Assignment On The Statutory Framework For EYFS
SPECIAL EDUCATIONAL NEEDS (SEN) DIPLOMA COURSE
Assignment One Question One
The Statutory Framework for the Early Foundation Stage (EYFS) 2012 states there are three primary areas of learning and development, these are:
Personal, Social and Emotional – this is the child’s identity, self-image and the development of relationships, the skills of living in society.
Communication, Language – learning the skills of understanding and communicating with others.
Physical Development – fine motor skills, the precise use hands, fingers and eyes. Gross motor, the use of larger muscles such as arms and legs.
As well as the three primary areas, development can also be broken down into age ranges:
0-6 Months
6 Months-1 Year
1-2 Years
2-4 Years
4-7 Years
7-11 Years
11-16 Years
16-19 Years
As each child and young person grow and develop at different rates so does …show more content…
their primary areas of development, therefore this is just a guide to a child and young person development.
Personal, Social and Emotional
0-6 Months
Respond to touch and sound.
Recognise the voice of their parents.
Stare at shiny objects.
Smile at a face.
6 Months-1 Year
Distinguish familiar people.
Distress from separation from a parent.
Enjoy playing games like peek-a-boo.
1-2 Years
Temper tantrums.
More demanding.
Express rage at being told ‘no’.
Strong sense of ‘mine’, does not understand sharing.
2-4 Years
Show delight when they are enjoying something.
Interest in other children.
Keen to help and copy adults.
Learning to be separated from parents for short periods of time (i.e. nursery or playgroup).
4-7 Years
Enjoy their independence.
Can take turns and play co-operatively.
Starts to understand rules.
Be frightened of fictitious things like ghosts or things under the bed.
Good sense of self awareness.
Worry about not being liked.
7-11 Years
Starts to form close friends.
Likes to play with same-sex friends.
Concerned of what people think of them.
Enjoys responsibility.
Keen hobby interests (i.e. football, swimming, dance etc.).
11-16 Years
Enjoy friends’ company more than that of their family.
Seem very grown up but also childish at times.
Notice changes in their body.
Mood swings.
Feel anxious at times.
Have their own identity (i.e. clothes, music).
16-19 Years
More of an understanding about life.
Change relationships often.
Firmer identity.
More developed sense of humour.
Makes independent decisions.
Accepts social institutions and cultural traditions.
Improved relationship with parents.
More aware of own strengths and weakness.
Communication, Language
0-6 Months
Cries when hungry, tired or distressed.
Coos and grunts.
Will respond to music and other sounds.
Will recognise a familiar voice.
Show excitement at feeding times.
Notice mobiles and objects around them.
6 Months-1 Year
Enjoys simple games (i.e. pat-a-cake).
Babbling, laughing and squealing.
Looks to see what is happing around them.
Exploring objects, using hands and mouth.
Understand around 20 words like their name, cup, dog, dinner.
1-2 Years
Put words together to make a phrase.
Use 150 – 200 words.
Wave Bye-Bye.
Repeat words.
Finger pointing to draw adult’s attention.
2-4 Years
Can use crayons and paint brushes with more control.
Count to 10.
Use pitch and tone.
Ask many, ‘Why’, ‘What’ and ‘How’ questions.
Point at common objects when they are named.
Know different parts of the body.
Know the names of different animals.
4-7 Years
Talks clearly.
Can give their name and age.
Can ask questions.
Start to break down familiar words.
Copy shapes and form some lettering.
Can sing a song.
Enjoys books and pictures.
Make up stories
7-11 Years
Enjoy chatting and telling jokes.
Can read silently and out loud.
Make up and play games.
Write stories with minimal adult help.
Talk through problems to solve them.
Tattling on others to gain attention.
May be bi-lingual.
When drawing know the difference between heavy and hard pressure and how it changes the picture.
Start to argue with parents.
11-16 Years
Able to describe complicated scenarios.
Learn sarcasm.
Use actions to communicate feelings.
Ability to use their own initiative.
Communication with their parents becomes less and more aggressive.
