitude to learning. They have a wider knowledge of environment issues. “The philosophy of Forest Schools is to encourage and inspire individuals of any age through positive outdoor experiences. ” http://www. forestschools. com/ Maria Montessori Educators such as Maria Montessori (1870-1952) recognised that children’s learning outdoors is beneficial and research has shown that that it encourages children to learn with outdoor activities. It encourages children to use different learning styles such as learning using their senses. ———————————————— “An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity. “ ————————————————- Maria Montessori (1870-1952), Italian educationist. The Montessori Method, ch. 5 (1912). http://www. poemhunter. com/quotations/famous. asp? people=Maria%20Montessori ————————————————- ———————————————— ————————————————- High scope (Jean Piaget) What is High Scope? This comes from America where the children think they are playing but in fact they are working while playing. It was originally drawn up by Jean Piaget. High scope GB was established in 1990 and its mission is to bring the High scope approach to adults working with children. It identifies and builds on children’s strengths and weaknesses. “High Scope is a quality approach to early childhood care and education which has been shaped and developed by esearch and practice over a forty year period. It identifies and builds on children’s strengths, interests and abilities. The High Scope curriculum is used internationally in a variety of settings including day care, creches, playgroups, nursery and primary schools. The central belief of the High Scope approach is that children construct their own learning by doing and being involved in working with materials, people and ideas. ” http://www. early-years. org/highscope/ References E1+E2: www. references. com/motif/society/what-ia-a-statutory-organisation visited 16/11/2012 www. bc. co. uk/programmes/boo8dk4b/features/what-we-do visited 17/11/2012 www. wiki. answers. com/q/what is the difference between statutory private and voluntary settings that care for children. Visited 17/11/2012 E3: www. childcomwales. org. uk/en/about-us visited 21/10/2012 www. childrensrightswales. org/uk/policy visited 21/10/2012 E4: www. silkysteps. com visited 18/10/2012 E7: www. goodreads. com visited 25/9/2012 www. businessball. com visited 25/09/2012 www. wilkipedia. org visited 26/09/2012 www. how-to-study. com visited 26/09/2012 D2: http://www. education. gov. k/childrenandyoungpeople/strategy/integratedworking/a0069013/multi-agency-working visited 29/12/2012 D1www. ncca. ie/en/… and… /Parents/… /Aistear_Partnership_guidelines. pd… : visited 29/12/2012 C: www. bernardvanleer. org visited 29/10/2012 www. teachingexpertise. com visited 29/10/2012 B: www. admin. cam. ac. uk visited 30/10/2012 A: www. growingplaces. org. uk visited 3/11/2012 www. renaissaneschoolamherst. com visited 01/11/2012 www. steiner. australia. org visited 3/11/2012 www. forestschools. com visited 2/11/2012 www. poemhunter. com visited 3/11/2012 www. early-years. org visited 4/11/2012