Early years' provision and the Children act of 2004

Early Years’ Provision:

Early years’ provisions include:

Both PVI (Private, Voluntary, and Independent) and State (State Maintained) settings.

·      Nurseries (State and PVI)

·      Preschools (State and PVI)

·      Playgroups

·      Child Minders

·      Primary Schools (State and PVI)

In the independent and private sector, there are a range of provisions and usually tend to working and professional families. However, in voluntary settings, they do not usually make a profit. An example of a voluntary setting is the Playgroups Association.

In state maintained settings, parents have a lot more power in schools due to the PTA and there are clear Ofsted (Office for Standards in Education, Children’s Services and Skills) regulations.

The Children Act of 2004:

The Children Act of 2004 is a proposed changed in policy and legislation to maximise opportunities and minimise risks for all children. It focused on services more effectively around the needs of children, young people, and families. Alongside the act, the government published Every Child Matters: Next Steps which provides details of the consultation response and the wider, non-legislative elements of change that are being taken forward to promote the well-being of children. (Legislation, 2015). The 2004 act is an improvement on the 1998 children act. The safeguarding issues have been predominantly resolved in the 2004 act and will continue to be updated indefinitely. Safeguarding is now a priority and measures have been addressed within settings due to the legislation (Legislation, 2015). The children act 2004 also concentrates on the respect that “Every Child Matters”. Hence the alteration to the grants and the publication of the green paper. Practitioners must abide by the legislation in all appropriate settings.

Key messages and impact on practice in settings of the 2004 Children Act regarding safeguarding:

1)    The establishment of a Children’s commissioner to promote awareness of the views and interests of children in England (Hertfordshire County Council, 2005). This means that Commissioner can speak for the children and their specific needs in schools, child minding and fostering.

2)    The support of professionals in working together and sharing information to identify difficulties and to provide appropriate support. (Hertfordshire County Council, 2005). This allows the creation of a database that holds information on all children and young people. This allows safeguarding to be more accurate with the use of the database in schools.

3)    Better safeguarding of children as a priority. (Hertfordshire County Council, 2005). As a priority, safeguarding has more attention in all settings.

4)    To create clear accountability of children’s services (Hertfordshire County Council, 2005). This means that problems can be resolved more easily in schools.

5)    To enable better joint working. Information can be easily exchanged when safeguarding a child in schools.

6)    Have a shared approach across inspections (Hertfordshire County Council, 2005).

This means that inspections are more accurate and practitioners have a better understanding of what is expected in terms of safeguarding children in schools and other settings where children are present

7)    To strengthen the registration of existing notification arrangements for private fostering (Hertfordshire County Council, 2005). This means that fostering can be more accurately monitored.

8)    The clarification and simplification of the registration of child minders and providers of day care (Hertfordshire County Council, 2005). This means that practitioners are able to input more accurate information regarding safeguarding in childminding.

9)    To provide for the extension of existing intervention powers (Hertfordshire County Council, 2005). This means that safeguarding can be passed onto higher levels if necessary in schools, nurseries, fostering, playgroups and child minding.

10) To restrict the grounds on which the battery of a child may be justified as reasonable punishment (Hertfordshire County Council, 2005). This means that corporal punishment cannot be justified in any setting.

11) To allow grants to be paid across the range of children, young people and families’ services (Hertfordshire County Council, 2005). This means that children can have better safeguarding services in childminding, fostering, nurseries and schools

12) The removal of the power to make a care order at a lower threshold than would be usual under the Children Act 1989 (Hertfordshire County Council, 2005). This means that more of the power will be held by higher corporations with more professional staff in schools and nurseries.

References:

Hertfordshire County Council (2005) DFE Summary of Children. Available at: http://www.hertsdirect.org/infobase/docs/pdfstore/DfESsummaryofchildrenact.pdf (Accessed: November 29 2015).

Legislation (2015) Summary and Background. Available at: http://www.legislation.gov.uk/ukpga/2004/31/notes/division/1/1 (Accessed: November 28 2015).

The importance of observations in an early years' setting

In this article, the importance of observations in the early years setting will be explained and highlighted. It will show different observation methods and the advantages and disadvantages of each format. There are many ways in which we observe children, and many ways in which to do it.  Observations enable the practitioner to compare the children’s progress with the expected range of the age group and to plan activities, which will aid them into progressing through key developmental milestones (Sharman, Cross, and Vennis, 1999). According to Tilstone (2012), the reasons of conducting observations are assessment, monitoring, development, evaluating, and for general information. One of the main reasons to observe children is to see if they are following the general pattern of the average sequence. When developing through milestones, it is important to remember that every child has different variables in learning such as genetics and environmental influences. This affects the rate in which a child develops (Sharman, Cross, and Vennis, 1999).