Uncertain of how to talk to strange adults.
16-19 Years
Improved relationship with parent as they have the ability to speak rather than act out.
Expresses feeling’s in words.
Listens to advice given by parents.
Able to make more informed decisions.
Confidence in communicating with adults.
Use their thoughts and verbal skills to debate, either formally or informally.
Physical Development
0-6 Months
Turn head to look when cheek is touched.
Close finger in reflex to an object touching palm of hand.
Will make stepping movements when held upright on a firm surface.
Hold and shake a rattle.
Sit up aided.
Stretch their arms suddenly and grasp inwards when they feel they are falling, ‘Moro Reflex’.
6 Months-1 Year
Roll from their backs to their stomach.
Crawling, rolling or bottom shuffling.
Sit up unaided.
Stand using aids (furniture, adult support).
Raise arms to be lifted.
Respond by turn head to own name.
Reach with hands, and eat with fingers, for food.
Objects can be passed from one hand to the other.
Bang bricks together and begin to make towers.
1-2 Years
Begin to walk unaided.
Grip using first two fingers and thumb.
Walk up and down stairs with adult help, or even crawl unaided.
Kick, roll or throw a ball.
Use push along toys, also sit and ride.
Feed them self with the use of a spoon.
Make marks with a crayon.
2-4 Years
Can jump off ground with both feet.
Walk up and down stairs unaided.
Run without falling.
Thread large beads onto a lace.
Pedal a tricycle.
Turn single pages of a book.
Increasing confidence in climbing.
Walk on tip toes.
Use the toilet alone.
Will draw and is able to use scissors to cut around it.
4-7 Years
Skip and hops.
Enjoy ball games, and can be skilled enough to hit a ball with a bat.
Complete a 12 piece jigsaw.
Dress themselves, button and unbutton own clothes.
Control a pencil and copy shapes and then able to cut them out.
Kick a ball with aim.
Ride a bicycle.
Confidently climbs.
Thread a needle and sew stitches.
7-11 Years
Require an average of 10 hours sleep a night.
Enjoy team games.
Physical skills already learned are improved and strengthened.
Confident hand movements.
Can manipulate small objects.
They may misjudge their ability until the age of nine.
11-16 Years
Rapid changes in body, girls’ puberty usually begins about 11 years while boys may not start until they are 13 or 14.
Increased strength and stamina.
16-19 Years
Could be sexually active.
Some may issues about their weight and the way they look.
Be fully developed, girls about 16 and boys around 18.
Some examples of how different aspects of development can affect another one are:
A child that has moved to England from another country and has very poor English, they are in a school where they are the only one in the class without a good level of English.
They may feel scared, anxious and confused about moving to a country with a different language. The language barrier between them, other children and the teacher may make them quiet, subdued and moody. This could affect them playing with the other children and understanding the teacher. The language barrier may cause bulling from the other children this could lead to lower self-esteem and make them feel like and outsider; this could affect their social and emotional development.
Children who are less developed in communication, language may feel uncomfortable during reading time. This could lead to embarrassment and a low self-esteem, and unable to form friendships. They may feel angry at themselves because they are not at the learning level of the other children. They may rather do sports or other subjects that does not involve a large amount of language; this could mean they develop faster in the physical
development.
Someone with a disability may not have they physical development as others of the same age. This could affect their personal, social and emotional development as they are unable to take part in sports or other activities with the other children. They may lack confidence, have low self-esteem and may not as many friends. However on the plus side they may spend more time learning and this could have a positive effect on their communication, language development.
“All that is valuable in human society depends upon the opportunity for development accorded the individual.” Albert Einstein
References:
Early Years Outcomes, Sept 2013. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf Practice Guidance for the Early Years Foundation Stage, May 2008. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/eyfs_practiceguid_0026608.pdf
Meggit, Carolyn, 2006. Child Development: An Illustrated Guide. 2nd edition. Oxford: Heinemann.
