Curriculum for children under Three
The Birth To Three Framework is to provide support, information, guidance and challenge for all those with responsibility for the care and education of babies and children from birth to three years. The principles which underpin the framework come from a number of sources including representative organisations, leading child care writers, experts and practitioners. These are:
- Parents and families are central to the well-being of the child.
- Relationships with other people (both adults and children) are of crucial importance in a child's life.
- A relationship with a keyperson at home and in the setting is essential to young children's well-being.
- Learning is a shared process and children learn most effectively when, with the support of a knowledgeable trusted adult, they are actively involved and interested.
- Caring adults count more than resources and equipment.
- Schedules and routines must flow with the child's needs.
- Children learn when they are given appropriate responsibility, allowed to make errors, decisions and choices and respected as autonomous and competent learners.
- Children learn by doing rather than being told.
- Young children are vulnerable. They learn to be independent by having someone they can depend on.
The framework takes as its focus the child and steers away from subjects, specific areas of experience and distinct curriculum headings. It identifies four Aspects, which celebrate the skill and competence of babies and young children and highlights the interrelationship between growth, learning, development and the environment in which they are cared and educated. The four aspects are:
A Strong Child
This is all about who you are and feeling confident. Strong children have a sense of their own identity and their own capabilities. With support they become able to make decisions, trust themselves and have a positive self image.
A Skilful Communicator
A skilful communicator is a child who engages with others to communicate in their own particular way. Their communication may be completely non-verbal, or it may involve the use of sounds, signs and words. It also includes how children are able to understand others and be understood by them whatever means they use to communicate.
A Competent Learner
This is a child who uses all their senses to find out about whatever they come into contact with, including people, toys, clothes, books, flowers, grass etc. Children who are competent learners watch the things that go on around them and they often imitate what they hear and see. They use materials imaginatively and creatively.
A Healthy Child
This aspect focuses on a child's physical and emotional health. A Healthy child feels loved and cared for by special people in their lives. They are able to express feelings of anger, pain, pleasure and they have a healthy sense of independence. They feel safe and protected when they have clear boundaries.
With caring adults to support the children and our carefully planned environment we provide opportunities for your child to develop in all the above areas. Key workers spend time observing your child at play. When we plan for children we base our ideas for activities and experiences on our knowledge of the children in our care. We notice one child's interest in water, another on the outdoor environment. This is where our planning begins. All our staff attend "Birth to Three" training courses run by professionals.
The complete framework is available on the Surestart Website: www.surestart.gov.uk/ensuringquality/birthtothreematters
Foundation stage for children over 3
It's for children aged 3-5, and covers the years they spend from the beginning of nursery or pre-school to the end of reception class in primary school. It was introduced in September 2000 to cover these important years in your child's life.
They set out what most children are expected to achieve by the end of the foundation stage. They help people who work with children aged 3-5 to focus on what children need to learn. They are not a curriculum with lots of different subjects. They are six broad areas of learning. A typical day at nursery would include all areas of development:
- Personal, social and emotional development. Your child will learn to be self-confident, take an interest in things, know what their own needs are, tell the difference between right and wrong, and be able to dress and undress.
- Communication, language and literacy. Your child will learn to talk confidently and clearly, enjoying stories, songs and poems, hearing and saying sounds, and linking them to the alphabet. They will read and write some familiar words and learn to use a pencil.
- Mathematical development. Your child will develop an understanding of maths through stories, songs, games and imaginative play. They will become comfortable with numbers and with ideas such as 'heavier than' or 'bigger'. They will be aware of shapes and space.
- Knowledge and understanding of the world. Your child will explore and find out about the world around them, asking questions about it. They will build with different materials, know about everyday technology and learn what it is used for. They will find out about past events in their lives and their families' lives. They will find out about different cultures and beliefs.
- Physical development. Your child will learn to move confidently, controlling their body and handling equipment.
- Creative development. Your child will explore colours and shapes, trying out dance, making things, telling stories and making music.
We ensure parents have the opportunity to review their child's progress with the nursery on a regular basis. For children under two we produce daily records containing information about your child's day, meals eaten, nappy changing and toileting, sleeping and rest times and a general picture of their wellbeing throughout their time at nursery. Daily handover of children both morning and evening is also used as an opportunity to share information. We also inform parents of our topics and planned activities through a regular newsletter. Regular Development meetings are also held where you can view your child's progress profile.
Discipline
Our staff always treat children with respect. Children are never smacked, shaken or treated roughly. Our approach is consistent and one that helps children see the consequences of their own actions. We provide opportunity for them to interpret feeling by listening to them and offering the necessary support that will enable them to verbalise their own frustrations. Our Behaviour Policy is available to view in the main entrance area.
Settling in
Our aim is to ensure that all children in our setting are secure, safe and comfortable and happy to be left in our care.
- During the initial visit, parents/carers spend time discussing their child with the Room Supervisor and the member of staff who will be the key worker for their child.Children then have the opportunity to play within the room with the parent/carer present.
- A suggested 4 short visits are recommended before children commence a full session, however we appreciate each child is individual and they will not be rushed in any way.
- Further visiting times are then arranged where they can join the other children and slowly become familiar with their surroundings.
- Some parents may have their own settling in method which we are happy to discuss and try their suggestions.
- Children are given lots of attention and reassurance from the member of staff in their group.
- Parents are welcome to ring the nursery as many times as needed to check on the progress of their child.
- No child will be taken on an outing from the nursery until he or she is completely settled in.
