MANAGING AN EARLY YEARS SETTING

Order Details;

Assignment guidance:  Managing an Early Years Setting – CYP 6042

Module Aim

This module’s aim is to encourage the leadership and management skills of the participants including the development of students’ ability to link management theory and relevant policy with practice.

Learning Outcomes – On successful completion of the module students will be able to;

  1. Analyse the roles and responsibilities of all those who work in early years settings;
  1. Assess the workplace in terms of personnel, practice and policy in meeting legislative guidelines;
  2. Critically review leading and management theory in relation to early years settings.

 

Assessment:

This module will be assessed by an essay 4,000 words –representing 100% of the module. Assignment submission: by 4pm on Friday 1st May 2015

In addition to a hard copy an electronic copy is also required via Turnitin.

General Guidelines on writing and presentation

You should aim to write reflectively and analytically, befitting your under- graduate/level 6 status;

  1. Avoid bullets – please write in full prose
  2. Avoid abbreviations such as ‘don’t’ ‘can’t’ ‘isn’t’ etc. Use words in full
  3. When using an acronym such as EYFS, you should write it in full as ‘Early Years Foundation Stage (EYFS)….’ at first reference, with the acronym in brackets. The acronym can be used thereafter.
  4. Avoid colloquialisms. By this level you should have developed skills in academic writing which is very different from how you would speak.
  5. Size 11 (max 12) font – e.g. Arial, Verdana etc.
  6. 5 spacing + extra space between paragraphs
  7. (minimum) 2 cm margins left and right on each page
  8. No indentation for new paragraphs
  9. Individual pages should NOT be inserted into plastic wallets.
  10. Avoid bullets – please write in full prose
  11. Avoid abbreviations such as ‘don’t’ ‘can’t’ ‘isn’t’ etc. Use words in full
  12. When using an acronym such as EYFS, you should write it in full as ‘Early Years Foundation Stage (EYFS)….’ at first reference, with the acronym in brackets. The acronym can be used thereafter.
  13. Avoid colloquialisms. By this level you should have developed skills in academic writing which is very different from how you would speak.
  14. Your work should be presented single sided.
  15. Make sure you apply Harvard conventions to referencing both in your script and summatively at the end of your work (Reference section). http://libweb.anglia.ac.uk/referencing/harvard.htm

 

Assignment details

Choose two of the following scenarios and provide a critical analysis of current legislation, policy and practice. The evaluation should include a discussion of the roles and responsibilities of early years’ practitioners and an exploration of leadership and management theory.

Scenarios

  1. Support for a child and family who have recently moved to this country and whose first language is not English
  2. Support for a child who has a significant medical condition
  3. Support for a child who has additional educational needs
  4. Support for a child from a traveller family
  5. The introduction of a new type of play provision
  6. The modification of existing practice (for example change from communal snack time to cafeteria style provision)
  7. Preparation for an Ofsted inspection

 Suggested content/structure for your evaluative account (this is not a definitive list).

This assignment is asking you to:

 

  1. Critically engage with relevant theory underpinning leadership and management in the early years
  2. Provide a critical analysis of legislation, policy and practice in leading and managing the early years (to include the professionalisation of the early years workforce)
  3. Acknowledge/recognise that managing ‘quality’ early years practice involves the contribution of many practitioners; whilst, exploring the responsibilities of specific early years roles e.g. the setting’s manager, Key Person, SENCO, Reception teacher (in two of the given scenarios).

Suggested content/structure for your evaluative account (this is not a definitive list).

Introduction

This section should be used to contextualise ‘quality’ early education and care – an objective of successive UK governments, academics and educators.

Areas to consider:

  • leadership as crucial to effective practice; the drive to equip practitioners with the skills and knowledge to lead and manage quality practice with reference to the general principles of leadership and management, underpinning theory and contemporary research e.g. The Effective Provision of Pre-School Education (EPPE) project (Sylva et al., 2003), the Researching Effective Pedagogy in the Early Years (REPEY) project (Siraj-Blatchford et al., 2002a), the Study of Pedagogical Effectiveness in Early Learning (SPEEL)project (Moyles et al., 2002) –   Framework for Effective Pedagogy in the Early Years (in which Moyles et al., describe a set of quality assurance criteria for effectiveness).
  • critical evaluation of legislation and policy surrounding professionalism in  early years workforce:

e.g. The United Nations Convention on the Rights of the Child UNICEF, 1989),  The Children Acts ( 1989,2004), introduction of the Common Assessment Framework; Every Child Matters (ECM) (DfES, 2004);  Early Years Professional Status (CWCD, 2007c) – heralded a ‘new model’ of professionalism for early childhood; Early Years Foundation Stage (EYFS) framework (2008a) and  the Teachers’ Standards (Early Years: DfE, 2013). You may also wish to explore Choice for Parents, the Best Start for Children: A Ten Year Strategy for Childcare (HM Treasury, 2004) and the Childcare Act (2006) – these are central to government policy for improving outcomes for all children and precede the EYFS (2008;2012) and the Equality Act, 2010.

 

  • Quality Assurance in Early Years settings – external assessment of quality e.g. Office for Standards in Education (Ofsted)
  • Role of leadership

Environments – emotional (‘the voice of the child’), and physical indoor/outdoor

Partnership with parents, teamwork, inter- agency collaboration

  • Challenges and dilemmas in managing quality  early years’ provision

 

Two examples – managing change/managing inclusion

Provide a critical analysis of legislation, policy and practice surrounding each. The evaluation should include a discussion of the roles and responsibilities of early years’ practitioners.

For example, in the scenarios which involve managing equality practice you would be expected to highlight relevant legislation and policy on inclusion; to explore roles and responsibilities of key personnel in managing the inclusion of children with special/additional needs; to include meeting the needs of the child, information sharing, collaborative/ inter-agency working , partnership with parents and training/CPD.  You should also engage with key issues and the challenges /barriers to managing equality practice.

In the example of managing change you can acknowledge that changing legislation often precipitates change in practice and the value of, for example the EYFS guidelines in ensuring practitioners remain up to date with legislative changes. One way of recognising links to policy when discussing the management of change includes the construction and implementation of policy that facilitates evolution of practice. There are many examples in the literature of change management. References are present in the power point related to this issue.

Conclusion

The conclusion is essentially a summary of the main themes of your work. What are the challenges? In what ways do legislation, policy and specific expertise help meet these challenges?

Critical Issues and Contemporary Debates Assessment

 

 

Below are the assignment topics related to the course sections on Early Formal Learning and Applied/Professional Ethics.   There are of course other topics relating to different themes of the module and these will be provided by Kevin.

 

You are required to choose one of the following essay titles:

 

  • Practical Ethics is political because it cannot avoid the question of authority. Who should decide? Discuss in context of early years

 

  • What drives early formal learning and what are the risks?

 

  • Current Early Years initiatives are driven by two different agendas –political and child focussed.

 

  • School Readiness. Who is ready?

 

If you wish to develop your own question on this topic, let me know.

For each of the questions above you would answer by writing a 4,000 word essay.

 

The hand in date is 12th May by 4.00 pm submitted via Turnitin.