Pre-Birth to Three guidance (2.3 - Education Scotland

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12 A Shared Vision This guidance reflects and supports Scotland’s shared vision and commitment to developing a strategic approach to prevention and early intervention in tackling the significant inequalities in Scottish society. These priorities are set out in the Scottish Government’s interrelated policy frameworks entitled The Early Years Framework (2008d), Equally Well (2008c) and Achieving Our Potential (2008b), all of which aim to build the capacity of individuals, families and communities so that they can secure the best outcomes for themselves. There is a strong recognition that staff across agencies must work in partnership to move from intervening only when a crisis happens, towards prevention. Providing the right support at the right time can help to build resilience, enabling individuals and families to find their own solutions to problems as they arise. The Early Years Framework highlights the importance of prevention and early intervention: ‘The period between pregnancy and 3 years is increasingly seen as a critical period in shaping children’s life chances, based on evidence of brain formation, communication and language development, and the impact of relationships formed during this period on mental health. It is therefore also a critical opportunity to intervene and break cycles of poor outcomes.’ (Scottish Government, 2008d, p 8) PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES INTRODUCTION
INTRODUCTION Recognising that all adults working with children have an important role in implementing The Early Years Framework is central to achieving the key aim of the framework, which is to bring about transformational change for Scotland’s children. It is also essential for staff to be aware of the significant impact early experiences and life circumstances can have on future outcomes if they are to adopt a genuinely inclusive approach in the delivery of high quality provision for Scotland’s youngest children. Awareness of the significance of children’s life circumstances, for example their socio-economic status, race, gender, disability, religion, or whether they are looked after, is vital in helping staff to get it right for every child. Children may have additional needs which require long-term support, whilst others may have shorter-term needs. How these needs impact on an individual child’s development and learning varies from child to child and this determines the level and nature of support required. Whilst there are many individual differences and variables in respect of needs and support, prevention and early intervention are essential if children are to be provided with the very best start in life. Staff can increase capacity to secure improved outcomes for children by: • agreeing and adopting a shared vision, values and principles across services • engaging in regular and appropriate high quality professional development opportunities • recognising different needs and embracing Scotland’s rich cultural diversity • creating environments which are culturally sensitive, accessible and inclusive • building solutions around children and families • working together with parents and professionals to make a positive difference. WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 13
Page 1 and 2: Pre-Birth to Three Positive Outcome
Page 3 and 4: Pre-Birth to Three Positive Outcome
Page 5 and 6: Contents Ministerial Foreword 7 Int
Page 7 and 8: MINISTERIAL FOREWORD Ministerial Fo
Page 9 and 10: INTRODUCTION Introduction There is
Page 11: INTRODUCTION Many countries are loo
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
Page 61 and 62: 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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