Session seven. Helen Taylor1 BTEC National Children's Play, Learning & Development Unit 1: Child Development Helen Taylor

Session seven. Helen Taylor2 Starter Activity Prepare your feedback from your research: You should have researched a national strategy that is in place to provide opportunities for children. You should have produced a fact sheet to include: An outline of the strategy A description of how it supports children’s development and education You could have also include the benefits or strengths of the strategy and any potential weaknesses or problems of the strategy. The strategies were: Early Years Foundation Stage Curriculum Sure-Start and children’s centres Free education for 2 year olds/3 year olds/4 year olds Vaccination programmes for children Children and Families Act 2014

Session seven. Helen Taylor3 Aims for this lesson: To understand how a range of factors influences children’s development Learning outcomes for this lesson: To describe social/political factors such as national strategies and local strategies and services and how these provide opportunities to support children’s development and education. To describe how emotional factors that might support or hinder a child’s feeling of security: Attachments between the child and parent; Divorce or separation of parents; Parental depression. To describe how different stresses on children such as bullying, transitions, separations and abuse can affect a child’s overall development and behaviours in the short term and in the long term?

Feedback from research  Early Years Foundation Stage Curriculum  Sure-Start and children’s centres  Free education for 2 year olds/3 year olds/4 year olds  Vaccination programmes for children  Children and Families Act 2014 Session seven. Helen Taylor4

Feedback from research  Early Years Foundation Stage Curriculum Session seven. Helen Taylor5

Early Years Foundation Stage Curriculum The early years foundation stage (EYFS) sets the statutory standards that all early years providers must meet. This includes all maintained schools, non- maintained schools, independent schools and all providers on the Early Years Register. The EYFS aims to provide: quality and consistency in all early years settings a secure foundation for all children for good progress through school and life partnerships between different practitioners partnerships between parents or carers and practitioners equality of opportunity for all children A revised EYFS was published on on 27 March 2012, which came into force on 1 September It aims to reduce burdens, including unnecessary regulation and paperwork, so professionals have more time to concentrate on supporting children. An updated EYFS will come into effect on 1 September The changes will include amendments to the safeguarding and welfare requirements. and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage Session seven. Helen Taylor6

Early Years Foundation Stage Curriculum How does the Early Years Foundation Stage Curriculum support children’s development and education? Session seven. Helen Taylor7

Feedback from research  Sure-Start and children’s centres Session seven. Helen Taylor8

Sure-Start and children’s centres The core purpose of Sure Start children’s centres is to improve outcomes for young children and their families, with a particular focus on those in greatest need. They work to make sure all children are properly prepared for school, regardless of background or family circumstances. They also offer support to parents. The Childcare Act 2006 is the legislation that regulates childcare in England. The Act requires local authorities (LAs) to play an important strategic role in the provision of childcare in their area and to carry out a number of duties. Sure Start Children’s Centres are responsible for delivering services for children under 5 and their families. The aim is to improve Early Years outcomes for all children. Your Children's Centre can also provide you with information for parents and cares with children aged 0-19 (0-25 for those with disabilities) Session seven. Helen Taylor9

Sure-Start and children’s centres How do Sure-Start and children’s centres for children support children’s development and education? Session seven. Helen Taylor10

Feedback from research  Free education for 2 year olds/3 year olds/4 year olds Session seven. Helen Taylor11

Free education for 2 year olds/3 year olds/4 year olds Free early education for three and four year olds All three and four year olds are entitled to 15 hours of free early education for 38 weeks of the year. This applies until they reach compulsory school age (the term following their fifth birthday). Free early education places are available at a range of early years settings including nursery schools and classes, day nurseries, play groups, pre- schools and childminders. Free early education for two year olds Free early education for two year olds is a funded scheme which entitles some children to access a place in a pre-school, nursery or with a childminder for 15 hours per week, 38 weeks per year. Family Information Service. Session seven. Helen Taylor12

Free education for 2 year olds/3 year olds/4 year olds How does free education for 2 year olds/3 year olds/4 year olds support children’s development and education? Session seven. Helen Taylor13

