Pre-Birth to Three guidance (2.3 - Education Scotland

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4 Acknowledgements Learning and Teaching Scotland gratefully acknowledges the support and expertise, contributed by a wide range of colleagues from the early years community, during the development of the national guidance – Pre-Birth to Three: Positive Outcomes for Scotland’s Children and Families. A special thank you is extended to the multi-agency National Under Threes Advisory Group (NUTAG). Learning and Teaching Scotland would like to extend most sincere thanks to the staff, children and parents from early years settings and all those who made significant and important contributions. Due to this invaluable support, which includes wonderful photographs and superb film footage, the quality of the guidance and accompanying materials has been enhanced immensely. A huge thank you goes to the experts and academics who kindly donated their time and shared their expertise. This has ensured that the guidance and multimedia resource are well informed, evidence-based and reflect accurately the current policy and practice landscape in Scotland. Learning and Teaching Scotland would also like to express gratitude for the images which have been reproduced on the DVD, with kind permission from NHS Health Scotland.
Contents Ministerial Foreword 7 Introduction 9 A Shared Vision 12 Getting it right for every child 14 The Importance of the Early Years 15 Brain Development: Making and Shaping Connections 15 Every Child Deserves the Best Start 16 Using Research to Inform Practice 17 Four Key Principles for Best Starts and Positive Outcomes 19 Rights of the Child 19 Relationships 21 Responsive Care 23 Respect 24 Nine Features of the Key Principles in Practice 27 Role of Staff 29 Attachments 35 Transitions 39 Observation, Assessment and Planning 43 Partnership Working 49 Health and Wellbeing 55 Literacy and Numeracy 61 Environments 65 Play 71 References and Further Reading 79 5
Page 1 and 2: Pre-Birth to Three Positive Outcome
Page 3: Pre-Birth to Three Positive Outcome
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 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
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HEALTH AND WELLBEING Health and Wel
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HEALTH AND WELLBEING The Scottish G
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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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