Role of Early Years Practitioner in Child Development

This essay discusses the role of early years practitioner in promoting child development, supporting holistic development, and working in partnership for children's learning and development. It covers topics such as cognitive development, speech and language development, physical development, and social and emotional development. The essay emphasizes the importance of childcare and education in the holistic development of children.

Childcare and Education

Contents
INTRODUCTION...........................................................................................................................1
TASK 4............................................................................................................................................1
4.1 Discus the role of the early years practitioner when promoting child development in
relation to:....................................................................................................................................1
4.2 Evaluate the role of early years practitioner in supporting children’s holistic development.3
4.3 Analyse how working in partnership: Enhances children’s learning and development,
Values parents or careers’ contribution.......................................................................................4
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
Childcare is considered as wider topic which undertakes a board spectrum of professional,
contexts, practices and many more. Moreover, this is an action or competency of looking after
children (Anderson, 2020). Childhood education and care is defined as any regulated
arrangement which facilitates education as well as care for children from birth to compulsory
primary school age that can vary all over the EU. Also, it incorporates centre and family, day
care, publicly and privately funded provision and others. The topics which are going to be
covered in this report are role of the early years practitioner when promoting child development.
Moreover, evaluation of early years practitioner role in supporting children’s holistic
development are describe. Apart from this, analysis related to how working into partnership
maximises children’s learning and development as well as values parent or careers contribution
are also discussed in this report.
TASK 4
4.1 Discus the role of the early years practitioner when promoting child development in relation
to:
Early years practitioners are also called as nursery nurses. They are the specialists who
seek after the social as well as educational development for babies and also young children up to
age of five years old. It plays crucial role and some role of early years practitioner would involve
following responsibilities such as assisting children to learn various competencies, monitor
children’s progress and keep record for sharing with parents, assuring that children are safe as
well as reporting any other concerns and many more. So, the role of early years practitioner
when promoting child development related to some topics are discussed below:
Cognitive development
Cognitive development is considered as development of mind. Among birth as well as the
age of five, babies’ and children’s brain will undergo the essential rapid modifications. Along
with this, children will be initiating to think in a more abstract manner because of development
of its language competencies (Cheng and Hsu, 2020). Accordingly, they will become capable to
know about the topics likes’ norms as well as discuses viewpoint. Moreover, they will also
become capable to focus for enhancing periods as well as be begins to characterised as well as
sort objects as per multiple characteristics. So, in this, the role of early year’s practitioner is to
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assure that every child is monitored, evaluated and planned for, alongside upholding affirmative
relations with both parent and child. Also, assisting children to learn various competencies,
monitor children’s progress and keep record for sharing with parents, assuring that children are
safe as well as reporting any other concerns and many more.
Speech, language and communication
This is considered as the way where children initiate to know as well as procedures
language so that it can interact and communicate with others. Generally, the five years of life are
vital as children initiate to develop sense of world as well as its place into it. Moreover, this
aspect to develop is essential for children’s holistic development. By the speech as well as
language development, children will learn to socialise as well as express its preferences and its
requirements and, become capable to develop a sense of world (Kalil and et. al., 2020). In turn,
the capability to communicate will support development of its confidence and self – esteem. This
is vital that young children have as many opportunities as they can not only to listen to others bit
also to put its own language competencies to utilise. Adults must assure that young children are
provided praise when they attain and frequent feedback. Along with this the children who has
limited speech and language will has corresponding difficulties in expressing itself, that in turn
may drives towards frustration, bad understanding, incapability for expressing itself as well as
limited social skills. So, in this role of early year’s practitioner by making them to speak, with
assistance of repetitions and singing. Also, to socialise as well as express its preferences and its
requirements and, become capable to develop a sense of world.
Physical development
This aspect includes the health, physical strength, mobility and sensory capabilities of
children. They will require having opportunities for exercising as well as growing both fine and
gross motors competencies so that it may obtain full control over their muscles. The many
opportunities children have to build muscular strength as well as physical abilities, for enhancing
its stamina. Also, few children’s can be limited through a physical situation or disability or has a
sensory impairment that hinders its progress. So, in this, the role of early year’s practitioners is to
provide various activities such as some easy exercise through playing, dancing and others which
will help them to develop their physical strengths and others.
Social and emotional development
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This aspect of children’s growth is associated with its self- esteem as well as confidence.
Babies and children required to have affirmative interactions as well as create firm attachments
from the earlier phases, and feel reassured in emotional way through adults across the children
who are provided praise, motivation and guidance as it develops will improve a huge sense of
self-valued. Also, they will in turn become capable to develop optimistic relations as well as
friendship with peers by its interactions. So, in this, the role of early year’s practitioner to make
them feel attached and also the interact them socially with various peers, parents and teachers
and many more. To have stronger cultural identity, respecting and listening for viewing of
parents, motivating a sense of belonging for children and parents as well.
4.2 Evaluate the role of early years practitioner in supporting children’s holistic development.
Holistic development is considered as an approach for learning which emphasises the
effectiveness of physical, emotional and psychological well being of children especially into
early childhood (Moloney and Pope, 2020). As an early year practitioner, this is very essential to
support the development as well as confidence of the children as it aids them to learn about how
to manage its feelings and attitudes as well as developing relations with others. Moreover, the
practitioners may aids both children and parents through following factors such as inspiring
