Required Areas of Learning and Development Child Care Report

This report provides an overview of the early education curriculum, focusing on the required areas of learning and development for young children. It examines the prime areas, including communication and language, physical development, and personal, social, and emotional development, as well as the specific areas of literacy, mathematics, understanding the world, and expressive arts and design. The report also explores the co-dependency between these areas, emphasizing how they support and reinforce each other. Furthermore, it discusses the methods used for assessing and recording documented outcomes, such as observations, portfolios, educator ratings, and parent ratings. The report highlights the importance of a well-structured early education curriculum in fostering children's learning and development during their crucial formative years.

CHILD CARE

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
1.1 & 1.3 Required areas of learning and development in the current early education
curriculum and documented outcomes for children to form a part of current early education
curriculum....................................................................................................................................1
1.2 Co-dependency in the areas of learning and development....................................................2
1.4 Assessment and recording of documented outcomes............................................................3
CONCLUSION................................................................................................................................4
REFERENCES................................................................................................................................5

INTRODUCTION
Practice of childcare involves a huge range of professionals who are mostly coordinating
with those institutes that focusses on early child development (Roskos, 2017). The current report
has focused on an effective formation of early education curriculum with a key determinant of
early childhood learning development.
MAIN BODY
1.1 & 1.3 Required areas of learning and development in the current early education curriculum
and documented outcomes for children to form a part of it
This is in context to the areas of learning and development in the present curriculum of
early education, that involves personal, social as well as emotional, language & communication
and physical development (Black and et. al., 2017). Herein, the personal, social and emotional
development assures to build a sense of self-assurance as well as self-awareness in children to
help them manage their feelings and behaviour. Also, it contributes in building positive
relationship with others.
Another prime area of development called language and communication is made up of
some key components of listening with attention, understanding and speaking with clarity.
Lastly, the physical development includes developing a sense of moving, handling, taking care of
health and self.
This is to discourse upon the documented outcomes of the above key areas of learning and
development to form a part of current early education curriculum. It is however divided into 2
key areas namely prime and specific areas, as stated below-
Prime areas Communication and language development- This is to provide an open environment to
the children where they can refer expressing themselves. It will enable them to speak as
well as listen within a range of distinct situations by together allowing them to develop
their communication and linguistic skills. Physical development- This is to reinforce a healthy growth of children where to stay
active, they primarily need to understand the importance of making healthy food choices
along with frequent participation in various physical activities (Jackman, Beaver and
Wyatt, 2014).
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 Personal, social and emotional development- This is specifically to shape up the societal
skills of children where they must respect others. Developing a sense of respecting
others is also apparent to strengthen their understanding of different spirits.
Specific areas
 Literacy- This involves the development of reading and writing skills in children. It is
done by inspiring the children to read as well as write by either listening to others while
reading or writing themselves. For this, they must be provided access to a huge range of
both reading and writing materials such as books and poems, etc. This will assist in
developing their interest.
 Mathematics- This includes the development of counting skills in children by giving
them the opportunity of practising the calculation of numbers and understanding shapes,
space as well as measures. It can be done by helping them to simply add or subtract the
numbers. Understanding the world (UW)- This is intended to build the skills of recognising people
and communities, world and technology. For which, children should be guided to sense
the physical world and communities around them. It can be done by provisioning them
the opportunity of exploring, observing and finding out places, people, technology and
the surroundings around them. Expressive arts and design (EAD)- This is to develop the skills of exploring media and
using materials for the same. Also, it aims at enhancing the sense of creativity in children
by helping them become more imaginative. For this, the children must be encouraged to
play and share their thoughts and ideas through a wide range of activity involving music,
dance, art or role play, etc.
1.2 Co-dependency in the areas of learning and development
This is to discuss upon the level of co-dependency of the areas of learning and
development where both are highly reliant on each other. It is because the act of learning
gradually develops a child are is therefore stated to be 1 of the 2 principal areas of early years
foundation stage (EYFS). Learning and development is known to shape up the experiences of
children below 5 years of age. It is usually done by the childcare providers who contributes by
offering such effective activities to these children that in turn help them to attain the early goals
of learning.
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This is for instance to discuss upon the areas of EYFS and their link with each other, it has
been found that the skills that are needed for the children to develop in the areas of
communication and development also matches to the skills required in personal, social and
emotional development. It is basically on referring to the fact of enabling children in expressing
their feelings while learning communication and interact with one another. Likewise, another
area includes literacy and mathematics that are also corelated to each other to a great extent.
Next are the skills required for learning EAD and UW where both requires the development of
exploration skills to understand the world as well as arts and design.
1.4 Assessment and recording of documented outcomes
This is basically to review the progress of the child by a health visitor or an early year
practitioner, when the child is in-between 2 to 3 years of age (Statutory framework for the early
years foundation stage, 2017). However, the class teacher is together instructed to assess the
children, once after they turn 5 and at the culmination of the school year. It is however needed to
be done with the help of classroom observation, without testing the child and instead referring to
the accomplishment of early learning goals.
On referring to the ways of assessing children’s development, there exists various type of
methods for the same. This involves observations, portfolios, educator and parent ratings. Below
is a detailed explanation of these methods-
 Observations- This is basically to observe the facets of development in children’s
linguistic, physical, intellectual and social- emotional skills with minimal or no
interruption in their undertaken activities. Herein, I myself observe the students and try
assessing them on the basis of a checklist that I have specially prepared for them to
record their improvements in terms of certain parameters.
 Portfolios- This refers to a set of recorded data which has been gathered from
children’s work over a specific time period to assess their progress. This tool is
considered to be the most effective one for facilitating partnership among parents and
teachers. In this, I refer maintaining a report of school leavers and try being in contact
with those students and communicate with their parents, once in 6 months or a year.
 Educator ratings- This is another most effective tool to measure the cognitive, social
and emotional as well as linguistic skills in children. Such type of assessment can also
be linked to some other assessment measures involving standardized testing to fit into
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a particular set of considerations. It can also be directed and recorded in a standard
form to further analyse children’s performance in any undertaken program. In my
setting, I am using a set of rating scale to mark student’s progression in the prime areas
of EYFS.
 Parent ratings- This way of assessment assimilate the parents into the procedure of
assessment where the parents are inspired to themselves observe their children by
together listening to them. It is then apparent to help them detecting their child’s
development to further develop targeted milestones and important behaviour in them.
This is mostly used to record the set of improvements in specific areas of EYFS that
together involve parents to record their reviews in a form designed for the same, in my
setting.
CONCLUSION
The above report has summarised the importance of framing an effective early education
curriculum for an effective learning and development of young children who are at an initial
phase of their life. This being the most crucial period for them is known to assist them in
grasping quick knowledge of positive aspects.
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REFERENCES
Books and Journals
Black, M.M. and et. al., 2017. Early childhood development coming of age: science through the
life course. The Lancet. 389(10064). pp.77-90.
Jackman, H., Beaver, N. and Wyatt, S., 2014. Early education curriculum: A child's connection
to the world. Cengage Learning.
Roskos, K.A. ed., 2017. Play and literacy in early childhood: Research from multiple
perspectives. Routledge.
Online
Statutory framework for the early years foundation stage. 2017. [PDF] Available through:
<https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/596629/
EYFS_STATUTORY_FRAMEWORK_2017.pdf#page=10&zoom=100,0,618 >
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