Critically evaluate the provision for the personal, social and emotional development of children in own setting

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.12: Promote the personal, social and emotional development of children
Learning outcome: Be able to critically evaluate the provision for the personal, social and emotional development of children in own setting
Assessment criteria: Critically evaluate the provision for the personal, social and emotional development of children in own setting

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As an Early Years practitioner, it is important to have a deep understanding of the needs of children aged 0-5 and their families. One way to ensure that you are meeting these needs is to critically evaluate the provision for personal, social and emotional development in your own setting. Let’s take a look at how this can be done.

The EYFS Framework and Developmental Milestones

When assessing the personal, social and emotional development of children in early years settings, practitioners should refer back to the Early Years Foundation Stage (EYFS) framework. This document outlines seven areas of learning and development which focus on providing children with the necessary knowledge, skills and experiences they need for healthy growth – one of these areas being ‘Personal, Social and Emotional Development’. By understanding what is expected from each age group within this area – from developing self-confidence to building positive relationships with others – practitioners can then begin to assess if their provision meets these expectations.

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Observation & Assessment

Observing children in their day-to-day activities is essential when evaluating their progress in terms of personal, social and emotional development. Practitioners should watch closely how children interact with materials, peers, staff members etc., as well as any changes in behaviour or emotions that may arise during particular activities or throughout the day as a whole. Keeping detailed records of observations including any patterns or trends that may emerge over time can help practitioners identify any potential issues early on so that suitable strategies can be put in place.
Phone calls home or parent/teacher meetings may also be useful when assessing how well a child is doing socially and emotionally – getting an insight into home life or simply asking questions about what they enjoy most at nursery can provide further evidence for evaluation purposes.

Creating an Environment Conducive to Development

It’s not just about assessing what has been done; creating an environment conducive to personal, social and emotional development is key too! Establishing good relationships with all family members involved (both parents/carers) can be beneficial for both parties; trust between adults leads to greater cooperation between them which ultimately helps create a positive learning environment for the child which facilitates growth across all areas including PSED. Additionally, creating stimulating activities which allow children space for expression are also important; activities such as art & craft sessions or role play allow children opportunities to discuss feelings openly amongst themselves which promotes communication skills whilst also allowing them time away from screens!

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Summary

Overall then there are many aspects to consider when critically evaluating the provision for personal, social and emotional development in early years settings; from looking at developmental milestones outlined by the EYFS framework through observation & assessment techniques used by practitioners up until creating an environment which allows for growth across this area too! It is an ever changing process but one that is incredibly important if we want our youngest generation ready for school life ahead!

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