families and children to have stronger cultural identity, respecting and listening for viewing of
parents, motivating a sense of belonging for children and parents as well. It also incorporates
developing opportunities for children to become successful and many more. The role of
professional early years practitioner is crucial in assuring whole children are meeting its personal
development objectives as well as attaining higher standard of learning available. Moreover, the
other role is assure that every child is monitored, evaluated and planned for, alongside upholding
a affirmative relations with both parent and child. Evaluating children’s holistic development is
essential part of early year practitioner’s role. There are various ways for assessing the children
into setting; tracking sheets and progress summarises are same tools as well as both highlights
EYFS. These kinds of assessments are dividing into seven development areas, then within much
particular area. The practitioner then utilises those areas for summarising the child is
developmental. Also, tracking sheets shows if a child is emerging, or securing or consolidating
into each age bracket, while a progress summary is a written pieced of providing information
upon what objectives the child is presently attaining into each areas of EYFS.
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Early Years Practitioner have information upon current development of children by
monitoring as well as evaluating its learning, they become capable for planning effective
activities and opportunities to further child’s learning. Moreover, the children’s interest plays a
larger part upon planning the appropriate experiences and practitioners should assure that
children plays a vital role into its own growth through providing children a voice as well as
opportunity for expressing their interest and opinions. Along with this, the Professional Early
Years Practitioners plays essential role into the learning and development of children whole
performing along with EYFS. Also, this is a practitioner’s accountability to utilise its
competencies as well as knowledge for enhancing learning atmosphere, developing further
opportunities of learning for children. Seeking at development of children holistically permits
practitioners to determine areas for further support, stating the child’s individual requirements
are being supported.
4.3 Analyse how working in partnership: Enhances children’s learning and development, Values
parents or careers’ contribution
Partnerships abound within society among both individuals and groups, the effective
partnership are that in which every partner is valued equally as well as have much power as
every of other partners. For performing into partnership to be successful, this has to be upon
basis that contribution of all individuals or firm are as valued and essential as each other. Within
early childhood settings, it may includes team from various disciplines like education and health
& social care groups working into partnership with families for ensuring that every child’s
individuals requires are met (Moon and Kim, 2020). So, the workings in partnership benefits are
enormous enabling whole parents for sharing information about its children’s learning and
development as well as supporting that child with specific requirements for receiving
coordinated support. In addition to this, continuous chatting with parents is basically crucial
opportunity for sharing information. Parent may often feel that they are missing out its child’s
day. This is vital to obtain them included into its children’s learning and development. It can be
performed by their learning journal as well as information sharing such as incorporating lyrics to
new songs it have been performing on or a things that they are planning to try.
The parents and careers have rights as well as accountabilities with regards to what happens to its
child. It is also analysed that parents has key influences upon its child’s development. They are
child’s fundamental educators as well as there is stronger relations among parental engagement
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into education & optimistic learning results. The effective partnership works values parents and
careers in promoting interdependence as well as self- reliance and should be integrated with
other support for children (Närvi, Salmi and Lammi-Taskula, 2020). The base of appropriate
collaboration with parents & careers is mutual sharing of reliable understanding as well as
competencies undertaken as one of the contribution to family and child. All partners recognise
various competencies, experiences and knowledge of every other partner; every partner values
proficiencies, experiences and understandings of other one; whole partners recognises
requirement for input for both partners. Partnership incorporates developing relations depends
upon trust, mutual understanding, sharing of information as well as willingness to learn from one
another. Trust into family- school relations needs confidences which every partner will act into a
way for benefiting or sustaining relations or objective of relations, to attain optimistic results for
child. Moreover, the ability of parents involves successfully into partnership is influenced
through practical consideration, through its personal requirements of emotional, relations among
them as parent, its relationship with its child, knowledge and competencies as well as through its
beliefs regarding the change possibility (Repo and et. al., 2020).
CONCLUSION
As per the above essay, this has been concluded that Child care and education is very
much important for all parents, families, practitioners and the children itself. Moreover, the role
of early year’s practitioner plays essential role in child development with various aspects such as
cognitive development, speech, language and communication, physical development, social and
emotional development and others. Along with this, the holistic development is helpful in
learning which emphasises the effectiveness of physical, emotional and psychological well being
of children especially into early childhood.
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REFERENCES
Books and Journal
Anderson, M., 2020. Bed bug education for school, childcare center, and healthcare workers:
Traditional versus webinar venues. Applied Environmental Education &
Communication, 19(1), pp.29-43.
Cheng, Y. H. A. and Hsu, C. H., 2020. No More Babies without Help for Whom? Education,
Division of Labor, and Fertility Intentions. Journal of Marriage and Family.
Kalil, A. and et. al., 2020. The Education Gradient in Maternal Enjoyment of Time in
Childcare. University of Chicago, Becker Friedman Institute for Economics Working
Paper, (2020-131).
Moloney, M. and Pope, J., 2020. Changes and challenges in school-age childcare in
Copenhagen. Education 3-13, 48(1), pp.76-86.
Moon, S. and Kim, J., 2020. The Effect of Childcare Practice Related Variables on Career
Decision Making. Korean Journal of Childcare and Education, 16(2), pp.119-139.
Närvi, J., Salmi, M. and Lammi-Taskula, J., 2020. Home care and early childhood education in
Finland: policies and practices of childcare. In The Policies of Childcare and Early
Childhood Education. Edward Elgar Publishing.
Repo, K. and et. al., 2020. The Policies of Childcare and Early Childhood Education: Does
Equal Access Matter?. Edward Elgar Publishing.
Shin, G. and Kim, J., 2020. A Structural Analysis on Pre-service Childcare Teachers' Teaching
Efficacy and Its Related Variables. Korean Journal of Childcare and Education, 16(2),
pp.141-160.
(Anderson, 2020)(Cheng and Hsu, 2020)(Kalil and et. al., 2020)(Moloney and Pope, 2020)
(Moon and Kim, 2020)(Närvi, Salmi and Lammi-Taskula, 2020)(Repo and et. al., 2020)(Shin
and Kim, 2020)
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