With Reference to Conflicting and Competing Policy Imperatives and Recent Government Initiatives, Discuss the Implications of Managing Teaching and Learning in an Early Years’ Classroom in 2010
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With reference to conflicting and competing policy imperatives and recent government initiatives, discuss the implications of managing teaching and learning in an Early Years’ classroom in 2010
Introduction
It is currently extensively supported that it is the initial few years in one’s life that lays the foundation for the future progress in one’s life. If children are required to attain their complete potential, then it is necessary that high level of quality services be extended in the sphere of education, and the requirements of their parents for co-operation. However, it has been only on recent times that the government has acknowledged the significance of entailing such type of services. (Pugh & Duffy, 2006) Since the New Labour government entered office in 1997 there have been a number of acts and legislations that have attempted to relate to early childcare. Relevant government legislation and initiatives will be explored from its initial stages to current statutes, in order to discuss the implications for early years practitioners, in managing the teaching and learning of the early years foundation stage curriculum in an ‘Early Years’ classroom.
Since the children’s act 1989 early years have functioned under the sphere of economical, social and political context that is constantly changing. Eradicating poverty and social exclusion became the political agenda for the New Labour government, after extensive consultation with politicians, governmental departments and childcare professionals. The conclusion was drawn that supporting children and their families in their earliest years would have a positive influence on a child’s life chances therefore investing in their education and care would contribute towards the elimination of child poverty.
Due to the Children’s Act of 1989 local authorities have had an obligation to provide appropriate care and education to preschool children that were previously catered for by private and voluntary groups....
Introduction
It is currently extensively supported that it is the initial few years in one’s life that lays the foundation for the future progress in one’s life. If children are required to attain their complete potential, then it is necessary that high level of quality services be extended in the sphere of education, and the requirements of their parents for co-operation. However, it has been only on recent times that the government has acknowledged the significance of entailing such type of services. (Pugh & Duffy, 2006) Since the New Labour government entered office in 1997 there have been a number of acts and legislations that have attempted to relate to early childcare. Relevant government legislation and initiatives will be explored from its initial stages to current statutes, in order to discuss the implications for early years practitioners, in managing the teaching and learning of the early years foundation stage curriculum in an ‘Early Years’ classroom.
Since the children’s act 1989 early years have functioned under the sphere of economical, social and political context that is constantly changing. Eradicating poverty and social exclusion became the political agenda for the New Labour government, after extensive consultation with politicians, governmental departments and childcare professionals. The conclusion was drawn that supporting children and their families in their earliest years would have a positive influence on a child’s life chances therefore investing in their education and care would contribute towards the elimination of child poverty.
Due to the Children’s Act of 1989 local authorities have had an obligation to provide appropriate care and education to preschool children that were previously catered for by private and voluntary groups....