Development Platform for Newborns in Child Care and attention Centres

The Ministry of Community Development, Youth and Sports (MCYS) licences childcare centres for children from 2 calendar months to 6 years. Over time, criteria have been raised and quality of childcare centres has increased through more impressive range educator training and an increased requirement of the academic qualification of early childhood educators.

In 2002, the Ministry of Education (MOE) launched Nurturing Early Learners (NEL): A Construction for a Kindergarten Curriculum. The Kindergarten Framework provides a extensive set of guidelines and practices to guide early childhood teachers plan and execute developmentally appropriate activities for children aged 4 to 6 6 years old in kindergartens and childcare centres.

As younger children in child care and attention centres do not come under the Kindergarten Construction, MCYS initiated the first Years Development Framework (EYDF) to improve quality care for children aged 2 months to 3 years. The two frameworks, taken as a whole, provide early youth educators with continuity for the treatment and development of children from 2 months through the kindergarten years until they get into primary university.

The EYDF pieces the typical for quality of health care, pedagogy and procedures that are specific to the developmental needs of infants and toddlers. It defines outcomes for learning and development and educators with wide-ranging recommendations to plan and deliver culturally and developmentally appropriate encounters, bolster home-centre partnerships, foster community sites and enhance professional development.

The Development of EYDF

The EYDF was developed with regards to different resources of information building on existing expectations and training of baby and child treatment teachers. First, the EYDF team evaluated research and literature from neuroscience, newborn and child development, attachment theories, early child years education, programs for newborn and small children and also books on good practices.


This exercise reinforced the importance of optimizing children's development in the first three years of life. During this time period the intensity in which neural cable connections are created in the mind is unrivaled. What toddlers experience and find serve as the foundation for future learning and development.

Second, reference was made to the US Convention on the Protection under the law of the Child (UNCRC) with special attention to Articles 3, 6, and 121. The UNCRC Guiding Principles articulate children's protection under the law to alternative development and having their finest interests at the heart of most decision-making process. Several countries2 have embarked on a voyage to clearly establish what is in the needs of small children in centre-based options. Frameworks from these countries offered as useful referrals for the EYDF.

1 Singapore ratified the UNCRC in 1995

2 Countries like Australia, Canada, Hong Kong, New Zealand, the united kingdom and the united states have articulated frameworks which reveal how children learn and develop, the mediating need for relationships, developmental encounters (strategies and activities), accountability in conditions of goals and benefits, and partnerships with families and the community.

3 Early Child years and Special Needs Education Academic Group, Country wide Institute of Education

Third, the introduction of the EYDF involved considerable input from the local academia and different stakeholders. Research conclusions from the MCYS/ NIE3 analysis using the Infant/Toddler Environment Rating Scale (ITERS), contributed to some of the items in the EYDF. Efforts also originated from extensive consultative trainings with the first years as a child community, including providers, supervisors, educators, training firms, as well as parents. Other inputs originated from observation trips to child/toddler settings and conferences in Singapore and in another country. CONFIDENTIAL DRAFT 3


The EYDF builds on foundations laid by the kid care and attention centre licensing standards and tutor training requirements. It expands on these and weaves a developmental theme in to the care procedures. The framework will serve as a professional compass for early on years educators dealing with infants and toddlers by talking about guiding concepts and practices to see and support their pedagogical and curricular methods.

Early years teachers may use the construction as a tool to make informed decisions and also to plan developmentally appropriate activities and environments for babies and small children. Strategies specified in the construction will guide teachers to focus on growing warm and nurturing interactions with the children in their health care by responding correctly to their physical, linguistic, cognitive, social and emotional needs.

