CONTEXTUAL ANALYSIS ON CHILD'S LEVEL OF DEVELOPMENT

Contextual Analysis on Child's Level of Development

Contextual Analysis on Child's Level of Development

1. Introduction

Every progeny warrants the best likely start in life and support to fulfil their potential. Achild's know-how in the early years has a foremost impact on their future life chances. A secure, safe and happy child is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents select to use early years services they want to understand that provision will hold their young kids protected and help them to thrive. The Early Years base Stage (EYFS) is the structure that supplies that assurance. The Early Years Foundation Stage (EYFS) concerns to young kids from birth to the end of the greeting year. At Oakfield, children may join us from the age of two up to rising five, when they then move into the Reception Year (Upper Foundation) to complete the EYFS. Children's attitudes and dispositions towards learning are influenced by feedback from others; we use praise and encouragement and celebrate success in order to develop the children's self-esteem and a positive attitude to teach (Ruben, 440).

2. Child Profile

Tom 3 years old lives in London East, was finding settling into the reception year difficult and appeared disengaged. The practitioner felt that with the active support and interest of his parents, especially his father, Tom might engage more and find school a more positive experience. The practitioner had met the father during a home visit and found out that his interests were drawing and that previously he had been in the army. She contacted him directly to explain why she felt it would be beneficial if he accompanied his son in the forest activity. After some persuading the father's interest in the army and outdoor pursuits convinced him to come.

By taking part in (and winning) the den building challenge, Tom and his father experienced something together on an equal footing. The influence on them both has been exceedingly positive. Tom's father now brings him to school, engages with his learning and shares observations about Tom with the practitioner. The greatly increased part he plays his son's school life has transformed Tom's involvement within the school setting into a more secure and meaningful experience.

3. Child's Level of Development

In the EYFS we set very sensible and demanding anticipations that rendezvous the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with additional educational needs, children who are gifted and talented, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.

Planning opportunities that build upon and extend children's knowledge, experience and interests and develop their self-esteem, confidence and sustained thinking;

Using a wide range of teaching strategies based on individual children's learning needs;

Providing a broad variety of possibilities to motivate and support children and to help them to discover effectively;

Providing a ...