Albert Einstein, Available at: http://www.brainyquote.com/quotes/quotes/a/alberteins148835.html#Aw2UYgIYLKV5TFRL.99
Assignment One Question One
The Statutory Framework for the Early Foundation Stage (EYFS) 2012 states there are three primary areas of learning and development, these are:
Personal, Social and Emotional – this is the child’s identity, self-image and the development of relationships, the skills of living in society.
Communication, Language – learning the skills of understanding and communicating with others.
Physical Development – fine motor skills, the precise use hands, fingers and eyes. Gross motor, the use of larger muscles such as arms and legs.
As well as the three primary areas, development can also be broken down into age ranges:
0-6 Months
6 Months-1 Year
1-2 Years
2-4 Years
4-7 Years
7-11 Years
11-16 Years
16-19 Years
As each child and young person grow and develop at different rates so does …show more content…
their primary areas of development, therefore this is just a guide to a child and young person development.
Personal, Social and Emotional
0-6 Months
Respond to touch and sound.
Recognise the voice of their parents.
Stare at shiny objects.
Smile at a face.
6 Months-1 Year
Distinguish familiar people.
Distress from separation from a parent.
Enjoy playing games like peek-a-boo.
1-2 Years
Temper tantrums.
More demanding.
Express rage at being told ‘no’.
Strong sense of ‘mine’, does not understand sharing.
2-4 Years
Show delight when they are enjoying something.
Interest in other children.
Keen to help and copy adults.
Learning to be separated from parents for short periods of time (i.e. nursery or playgroup).
4-7 Years
Enjoy their independence.
Can take turns and play co-operatively.
Starts to understand rules.
Be frightened of fictitious things like ghosts or things under the bed.
Good sense of self awareness.
Worry about not being liked.
7-11 Years
Starts to form close friends.
Likes to play with same-sex friends.
Concerned of what people think of them.
Enjoys responsibility.
Keen hobby interests (i.e. football, swimming, dance etc.).
11-16 Years
Enjoy friends’ company more than that of their family.
Seem very grown up but also childish at times.
Notice changes in their body.
Mood swings.
Feel anxious at times.
Have their own identity (i.e. clothes, music).
16-19 Years
More of an understanding about life.
Change relationships often.
Firmer identity.
More developed sense of humour.
Makes independent decisions.
Accepts social institutions and cultural traditions.
Improved relationship with parents.
More aware of own strengths and weakness.
Communication, Language
0-6 Months
Cries when hungry, tired or distressed.
Coos and grunts.
Will respond to music and other sounds.
Will recognise a familiar voice.
Show excitement at feeding times.
Notice mobiles and objects around them.
6 Months-1 Year
Enjoys simple games (i.e. pat-a-cake).
Babbling, laughing and squealing.
Looks to see what is happing around them.
Exploring objects, using hands and mouth.
Understand around 20 words like their name, cup, dog, dinner.
1-2 Years
Put words together to make a phrase.
Use 150 – 200 words.
Wave Bye-Bye.
Repeat words.
Finger pointing to draw adult’s attention.
2-4 Years
Can use crayons and paint brushes with more control.
Count to 10.
Use pitch and tone.
Ask many, ‘Why’, ‘What’ and ‘How’ questions.
Point at common objects when they are named.
Know different parts of the body.
Know the names of different animals.
4-7 Years
Talks clearly.
Can give their name and age.
Can ask questions.
Start to break down familiar words.
Copy shapes and form some lettering.
Can sing a song.
Enjoys books and pictures.
Make up stories
7-11 Years
Enjoy chatting and telling jokes.
Can read silently and out loud.
Make up and play games.
Write stories with minimal adult help.
Talk through problems to solve them.
Tattling on others to gain attention.
May be bi-lingual.
When drawing know the difference between heavy and hard pressure and how it changes the picture.
Start to argue with parents.
11-16 Years
Able to describe complicated scenarios.
Learn sarcasm.
Use actions to communicate feelings.
Ability to use their own initiative.
Communication with their parents becomes less and more aggressive.
Uncertain of how to talk to strange adults.
