Pre-Birth to Three guidance (2.3 - Education Scotland

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30 Self-evaluation It is through ongoing self-evaluation that links are made between practice and what is known about how children develop and learn. Reflecting on practice individually and as part of a staff team is central to supporting the self-evaluation process in order to improve practice and enhance the quality of provision for all children. Ongoing evaluation is also essential if staff are to create a positive ethos in the setting and ensure that planning remains responsive and child focused. The Child at the Centre states that: ‘The process of collegiate self-evaluation, by staff and with centre managers, works best when all working in the centre have a shared understanding of what is meant by ‘quality’. This often stems from a shared vision of what you as a centre community want for the children, and what you want your provision for children to be like in two or three years time.’ (HMIE, 2007, p 6) Self-evaluation encourages staff to consolidate their thinking in relation to: the specific needs and interests of every baby or young child; progress relating to all aspects of children’s development and learning; communication with parents; and the ways in which the environment meets the needs of all. PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES ROLE OF STAFF
ROLE OF STAFF Key Person The key person meets the needs of every child in their care and responds sensitively to their feelings, ideas and behaviour. They offer security, reassurance and continuity, and are usually responsible for feeding, changing and comforting the child. The key person helps children to develop relationships with members of staff and other children. They skilfully observe children in their play, their relationships and in day-to-day activities, in order to inform future opportunities and experiences that best meet the needs and interests of children. 10 The key person system also enables informed and sensitive communication with the child, family and other agencies, in line with the key components embedded within the Getting it right approach. 11 Roberts (2010, p 146) acknowledges that: ‘The Key Person approach is a way of working in settings in which the whole focus and organisation is aimed at enabling and supporting close attachments between individual children and individual staff. The Key Person approach is an involvement, an individual and reciprocal commitment between a member of staff and a family.’ Communication Mutual respect and trust are important aspects of effective and open communication. Good communication is intrinsic to the work of early years staff as they share their thoughts, ideas and plans with colleagues, parents and, where appropriate, children. Effective communication also involves staff acting as positive role models for children and parents, as parents may seek guidance on how to enhance communication, speech and language development for their own children. Staff in early years settings use a variety of methods of communication to engage with and inform parents and other agencies. Noticeboards, sharing photographs, newsletters, texts, emails and other mechanisms can be used to record and share children’s achievements. 10 See section on Observation, Assessment and Planning 11 See section on Partnership Working WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 31
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 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: ROLE OF STAFF Role of Staff Staff w
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
Page 69 and 70: ENVIRONMENTS Case Study - Environme
Page 71 and 72: PLAY Play For many years, there has
Page 73 and 74: PLAY Planning and Supporting Play B
Page 75 and 76: PLAY Play and Risk Opportunities fo
Page 77 and 78: PLAY Case Study - Play Joe is 28 mo
Page 79 and 80: REFERENCES AND FURTHER READING Refe
Page 81 and 82:
REFERENCES AND FURTHER READING Podm
Page 84:
Learning and Teaching Scotland The
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Pre-Birth to Three guidance (2.3 - Education Scotland

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