Discuss the Extent to Which the Early Years Foundation Stage (Eyfs) Curriculum Represents a Core Curriculum, What Forms of Knowledge Are Conveyed Through It and How This Might Affect Teaching Learning and Assessment.
Discuss the extent to which the Early Years Foundation Stage (EYFS) curriculum represents a core curriculum, what forms of knowledge are conveyed through it and how this might affect teaching learning and assessment.
This assignment will discuss the EYFS (Early Years Foundation Stage) and the knowledge that is conveyed through the early year’s curriculum. The two key areas of knowledge shall be focused upon, these being absolutism and relativism. Then a background on the EYFS shall be written, looking at when it was implemented, why it was implemented and also what it does; what are the key features of the curriculum.
Although the EYFS curriculum is governed by the Office for Standards in Education (Ofsted) this does not necessarily mean that it is the correct structure, a look at the positives and negatives of a curriculum and EYFS curriculum shall then be done. Finally the effects on teaching, learning and assessment shall be done, looking at how theorists of early curriculum development have ideas that contradict the assessment methods that are used within the EYFS. An evaluation of the comparative views of the two theorists shall also be looked at, looking at whether they are in agreement with any ideologies of childhood assessment.
Knowledge can be looked upon in two perspectives absolutism and relativism, this is a view of whether knowledge remains the same or whether it changes as culture develops; what we teach is based on only what we know at the current time. The two concepts of knowledge are still conveyed in education; both are suitable for use and have their positives and negatives.
The concept of absolutism is the understanding that what we teach is based purely on the truth and that nothing can change what we teach in the classroom. (Freakle, Burgh and McSporran, 2008:117) This is the nature of knowledge that is being portrayed in the EYFS; this is because the areas of learning that are focused on are ones of history such as numbers,
This assignment will discuss the EYFS (Early Years Foundation Stage) and the knowledge that is conveyed through the early year’s curriculum. The two key areas of knowledge shall be focused upon, these being absolutism and relativism. Then a background on the EYFS shall be written, looking at when it was implemented, why it was implemented and also what it does; what are the key features of the curriculum.
Although the EYFS curriculum is governed by the Office for Standards in Education (Ofsted) this does not necessarily mean that it is the correct structure, a look at the positives and negatives of a curriculum and EYFS curriculum shall then be done. Finally the effects on teaching, learning and assessment shall be done, looking at how theorists of early curriculum development have ideas that contradict the assessment methods that are used within the EYFS. An evaluation of the comparative views of the two theorists shall also be looked at, looking at whether they are in agreement with any ideologies of childhood assessment.
Knowledge can be looked upon in two perspectives absolutism and relativism, this is a view of whether knowledge remains the same or whether it changes as culture develops; what we teach is based on only what we know at the current time. The two concepts of knowledge are still conveyed in education; both are suitable for use and have their positives and negatives.
The concept of absolutism is the understanding that what we teach is based purely on the truth and that nothing can change what we teach in the classroom. (Freakle, Burgh and McSporran, 2008:117) This is the nature of knowledge that is being portrayed in the EYFS; this is because the areas of learning that are focused on are ones of history such as numbers,
Bibliography: DCSF (2008) Statutory Framework for the Early Years Foundation Stage, Nottingham: DCSF Publications DCSF(B) (2007) The children’s plan: building brighter futures, London: The Stationary Office Freakle, M, Burgh, G and Macsporran, L (2008) Values education in schools: a resource book for student inquiry, Australia: ACER Press Göncü,A (2001) Children in play, story, and school, New York: The Guildford Press Rose, J (2009) Independent Review of the primary curriculum: final report, Nottingham: DCSF Publications