The 2016). It essential in early years that

The Pre-Birth to three curriculum is a set of guidelines for
children in order to support practitioners with children in those age ranges.
The Curriculum for Excellence then builds on the guidelines previously set out
in the Pre-Birth to three curriculum (Education Scotland, 2016).

 

It essential in early years that we value our knowledge in
supporting our youngest children, the pre-birth to 3 curriculum which was
launched in 2010 sets this out through e.g. the 7 principles, the 4 R’s and
meeting the needs of the children. The guidelines value meeting the basic
support needs and learning intentions of each child whilst promoting their
self-confidence. The pre-birth to 3 also supports Scotland’s ‘vision and
commitment’ to develop a ‘strategic approach’ in preventing and implementing
‘early intervention’ to tackle the ‘significant inequalities’ in Scotland’s society
(National Improvement Hub, 2016).

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One of the key values in working within the early education
and childcare system is the value of knowing how to support our youngest
children, we can do this through outcomes such as knowing the rights of the
children, the importance of relationships, responsive care and respect. Within
the pre-birth to 3 guidelines there are 4 key principles to support the best
starts for children with positive outcomes, these are – rights of the child,
relationships, responsive care and respect. With the collaboration of all 4
principles enables staff to be more effective in supporting children
as they learn about themselves, the significant people in their lives and the
world in which they live.” To put the principles into practice, guidance
suggests that there are 9 features that are an effective way of supporting
staff in implementing the principles, these are – role of staff, attachments,
observation, assessment and planning, partnership working, health and
wellbeing, literacy and numeracy, environment’s and play. An example of the
principles and how they link with the features is the role of staff and rights
of the child, it is the adult’s duty to ensure the child’s needs are met in line
with the UNCRC so when they are supporting children their views are ‘given due weight in accordance with
the age and maturity of the child’ (UN, 1989, Article 12). Another example of
the principles being applied to practice is relationships and environment, this
is basic things like making the space bring and welcoming, creating a home from
home atmosphere for the child which in turn gives them a better positive
experience.

 

It is
important to have values within the pre-birth to 3 curriculum. We can view the
values as the 9 features, it is suggested that following these 9 features then
coincide with the implementation of the 4 key principles. For example, role of
staff – practitioners who work with the youngest children play a vital, crucial
and rewarding role in advertising the four key principles. Attachments – adults
who are responsive and care for the needs of the children are highly important
for them to develop and thrive. For the transition period, it is a time of
change for these young people which they will learn is part of everyday life
taking place from their early years. Observation, assessing and planning is
very important in early years through observation and assessment,
practitioners, parents and children are able to create and change plans which
help to create a focused child centred approach to help meet their
developmental needs. Another feature is partnership working, where the
framework supports strong and effective partnerships within the early years
sector. Health and wellbeing is also important as within the UNCRC is a
declaration that all children have the ‘right to experience a healthy start in
life’ and to have a ‘standard of living that meets their physical and mental
health needs’ (UN,1989).