The Platform articulates the indispensible role households play in the care and attention and development of their children and then the need to strengthen home-centre partnerships. Linkages and collaborations within the community are included to both support households and children's learning. In seeking quality in attention, key elements such as critical inquiry and reflection by educators ensure that young children's experiences are developmentally and culturally appropriate. The Construction advocates a solid sense of professionalism and reliability and accountability among those looking after the young. CONFIDENTIAL DRAFT 4


This Framework embraces a graphic of centre-based quality for young children as you of:

¶ Children being Secure, Confident, Safe and Healthy

¶ Children being Involved, Involved and Enquiring

¶ Centre, Families and the Community Connecting and Relating

Five key pillars uphold this image of quality:

¶ The Growing Child

We start to see the child all together being developing in physical form, intellectually, emotionally, socially and culturally. The kid is wired for development and learning even before beginning and enters the globe resourceful and positively participating in its learning and development. -If a young child's brain is to thrive she needs to be loved, performed, talked to, read to and allowed to explore4- The positive social and psychological support a young child receives help her feel secure and feel good about herself, and this develops the determination to learn. We also see the child as being focused, requesting questions, like -what is this?' and -why?' and engaging in problem solving, from figuring how to drink soup from a plate to keeping a tower of 5 blocks from toppling when a 6th block is added. Quality conditions and positive romantic relationships with adults help develop autonomy and independence and at the same time builds self-assurance and home- esteem.

4 Simmons & Sheehan (1997) - source to be provided

¶ The Intentional Programme

The programme, environment and curriculum are flexible to meet up with the needs of young children. The emphasis is intentionally developmental and appropriate to the well-being and life stages of young children. The concentration is on positive relationships and building warm and nurturing romantic relationships. The environment is established to aid play and exploratory behaviours for learning and development. Pre-toddlers who are crawling and toddlers who have discovered the joys of walking need customised environments. The purposeful environment CONFIDENTIAL DRAFT 5

provides opportunities for movements and assorted activities and it is well stocked with appropriate materials and resources. These are safe, available and accessible to the kids.

¶ The Professional Educator

The Educator is attuned and attentive to the needs of young children. She actually is keenly aware of the various developmental levels, especially the distinctive needs for infants and toddlers to develop secure attachments and relationships. She is also alert to individual dissimilarities and needs of children in her attention. With this knowledge, the Educator creates a nurturing environment for positive connections with parents and children as well as for facilitating play, exploration and learning. The educator is professionally trained and is also always wanting to further develop her skills and knowledge in dealing with young children, families and the community.

¶ An Involved Family

The family is an important part of young children's development. A distributed and sustained relationship between the centre and the home draws on the respective advantages and means that children's progress and developmental needs are resolved optimally. The educator realizes that parents and other family members are individuals with their own set of concerns and issues which might at times influence their behavior towards the kid and the centre. While remember the child's best interest, the educator also looks for to understand, be supportive and offers help to members of the family where necessary.

¶ An Employed Community

The home-centre relationship is further enriched with linkages with the community. The resources from network with other specialists, specialists, agencies and organisations, will offer you households support and professional assistance when needed. At the same time, the children advantage when community resources are reached by the children or when they are helped bring or asked to the centre to improve children's health, development and learning. CONFIDENTIAL DRAFT 6


The give attention to children aged 3 and below is at the heart of the platform. Our professional knowledge and research, previous experiences, values and values condition the way we use children. These factors connect to children's need to develop secure attachments, steady romantic relationships as well as their inclination to explore the surroundings.

Children expand and develop as they figure out how to construct and expand their sense of home, their confidence, their capabilities, and their knowledge of who they are in relation to the surrounding conditions and the world beyond. The abundant fabric of interactions and human relationships is the building blocks upon which all the developments take place.

The construction recognises the valuable role played out by family members and Teachers and the partnerships with households and the city. The EYDF includes 3 areas - Guiding Principles, Expected Results and Suggested Methods.

Guiding Guidelines:

Five guiding concepts constitute the building blocks of the EYDF and indicate the needs of children. The basic principle assertions are anchored on research evidence, neuroscience, child development books and good techniques.

The ideas embody prices and beliefs of how children increase, learn and develop and the role of educators in this technique as well as the integral place people and the city have in this development. CONFIDENTIAL DRAFT 7

Guiding Principles


Guiding Rule 1:

Developing secure attachments and self-assurance in children with nurturing people in a safe and healthy environment.

Guiding Rule 2:

Generating culturally and developmentally appropriate opportunities for children's all natural development and learning.

Guiding Concept 3:

Committing to professional criteria and ethics in working with children and people, and to educators' own professional development.

Guiding Process 4:

Involving people as partners in the care and attention, development and education of children

Guiding Process 5:

Engaging the city as support and resources for home and centre.

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