To summarise the current legal requirements for those working with children. This should include reference to the 6 learning goals and how they could be implemented in a child care setting.

History

The Childcare Act 2006 became a law on 11 July 2006, and it is the first ever legislation exclusively concerned with early years and childcare, ‘according to‘: [1] “Northamptonshire.gov.uk“. This Act is concerned with providing positive outcomes for a child at risk of poverty, focusing on child matters like (safety, health, economic wellbeing, enjoying and achieving a positive contribution) and is also concerned with bringing the inequalities that may exist between children.

The Act introduces the Early Years Foundation Stage (EYFS) for terms regarding children aged up to 5 years and this is a frame work that aims to support child care providers in delivering integrated early education and care for children.

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

The Childcare Act 2006 provides for the early years foundation stage learning and development.

THE EARLY LEARNING GOAL

This is knowledge, skills and understand which young children should have acquired by end of the academic year until they reach the age of 5. The areas covered under the learning goals are set below: [2] www.gov.uk/government.

Personal, social and emotional development

• Self-confidence and self-awareness:

Children are confident to try new activities, and say why they like some activities more than others. They can speak among regular friends in a group, and share their ideas, and will choose the means they need for their chosen activities. They say when they do or don’t need help.

Home

• Managing feelings and behaviour:

Children can talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. For instance, ‘washing hands before eating.’

• Making relationships:

Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.