Early Years Childcare
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Early Years Childcare Essay
Introduction
Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to
come (John Hopkins University, n.d.). Research studies indicate that the development of active
neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of
three and that it is during the early childhood period that the brain is most receptive to learning
(John Hopkins University, n.d. ; endorsed by State of Victoria, 2010). Therefore, it is critical that
children in their early years are given opportunities for social, physical, emotional and intellectual
development through high quality early years provision which in turn provides the potential for
not only educational but economic and social benefits (Barnett, 2008). The way in which this
provision is facilitated is a mark of how well any nation takes care of its children inclusive of their
health and safety, their education and socialisation, their material security, “… their sense of being
loved, valued, and included in families and societies…” (UNICEF, 2007, p. 4 cited in Aldgate in
McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group have to
wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an
understanding of their role and responsibilities with regard to interacting with children (Rose and
Rogers, 2012). The aim of this essay is to highlight the most important elements which need to be
considered in the education, preparation and training of those who wish to work within the field of
Early Years Childcare.
The Early Years Sector – Work and Training
As early as 2009-10, the House of Commons recognised the need for greater rigour in the training
of teachers for Early Years age group, stating that standards should be modified in order that this
sector was no longer associated with the least skilled part of the children’s...
Introduction
Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to
come (John Hopkins University, n.d.). Research studies indicate that the development of active
neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of
three and that it is during the early childhood period that the brain is most receptive to learning
(John Hopkins University, n.d. ; endorsed by State of Victoria, 2010). Therefore, it is critical that
children in their early years are given opportunities for social, physical, emotional and intellectual
development through high quality early years provision which in turn provides the potential for
not only educational but economic and social benefits (Barnett, 2008). The way in which this
provision is facilitated is a mark of how well any nation takes care of its children inclusive of their
health and safety, their education and socialisation, their material security, “… their sense of being
loved, valued, and included in families and societies…” (UNICEF, 2007, p. 4 cited in Aldgate in
McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group have to
wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an
understanding of their role and responsibilities with regard to interacting with children (Rose and
Rogers, 2012). The aim of this essay is to highlight the most important elements which need to be
considered in the education, preparation and training of those who wish to work within the field of
Early Years Childcare.
The Early Years Sector – Work and Training
As early as 2009-10, the House of Commons recognised the need for greater rigour in the training
of teachers for Early Years age group, stating that standards should be modified in order that this
sector was no longer associated with the least skilled part of the children’s...