K19 How the design of the day and expectations adapts to support and reflect all children’s current needs (for example, those children with SEND, EAL, communication difficulties, and the most able)
This film from the Education Endowment Foundation is titled ‘High quality interactions in the Early Years - The ShREC approach’. How do the early years practitioners support and reflect the needs of the children?
Table of Contents
- Tutorial Video
- Reading Materials
- Find and read the statutory guidance of the local authority, county or country you work in for supporting:
- ‘EYFS statutory framework statutory framework’ from the Department for Education
- ‘Meeting the needs of all children’ on the Help For Early Years Providers website
- Presentation
- Good Practice Example
- Reading Materials
- ‘Early years: guide to the 0 to 25 SEND code of practice’ from the Department for Education
- ‘Promoting the Development of Children With SEND’ from Teach Early Years
- ‘What’s all the talk about adaptive and differentiated teaching for children with SEND?’ on the Twinkl website
- Good Practice Example
- Reading Materials
- Good Practice Example
- Reading Materials
- ‘English as an additional language (EAL)’ on the Help For Early Years Providers website
- ‘Supporting bilingual children in the Early Years’ from the National Association for Language Development in the Curriculum (NALDIC)
- Good Practice Example
- Reading Materials
- Presentation
- Reading Materials
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- This article on the Teach Early Years website is about ‘Challenging Maths’ and ensuring that children of all abilities are challenged.
- ‘Being Bored – Allowing Genius In Early Years’ from the Childcare Education Expo looks at how the EYFS supports the children who are most able.
- This section of the Speech and Language UK website provides resources on topics such as multilingualism, apraxia, quiet children, stammering, glue ear etc .
- Meeting the needs of children with Speech, Language and Communication difficulties is highly important, one factor to consider is how to adapt the environment to suit the children’s needs. The Early Years Careers website include an article on ‘Adapting the environment.
- Click to read ‘Gifted and Talented Education and the Early Years: a Conversation with Christine Pascal’. The interview covers a number of areas that you may find useful in your role.
- ‘Quality support for speech, language and communication in early years settings – A Strategic Approach’ from the Council for Disabled Children is aimed at all those wishing to improve the outcomes for young children with delayed speech and language development, or speech, language and communication needs (SLCN) in early years settings.
- The UK government has produced a review on ‘Best start in life part 2: the 3 prime areas of learning’ considering the principles of curriculum design and delivery that ensure all children, including disadvantaged children and those with special educational needs and/or disabilities (SEND), learn what they need in order to do well in their education. Read through the review and identify the areas where you either agree or disagree with the findings.
- This document on ‘Finding and exploring young children’s fascinations: Strengthening the quality of gifted and talented provision in the early years’ was produced by the Department for children, schools and families. Is there anything that you can use in your setting?
- Think And Challenge
- Think And Challenge
- Think And Challenge
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