Feedback from research  Vaccination programmes for children Session seven. Helen Taylor14

Vaccination programmes for children  2 months: 5-in-1 a single jab contains vaccines to protect against five separate diseases: diphtheria, tetanus, whooping cough (pertussis), polio and Haemophilus influenzae type b (known as Hib – a bacterial infection that can cause severe pneumonia or meningitis in young children). Pneumococcal (PCV) vaccine and Rotavirus vaccine  3 months: 5-in-1 (DTaP/IPV/Hib) vaccine, second dose. Meningitis C. Rotavirus vaccine, second dose  4 months: 5-in-1 (DTaP/IPV/Hib) vaccine, third dose. Pneumococcal (PCV) vaccine, second dose  Between 12 and 13 months: Hib/Men C booster, given as a single jab containing meningitis C (second dose) and Hib (fourth dose). Measles, mumps and rubella (MMR) vaccine, given as a single jab. Pneumococcal (PCV) vaccine, third dose  2, 3 and 4 years: Children's flu vaccine (annual).  3 years and 4 months, or soon after: Measles, mumps and rubella (MMR) vaccine, second dose. 4-in-1 (DTaP/IPV) pre-school booster, given as a single jab containing vaccines against diphtheria, tetanus, whooping cough (pertussis) and polio  Around years (girls only): HPV vaccine, which protects against cervical cancer – two injections given between six months and 2 years apart  Around years: 3-in-1 (Td/IPV) teenage booster, given as a single jab and contains vaccines against diphtheria, tetanus and polio  Around years: Meningitis C booster Session seven. Helen Taylor15

Vaccination programmes for children  How do vaccination programmes for children support children’s development and education? Session seven. Helen Taylor16

Feedback from research  Children and Families Act 2014 Session seven. Helen Taylor17

Children and Families Act 2014 The Children and Families Act 2014 seeks to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The changes to the law to give greater protection to vulnerable children, better support for children whose parents are separating, a new system to help children with special educational needs and disabilities, and help for parents to balance work and family life. It also ensures vital changes to the adoption system can be put into practice, meaning more children who need loving homes are placed faster. Reforms for children in care can be implemented including giving them the choice to stay with their foster families until their 21st birthday. Key changes to the Law The Act seeks to reform legislation relating to the following areas:  adoption and children in care  aspects of the family justice system  children and young people with special educational needs  the Office of the Children’s Commissioner for England  statutory rights to leave and pay for parents and adopters  time off work for ante-natal care  the right to request flexible working Session seven. Helen Taylor18

Children and Families Act 2014 How will the Children and Families Act 2014 support children’s development and education? Session seven. Helen Taylor19

Watch DVD: Genie Genie is the pseudonym of a feral child who was the victim of severe abuse, neglect and social isolation. Session seven. Helen Taylor20

Discussion: How has Genie’s environment affected her development? What biological factors might have affected her development? What emotional factors such as attachments affected her development? How have separations and abuse affected her development? Session seven. Helen Taylor21

Emotional Factors and Stresses on Children In groups discuss the factors below and then write up individual notes so that you understand these factors. Refer to pages 72 and 73 of the CPLD book for more information. Discuss the emotional factors that might support or hinder a child’s feeling of security: Attachments between the child and parent Divorce or separation of parents Parental depression Discuss the different stresses on children: Bullying Transitions Separations and abuse How can these affect a child’s overall development and behaviours in the short term and in the long term? Session seven. Helen Taylor22

Extension tasks: Extension Task 1: Finish writing up your notes from the above activity. Extension Task 2: Find out more about Genie or about other feral children and how the environment and other factors have affected their development. Session seven. Helen Taylor23

Session seven. Helen Taylor24 Reflect on learning outcomes Can you describe social/political factors such as national strategies and local strategies and services and how these provide opportunities to support children’s development and education. Can you describe how emotional factors might support or hinder a child’s feeling of security: Attachments between the child and parent; Divorce or separation of parents; Parental depression. Can you describe how different stresses on children such as bullying, transitions, separations and abuse can affect a child’s overall development and behaviours in the short term and in the long term?