Before conducting an observation, it is vital to assess how a certain type of observation could be more beneficial or accurate than others. There are four main categories of observational techniques. These include; a written or narrative observation; checklists, diagrammatic, and sampling (Riddall-Leech, 2008).

In the category of a written or narrative observation, it can include structured recording of a pre-planned activity or task; or; unstructured spontaneous recordings (Riddall-Leech, 2008). These techniques are a way of collecting open data from the child/ children, and can be used in both structured and unstructured situations in the setting. They are used to collect information over a short period of time and should be written in the present tense. This is so that when read, it reads like a running commentary on the child and their actions within the activity. In order to do a written or narrative observation, the practitioner must position themselves so that they can observe the child, or children, unobtrusively and not become involved in the activities (Riddall-Leech, 2008).

When conducting a written or narrative observation, the practitioner is focused on one specific activity (Riddall-Leech, 2008). This means that they can gather full, detailed and holistic, qualitative results in many areas of the activity. Therefore it is an effective technique to use in a preschool setting as the practitioner can acquire a lot of data about the child/ children on that specific skill which is needed when assessing children in an early years setting.

However, the activity is in a contrived situation. This means that the child could not behave as they would usually do. This may give the practitioner inaccurate data about the children’s abilities and skills. Furthermore, this technique must be sustained over a period of time. This can sometimes be difficult due to staffing and other changes in circumstances (Riddall-Leech, 2008).

In the category of checklist observations, it can include pre-coded charts, portage records, or checklists for partnerships or local education authorities (Riddall-Leech, 2008). These checklists are developed recording systems that start when a child begins nursery education and are continued throughout their life at school (Riddall-Leech, 2008). Riddall-Leech (2008) says for children with Down’s syndrome or various other learning difficulties there is a home teaching service called Portage.

Checklist observations can be an individual observation, but often forms part of an on-going profile of the child. They are commonly used when working with children with special needs. This allows the practitioner to monitor their progress in predominant special needs settings  (Sharman, Cross and Vennis, 2007).

Butler, Parry and Spofford (2015) says “The advantages of using checklists in observations can be their simplicity and universality. In multi-agency work with professionals from different disciplines it can be helpful to create a shared checklist with agreed definitions so assessments can be shared”. They are quick and easy to use; they can be repeated at a later date to check the progress of the child/ children. However, the practitioner can only record quantitative results with no detail of how the child did it. It is also often limited to one aspect of development (Riddall-Leech, 2008).

In the category of diagrammatic observations, the practitioner/ observer can include pie charts, bar charts, sociograms, or flowcharts (Riddall-Leech, 2008). In a sociogram, behaviour and interactions are plotted on a graph of their expressed friendships. A pie chart is an alternative method of recording a time sampling observation or bar chart (Sharman, Cross and Vennis, 2007).  Diagrammatic observations are predominantly easy to read and interpret. For example, pie charts can cover any period of time or amount in quantitative data, which can be easily compared and analysed. Also, bar charts can record singular or dual information about several children.

However, not everyone finds it easy to interpret the format of pictorial or diagrammatical information. Furthermore, the use of quantitative data determines that no, or little, description is shown (Riddall-Leech, 2008). This means that the data cannot be subjective to the reader, but it can often give minimal information on why the child acted in such a way.

In the category of sampling observations, the practitioner/ observer can include a target child, time sampling, or event sampling. A target child observation focuses on one child and is usually recorded on a prepared chart using codes (Riddall-Leech, 2008).

Butler, Parry and Spofford (2015) says that time sampling is often used to establish the regularity of the child’s behaviour inside a timeframe. This method needs a proforma and a set focus of the observation.

Time sampling charts allow data to be collected and then evaluated. This may help with planning further activities for the child. The advantages of using time sampling are that it is accessible for the child, parents and any member of staff in the early years setting. It is easy to use once the proforma is developed and it can be used to observe several children at a time. The time sampling observations can be repeated on numerous occasions at different intervals to build up a clear picture of the child’s behaviour over time (Butler, Parry and Spofford, 2015).

Event sampling is usually linked to observations of children who have a tendency to behave anti-socially. It presents the data in such a wayb that the practitioner can aid the child in avoiding this behaviour in the furutre. This can include temper tantrums or bullying. The aims of the event sample are to record any incident, the preceding incidents and the proceedings to determine any patterns. This may allow strategy to modify the behaviour of the child (Sharman, Cross and Vennis, 2007).

Butler, Parry and Spofford (2015) says Event sampling shares many features with time sampling such as focusing on precise occurrences of behaviour. They require a proforma or chart in order to document the details of the event and its probable precursors. The event sampling method collects a set of data around the event. Observations of events can be conducted at particular times of the day or around certain activities or specific behaviours (Butler, Parry and Spofford, 2015).

