Pre-Birth to Three guidance (2.3 - Education Scotland

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10 1 www.LTScotland.org.uk/earlyyears/index.asp PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES INTRODUCTION Staff working with Scotland’s youngest children should recognise the impact and importance of their work on children’s lives and future life chances. In order for staff to be confident that they are providing the best experiences for babies and children, they need to know why it is essential that they get it right for every child in these most critical years. In broad terms, the purpose of this guidance is to help inform and support all adults who work with and on behalf of Scotland’s youngest children. Along with the related DVD and CD, it should be regarded as a multimedia key resource which provides guidance and also stimulates and generates professional discussion and debate. This kind of approach to professional development leads to the highest quality provision for all babies and children in their very earliest years. To maximise accessibility for all, this guidance and related support materials are available online 1 . The main aim of Pre-Birth to Three: Postive Outcomes for Scotland’s Children and Families is to promote continuing professional development. It will also: • facilitate effective partnership working for the benefit of every child • build confidence, capability and capacity across the current workforce • inform students engaged in pre-service training programmes • provide a common reference source to promote reflection, debate and discussion • share and inform ways in which staff support children and families • improve and enhance evidence-informed practice.
INTRODUCTION Many countries are looking with a renewed focus at the area of pre-birth to 3 years because of a growing recognition of the importance of the earliest months and years. Drawing upon national and international research, this guidance sets out four key principles for best starts and positive outcomes, through which effective support and learning opportunities for very young children can be promoted. The four key principles are: • Rights of the Child • Relationships • Responsive Care • Respect. Based on these key principles, the guidance proposes sensitive and respectful approaches and ways of interacting that are beneficial to children and families. Nine features have been identified to put the key principles into practice. All of the key principles and features of practice are interrelated and interdependent. How they are used to inform practice is a question for staff, children and families. Throughout this guidance, there is recognition of the various and complementary ways in which very young children are cared for in different settings. It is based on the fundamental understanding that relationships, environment, health, family and community all influence and shape children’s development. Whilst children’s early experiences play an important part in shaping their future attitudes and dispositions, very young children are capable individuals in their own right, and, with appropriate support, can develop resilience to deal with many of life’s challenges. WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 11
Page 1 and 2: Pre-Birth to Three Positive Outcome
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Page 5 and 6: Contents Ministerial Foreword 7 Int
Page 7 and 8: MINISTERIAL FOREWORD Ministerial Fo
Page 9: INTRODUCTION Introduction There is
Page 13 and 14: INTRODUCTION Recognising that all a
Page 15 and 16: THE IMPORTANCE OF THE EARLY YEARS T
Page 17 and 18: USING RESEARCH TO INFORM PRACTICE U
Page 19 and 20: FOUR KEY PRINCIPLES FOR BEST STARTS
Page 27 and 28: NINE FEATURES OF THE KEY PRINCIPLES
Page 29 and 30: ROLE OF STAFF Role of Staff Staff w
Page 31 and 32: ROLE OF STAFF Key Person The key pe
Page 33 and 34: ROLE OF STAFF Reflection and Action
Page 35 and 36: ATTACHMENTS Attachments Responsive
Page 37 and 38: ATTACHMENTS The National Scientific
Page 39 and 40: TRANSITIONS Transitions Transitions
Page 41 and 42: TRANSITIONS • being closely obser
Page 43 and 44: OBSERVATION, ASSESSMENT AND PLANNIN
Page 49 and 50: PARTNERSHIP WORKING Partnership Wor
Page 51 and 52: PARTNERSHIP WORKING Partnerships Ac
Page 53 and 54: PARTNERSHIP WORKING Reflection and
Page 55 and 56: HEALTH AND WELLBEING Health and Wel
Page 57 and 58: HEALTH AND WELLBEING The Scottish G
Page 59 and 60: HEALTH AND WELLBEING Case Study - H
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LITERACY AND NUMERACY Literacy and
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LITERACY AND NUMERACY Case Study -
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ENVIRONMENTS Environments The envir
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ENVIRONMENTS Environments and Resou
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ENVIRONMENTS Case Study - Environme
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PLAY Play For many years, there has
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PLAY Planning and Supporting Play B
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PLAY Play and Risk Opportunities fo
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PLAY Case Study - Play Joe is 28 mo
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REFERENCES AND FURTHER READING Refe
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REFERENCES AND FURTHER READING Podm
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Learning and Teaching Scotland The
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Pre-Birth to Three guidance (2.3 - Education Scotland

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