Pre-Birth to Three guidance (2.3 - Education Scotland

More documents

Recommendations

Info

8 Equally Well. It reflects the complex and multi-faceted nature of the challenges faced by some of our children and families, making clear that these challenges cannot be dealt with by a single agency, but require multi-agency collaborations. This, of course, is precisely what our three interconnected and mutually reinforcing social frameworks are intended to secure. Pre-Birth to Three: Positive Outcomes for Scotland’s Children and Families identifies the four Key Principles of Rights of the Child, Relationships, Responsive Care and Respect. It aims to improve and enhance evidence-based practice by building on our knowledge of current research and our work with babies, young children and their families. It highlights practical case studies and gives signposts to related research examples to support staff in their initial and continuing professional development. It also lays a sound foundation for children’s learning and development and will ensure a smooth and coherent transition for all children as they begin to engage with Curriculum for Excellence 3–18. I commend this important document and supporting multimedia resource to all those working with Scotland’s youngest children as we realise our radical vision to prevent intergenerational poverty and break the cycle of deprivation, thus achieving the best possible start and improved life chances for ALL of our children. Adam Ingram Minister for Children and Early Years PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES MINISTERIAL FOREWORD
INTRODUCTION Introduction There is a strong relationship between early life experiences and how babies develop cognitively, socially, emotionally and physically throughout their lives. The Early Years Framework states that: ‘It is during our very earliest years and even pre-birth that a large part of the pattern for our future adult life is set.’ (Scottish Government, 2008d, p 1) This national guidance, Pre-Birth to Three: Positive Outcomes for Scotland’s Children and Families, replaces Birth to Three: supporting our youngest children. It is built on research and seeks to promote evidence-based approaches. Pre-Birth to Three: Positive Outcomes for Scotland’s Children and Families recognises the importance of pregnancy and the first years of life in influencing children’s development and future outcomes. A focus on this period is therefore critical to achieving positive outcomes for Scotland’s children and families. Staff working with babies and families understand that learning takes place initially within the womb. They also appreciate that babies arrive into the world with their individual personalities, ready to adapt to, and be influenced by, their environment. This national guidance sets the context for high quality care and education and seeks to identify key features that support and promote evidence-based approaches. Throughout this guidance, the following terms are used: • parents to include all main caregivers • staff to include those working with children and families in early years settings • adults to include parents and all those working with (or on behalf of) children. WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 9
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: MINISTERIAL FOREWORD Ministerial Fo
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
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
show all

Pre-Birth to Three guidance (2.3 - Education Scotland

Create successful ePaper yourself

Delete template?

Save as template?