In conclusion, the importance of observations is vast. They allow practitioners and parents to understand the child’s development and where and what needs to be improved in order to reach further milestones in an appropriate sequence for that particular child. Before an observation is conducted, an appropriate technique must be selected so that that the child/ children are observed correctly for the age group and setting.

Butler, G., Parry, P. and Spofford, J. (2015) Observing children and families: Beyond the surface. United Kingdom: Critical Publishing.

Riddall-Leech, S. (ed.) (2008) How to observe children. 2nd edn. Oxford: Heinemann Educational Books.

Sharman, C., Cross, W. and Vennis, D. (1999) Observing children: A practical guide. United Kingdom: Continuum International Publishing Group.

Sharman, C., Cross, W. and Vennis, D. (2007) Observing children and young people. 4th edn. London: Continuum International Publishing Group.

Tilstone, C. (2012) Observing teaching and learning - principles and practice. London: David Fulton.

The benefit of play and creativity within an early years’ setting

Creativity is often taken to involve the creative and performing arts along with self-expression. These are important dimensions of children’s learning and development. However, other definitions of creativity are much broader than the arts. The commonly used one, is imaginative activity fashioned so as to produce outcomes that are both original and of value (National Advisory Committee on Creative and Cultural Education, 1999: 29, cited in Miller, Cable and Devereux, 2005).  Creativity is a key aspect of learning and development, supported by many theorists and academics. The QCA suggest that creativity involves children in thinking or behaviour involving questioning and challenging; making connections and seeing relationships; envisaging ideas and keeping options open; and reflecting critically on ideas, actions and outcomes (QCA, 2005a, 2005b, cited in Wilson, 2009). This suggests that creativity is a crucial aspect of a child’s life as they are developing many important skills, both social and personal. Bruner et al supported this in 1976. They said that play has traditionally been made to carry an immense purpose for children as it is through play that children learn (James, 2008).

Play is an essential part of a child’s life as it is the means of living and of understanding life (Isaacs 1954: 23, cited in Miller, Cable and Devereux, 2005). Although we cannot precisely define play, many people agree that there are certain characteristics associated with play and playful activities. The most generally accepted are those associated with Garvey, 2007 that argues that play can be defined in terms of dispositions and characteristics. These characteristics include symbolic, meaningful, active, pleasurable, voluntary, rule-governed, episodic, and flexible (Curtis and O’Hagan, 2008). Thus, the practitioner must encourage all types of play in order for a child to develop all areas and associated areas. Kalliala provides a view of play that suggests that play paves the way for later development and learning. The children learn various skills whilst playing and generate “learning products”. Although hey don’t play in order to learn, they learn whilst playing (2006:20 cited in Reed and Canning, 2009). Frobel believed that play is developed from within the child. However, the presence of the adult and the provision of appropriate materials nurture the play (Curtis and O’Hagan, 2008).

Piaget identified three stages of the development of intelligence: sensory-motor, pre-operational, and operational. He believed that these stages corresponded to three types of play: mastery play, symbolic play, and games with rules. Piaget disclosed that when engaging in mastery play in the first two years of the child’s life, they practice and control movements whilst using all of their senses through repetitive movements. Thus, linking to the sensory-motor stage of development. When engaging in symbolic play, between the ages of two and seven years, children begin involving themselves and objects in their own imagination. For example, pretending that they themselves are a dinosaur or pretending that a spoon is a telephone.  This play corresponds to the pre-operational stage of development. Finally, play with rules corresponds to the operational stage of development (Maynard and Thomas, 2004). When a child engages in symbolic play, they often take on a character such as an astronaut. This not only develops gross motor skills from running around and throwing, it also develops their emotional intelligence. They feel focused, motivated, anxious, excited, and socially confident as they take on the characters persona (Canning, 2010). Thus, though pretending to be someone else, they are developing their understanding of emotions in other people and why they may feel a certain way.
In order to provide and enabling environment for creative play, the setting must be well resourced with equipment that is likely to stimulate the children’s curiosity; the children must have ample time in order to try out their ideas, make mistakes and succeed in their creativity (May, 2008). In the setting of a preschool in Ashbourne, with children aged 3 to 4 years, the provider adhere to this theory as they a well resourced and provide alternative equipment so that the children can create in many ways so that their creation is unique to themselves. This ensures that each child has a product to be proud of, which is unlike anybody else’s. They are given all day in order to complete these activities but are encouraged to try others as the day progresses. However, the creative activity is usually limited to one kind per day. It would be more beneficial for the children to have more than one as they can use both resources together and experiment with different types of creativity. “All people have creative abilities and we all have them differently. When individuals find their creative strengths, it can have an enormous impact on self-esteem and on overall achievement” (National Advisory Committee, 1999). It is often that the children are disciplined for using their creations in their play. This is a crucial part of imaginative play as they are using their own creations in role-playing. It is however, important that they do not use them as weapons.