16-19 Years
Improved relationship with parent as they have the ability to speak rather than act out.
Expresses feeling’s in words.
Listens to advice given by parents.
Able to make more informed decisions.
Confidence in communicating with adults.
Use their thoughts and verbal skills to debate, either formally or informally.
Physical Development
0-6 Months
Turn head to look when cheek is touched.
Close finger in reflex to an object touching palm of hand.
Will make stepping movements when held upright on a firm surface.
Hold and shake a rattle.
Sit up aided.
Stretch their arms suddenly and grasp inwards when they feel they are falling, ‘Moro Reflex’.
6 Months-1 Year
Roll from their backs to their stomach.
Crawling, rolling or bottom shuffling.
Sit up unaided.
Stand using aids (furniture, adult support).
Raise arms to be lifted.
Respond by turn head to own name.
Reach with hands, and eat with fingers, for food.
Objects can be passed from one hand to the other.
Bang bricks together and begin to make towers.
1-2 Years
Begin to walk unaided.
Grip using first two fingers and thumb.
Walk up and down stairs with adult help, or even crawl unaided.
Kick, roll or throw a ball.
Use push along toys, also sit and ride.
Feed them self with the use of a spoon.
Make marks with a crayon.
2-4 Years
Can jump off ground with both feet.
Walk up and down stairs unaided.
Run without falling.
Thread large beads onto a lace.
Pedal a tricycle.
Turn single pages of a book.
Increasing confidence in climbing.
Walk on tip toes.
Use the toilet alone.
Will draw and is able to use scissors to cut around it.
4-7 Years
Skip and hops.
Enjoy ball games, and can be skilled enough to hit a ball with a bat.
Complete a 12 piece jigsaw.
Dress themselves, button and unbutton own clothes.
Control a pencil and copy shapes and then able to cut them out.
Kick a ball with aim.
Ride a bicycle.
Confidently climbs.
Thread a needle and sew stitches.
7-11 Years
Require an average of 10 hours sleep a night.
Enjoy team games.
Physical skills already learned are improved and strengthened.
Confident hand movements.
Can manipulate small objects.
They may misjudge their ability until the age of nine.
11-16 Years
Rapid changes in body, girls’ puberty usually begins about 11 years while boys may not start until they are 13 or 14.
Increased strength and stamina.
16-19 Years
Could be sexually active.
Some may issues about their weight and the way they look.
Be fully developed, girls about 16 and boys around 18.
Some examples of how different aspects of development can affect another one are:
A child that has moved to England from another country and has very poor English, they are in a school where they are the only one in the class without a good level of English.
They may feel scared, anxious and confused about moving to a country with a different language. The language barrier between them, other children and the teacher may make them quiet, subdued and moody. This could affect them playing with the other children and understanding the teacher. The language barrier may cause bulling from the other children this could lead to lower self-esteem and make them feel like and outsider; this could affect their social and emotional development.
Children who are less developed in communication, language may feel uncomfortable during reading time. This could lead to embarrassment and a low self-esteem, and unable to form friendships. They may feel angry at themselves because they are not at the learning level of the other children. They may rather do sports or other subjects that does not involve a large amount of language; this could mean they develop faster in the physical
development.
Someone with a disability may not have they physical development as others of the same age. This could affect their personal, social and emotional development as they are unable to take part in sports or other activities with the other children. They may lack confidence, have low self-esteem and may not as many friends. However on the plus side they may spend more time learning and this could have a positive effect on their communication, language development.
“All that is valuable in human society depends upon the opportunity for development accorded the individual.” Albert Einstein
References:
Early Years Outcomes, Sept 2013. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf Practice Guidance for the Early Years Foundation Stage, May 2008. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/eyfs_practiceguid_0026608.pdf
Meggit, Carolyn, 2006. Child Development: An Illustrated Guide. 2nd edition. Oxford: Heinemann.
Albert Einstein, Available at: http://www.brainyquote.com/quotes/quotes/a/alberteins148835.html#Aw2UYgIYLKV5TFRL.99