1. Identify the current legal requirements covering those working with children.

Kindegartens, childminders, preschools, schools must be guided after Early Years Foundation Stage (EYFS) which is required by OFSTED.

The EYFS requirements includes:

• the seven areas of learning and development;
• the early learning goals which must be achieved by the end of Reception school;
• the assessment requirements for assessing young children to ascertain their achievements and how and when practitioners have to discuss children’s progress with their parents.

In the EYFS there are outcomes for each Area of Learning (ELG) which children have to achieve according to their age. I’ll write few goals for each area:

1. Personal, Social and Emotional Development – children must be support and encourage to develop a positive sense of themselves and of others, to understand their feelings, to have confidence in their own abilities.

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Early Learning goals are:

• to be confident and enjoying playing in group;
• to form a good relationship with teachers and children;
• to work as a part of a class: take turns, sharing, nice behaviuor…
• to be interested and motivate to learn.

2. Communication and Language – involves giving children opportunities to express themselves, to listen and speak in different situations. Early Learning goals are:

• interact with others, taking turns in conversation;
• use talk to express their feelings;
• listen and repeat words, phrases.

3. Literacy– this goal aims to provide children with a large range of poems books and other reading materials and we have to encourage them to look in the books, to read and to write. The Early goals are:

• to hold book in right way and to turn pages;
• to explore sounds, words and phrases;
• to retell what they have read;
• to link sounds to letters of the alphabet.

4. Mathematics – children must be provided with opportunities to develop and improve their skills in describing shapes, spaces, measures, counting, using numbers, to understand the concept between “big” and “small” , “short” , “long” , “heavy” , “light”…

• to notice shapes and patterns in pictures
• to represent numbers using fingers, sticks or other objects;
• to show an interest in representing numbers, shapes.

5. Understanding the World – this area involves to guide children to understand the world and community they live in through opportunities to explore, observe the environment, places, people, technology. The Early Learnings gols are:

• to ask questions about why things happen and how to work;
• to notice detailed features of objects in their environment;
• to match parts of objects that fit together;
• to understand and to know how things are used in different ways.

6. Expressive arts and design – involves providing children with a wide rage of media and materials to explore and play with it, as well to share their ideas, thoughts and feelings through a variety of art, dance, music movement, design and technology. For this area few goals are:

• to sing songs, to make music and dance and then to experiment with ways of changing them;
• being imaginative using what they have learned about media and materials in original ways;
• to express their feelings, thoughts through music, paint, craft.

7. Physical development – involves helping and encouraging children to be active and interactive and to improve their skills of coordination, manipulation and movement. As well we have to encourage children for healthy food choice. Children’s goals must be:

• move with control and safety in large or small movements;
• handle tools, objects, build towers from blocks;
• walk around, under, over, climbing equipment;
• children have to manage their own basic hygiene and personal needs such as: dressing/undressing, washing hands/face, going to the toilet independently.

2. Understand the need for valuing individuality and how this can be supported in the child care setting.

Usually in the setting there are children from different cultural backgrounds and all settings requires Children act 1989 which take account of children’s religion, cultural background, racial origin and linguistic background. All children have the right to a cultural identity and settings should recognise, respect and value the cultural identity of that child.

Children learn quickly though playing, images, stories, songs that why practitioners should promote in the setting with positive images of all people, reflecting the wider society. Also, we have to ensure that people are shown in a positive light.