Children should be able to engage in both two-dimensional and three-dimensional exploration of creativity. Examples of two-dimensional explorations include; mark making with a range of tools using fine and gross motor skills; painting with a wide variety of paints and tools; finger painting; and printmaking. (Skinner, 2007) This gives the child a varied basis for 2D creativity and ensures that both gross and fine motor skills are being developed. Examples of three-dimensional explorations include; making structures of a chosen scale using an variation of different materials and objects. Some of these materials will be new to the child and therefore demand the development of new skills; and the exploration of malleable materials such as play dough and paint mixed with glue (Skinner, 2007). This allows the child to create a structure using their own imagination using both fine and gross motor skills, and finally, something that they can be proud of.
Tina Bruce discusses the idea of ‘cultivating’ creativity. She uses it in the same way as Vygotsky (1978). She emphasised the importance of adults to support rather than to impose, and to nourish curiosity from within rather than imposing learning from beyond (Paige-Smith and Craft, 2007). This means that the adult should not give strict creative tasks to children where they must do what a detailed plan says, as they have no room for imagination and self-development. As it is important that children are encouraged to challenge perceptions through developing unique creations (Skinner, 2007) a strict plan would not enable this.
Children choose to communicate their ideas and knowledge in several ways, such as through doodling, drawing, painting, and modelling with dough or clay. Multi-modality is crucial for all children. However, it maybe even more vital for boys as the often have difficulty in more formal ways of recording such as creative writing (Wilson, 2009). Hence, an enabling environment should have varied and numerous ways in which children can present their ideas and knowledge. Equally, the practitioner must also encourage the use of different modes of creativity so that the child can develop other skills and master the appropriate developmental milestones within time.
Play can be child-initiated, creative and a process. However it is not the opposite of work (Miller, Cable and Devereux, 2005). Drawing or painting will seem like play for a child but the method and the end result is crucial to determining a child’s reached and unreached developmental milestones. It also makes a significant contribution towards the mental health and social well-being of a child. With regards to the insurance of inclusive practice, children who are new to the setting may find it hard to join in at first. This is when the practitioner must intervene and attempt to make the child feel more comfortable. Also, if a child has a disability or learning difficulties, it is fundamental to provide appropriate aid in playing and communicating with others (Miller, Cable and Devereux, 2005). In a preschool setting in Ashbourne, a disabled child was encouraged to stay away from the other children as he had a habit of pulling other children’s hair and therefore had potential to cause them harm. Although, this was safeguarding the other children from harm, the detrimental effect to the child with a learning difficulty was vast. Although he had a key worker on hand for most of the day, he was gaining no social skills to speak of and he was not able to play in a group of other children.
In conclusion, certain conditions need to be met to ensure an enabling environment for the child to be creative. These include being comfortable in the environment so that they can play. They should be provided with a range of different equipment so that they can experiment and think of new and alternative ways in which they can create a unique product. Although play and creativity are very different there are very strong links, especially when regarding the child. With most types of play, comes creativity. Although children need some aid when creating, they should be predominantly left to create their own product. This somewhat guarantees that they will be proud of the end result.

Canning, N. (ed.) (2010) Play and practice in the early years foundation stage. London: SAGE Publications.

Curtis, A. and O’Hagan, M. (2008) Care and education in early childhood: A student’s guide to theory and practice. 2nd edn. New York: Routledge.

James, A.L. (2008) Key concepts in childhood studies (SAGE Key concepts series). Los Angeles: SAGE Publications.

May, P. (2008) Creative development in the early years foundation stage. New York, NY: David Fulton Publishers.

Maynard, T. and Thomas, N. (eds.) (2004) An introduction to early childhood studies. London: Sage Publications.

Miller, L., Cable, C. and Devereux, J. (2005) Developing early years practice (foundation degree texts S.). London: David Fulton Publishers.

National Advisory Committee (1999) NACCCE Report. Available at: https://courseresources.derby.ac.uk/bbcswebdav/pid-1781921-dt-content-rid-13020395_1/courses/2015-4EY502/NACCCE%20report%201999.pdf (Accessed: 11 April 2016).

Paige-Smith, A. and Craft, A. (2007) Developing reflective practice in the early years. Maidenhead: McGraw Hill/Open University Press.

Reed, M.A. and Canning, N. (eds.) (2009) Reflective practice in the early years. Los Angeles: Sage Publications Ltd, United Kingdom.

Skinner, S.M. (ed.) (2007) Creative activities for the early years. Thousand Oaks, CA: Paul Chapman Publishing.

Wilson (2009) Creativity in primary education. Edited by Anthony Wilson. United States: Learning Matters.