Pre-Birth to Three guidance (2.3 - Education Scotland

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18 In order to improve and promote evidence-based practice, staff could: • engage regularly in continuing professional development activity • articulate and communicate the questions that need to be explored to improve the quality of provision for children and families • share findings around what works in practice, by making use of Learning and Teaching Scotland website, Glow and other websites • subscribe to new e-bulletins, publications or websites • reflect on different aspects of practice with colleagues, children and parents and focus on what is done and why • encourage children to adopt a ‘finding-out’ culture so that research is regarded as a natural tool. Most staff would agree that being able to explain their practice by referencing relevant research or other evidence gives confidence and credibility to both the providers and users of a service. An exciting resource for staff to begin to explore research to inform their practice is the Growing Up in Scotland study (GUS). GUS is an important long-term research project aimed at tracking the lives of a sample of Scottish children from the early years, through childhood and beyond. The study is funded by the Scottish Government and carried out by the Scottish Centre for Social Research (ScotCen). Its principal aim is to provide information to support policy making, but it is also intended to be a broader resource that can be drawn on by academics, voluntary sector organisations and other interested parties. Focusing initially on a representative sample of 5,217 children aged 0–1 years (birth cohort) and another sample of 2,859 children aged 2–3 years (child cohort), the first wave of fieldwork began in April 2005. www.growingupinscotland.org.uk Every section of the Pre-Birth to Three guidance highlights findings from GUS that link to the nine features of key principles in practice. There are also signposts to other research studies for each feature. Many organisations and policy makers also collaborate in research groupings to distil research findings in a way that makes the research more accessible to staff and others. One example of this is the Scottish Government’s Early Years Framework Research into Practice Group, which has multi-agency representation. PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES USING RESEARCH TO INFORM PRACTICE
FOUR KEY PRINCIPLES FOR BEST STARTS AND POSITIVE OUTCOMES Four Key Principles for Best Starts and Positive Outcomes The Rights of the Child, Relationships, Responsive Care and Respect are the four key principles which form the basis of this guidance. All staff working with babies and young children should be aware that these key principles are interrelated and interdependent. Rights of the Child Within the United Nations Convention on the Rights of the Child (UNCRC) is the principle that children should be valued and respected at all levels and have the right to have their views heard and acted upon. This means that all adults and agencies should ensure when supporting babies and young children that their views are ‘...given due weight in accordance with the age and maturity of the child’ (UN, 1989, Article 12). Children’s rights are defined in many ways, including a wide spectrum of civil, cultural, economic, social and political rights. Effective approaches to early years and early intervention policy will contribute strongly to promoting and upholding children’s rights as defined by the UNCRC and indeed those rights should underpin all policy for children. Legislation governs the way children in Scotland are respected, most importantly through the Children (Scotland) Act 1995. The National Care Standards: early education and childcare up to the age of 16 (Scottish Government, 2007) are also founded on principles that reflect the rights of children and influence how services for children and young people are delivered. The main principles are dignity, privacy, choice, safety, realising potential, and equality and diversity. All children have the right to thrive and be nurtured by adults who promote their general wellbeing, health, nutrition and safety. Children are active citizens in the world and, from a very early age, children are finding out about their rights, often through relationships and the ways in which others treat them. They are learning about expressing themselves, their interdependence with others, how valued they are, and about sharing, making choices and their place in the world. WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 19
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 and 12: INTRODUCTION Many countries are loo
Page 13 and 14: INTRODUCTION Recognising that all a
Page 15 and 16: THE IMPORTANCE OF THE EARLY YEARS T
Page 17: USING RESEARCH TO INFORM PRACTICE U
Page 21 and 22: 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
Page 63 and 64: LITERACY AND NUMERACY Case Study -
Page 65 and 66: ENVIRONMENTS Environments The envir
Page 67 and 68: 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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