Early Years Foundation Stage: Revised Framework For The EYFS
1.1|The Early Years Foundation Stage (EYFS) was introduced in 2008, then the revised framework for the EYFS was published on 27th March 2012, to be implemented from the 1st September 2012 – this framework includes the recommendations from the 2011 Tickell review. It was introduced to provide a framework which would deliver consistent and high quality environments for all children in early year’s settings. The early years foundation stage (EYFS) is a statutory framework that sets out the overall standards that all early year’s providers such as schools and nurseries must meet to ensure children are learning and developing well, as well as maintaining the children’s health and safety. This is a framework for early year’s providers, it is based
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on what we have seen from research evidence and it is there to promote teaching and learning to make sure all children are ready for school and it gives them a wider range of knowledge and skills, in order to provide the right grounds for a good future. All schools and Ofsted-registered early year’s provides are legally required to follow the EYFS standards, this includes providers such as pre-schools, reception classes, child minders, nurseries and schools. The EYFS sets out six key areas of learning around what exactly the activities should be based around. The framework covers the welfare and development of children:
Welfare
Development
Basic checks that are required, such as all members of staff or anyone in contact with children undergoing DBS checks and all other relevant security checks.
Personal, social and emotional development.
Safety checks, such as ensuring all equipment and facilities are safe and suitable for all individual children to use.
Communication, language and literacy development.
The quality of the environment being used, such as access to outdoor areas if they are required and possible to maintain.
Problem solving and reasoning.
Knowledge and understanding of the world.
Physical development.
Creative development.
“The learning and development requirements are given legal force by an Order made under Section 39(1)(a) of the Childcare Act 2006. The safeguarding and
Welfare requirements are given legal force by Regulations made under Section 39(1)(b) of the Childcare Act 2006.” http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf 29th November 2013.
The early year’s foundation stage is for all children aged 0-5 that are cared for or educated outside the home. This framework has a legal force, meaning that from 2008 it is mandatory that all schools and Ofsted-registered early year’s providers are required to follow the EYFS standards. They are also required to put together an EYFS profile; this is usually done at the end of the academic year once a child has turned 5. The practitioner will use records and reports about each child’s development by watching the child playing and observing their developmental patterns. The framework was revised and published on 27th March 2012, to be implemented from the 1st September 2012. The revised framework shows a number of improvements, such as:
Simplifying the learning and development, this was done by reducing the number of early learning goals from 69 to 17.
Stronger emphasis was put on the three prime areas of the framework, which are most essential for children’s healthy development and these three areas are communication and language, physical and PSE (personal, social and emotional development).
A new progress check was put into place about development for children at the age of two. This is so children have the opportunity of getting additional support that they may need before they start school.
They have strengthened partnerships between both professionals and parents, making sure all of the new framework uses clear language and is can be clearly understood by anyone that may come across it. http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs 29th November 2013.
The EYFS is built up of four principles, these are a unique child, positive relationships, enabling environments and learning development.
A unique child – Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Babies and young children will mature at their own pace, in their own individual ways. Babies and young children are vulnerable, but they are each individually kept safe and will develop resilience when their wellbeing is protected by the appropriate adults around them. All babies and young children have the right to be safe and protected, individuals such as key workers are there to encourage the children to take the appropriate risks required and also for them to learn how to keep themselves safe which includes them having an awareness of their own safety in certain experiences. Health and wellbeing is an overall important part of babies and young children’s holistic development. It is understood that children need their physical and emotional needs met on a daily basis in order for them to be able to grow and develop correctly and to the best of their ability. Practitioners aim to develop a strong, unique and individual relationship with each individual child and their family – they are to learn from each individual child, so that they can support them in their own learning journey. All early years environments are to promote equality and diversity as well as doing so through partnerships with parents, children and their community. This is done by having an environment fully equipped with the ideal resources that are required, this is to provide a familiar and comfortable environment for all children to be able to explore and discover their own individual ways of learning.
Positive relationships - Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Babies and young children learn to be strong and independent; this is done through the loving relationships that are made with parents, carers or any other family members that are in contact such as grandparents. Babies and young children will often develop security awareness and also develop their independence if they are cared for outside of the home, such as having a key worker at nursery or play group. They learn and develop better when they feel safe and secure, also when all of their needs have been met correctly. All of these adults that are around the baby or young child each have an important role to play within providing the correct environment required for the children where they feel safe and secure. Children’s welfare and wellbeing comes before anything else – within these environments, the children’s voices are listened to. Outside the home, a key worker is ideal for providing the safe and secure relationships that are required; this is because they provide a reassuring link with their home life, therefore helping to support them when they are separated from the special people within their lives. Key workers have an important role in developing secure attachments with their key children, this provides and relaxing and close relationship for the children to feel comfortable and cared for. This bond helps children to feel independent and secure enough to explore new things.
Key workers try to understand the feelings of each child through empathetic and child focused interactions – older children are more likely to talk about their feelings confidently. Through the attachments made, key workers are able to provide effective teaching strategies to help in future, to suit all children’s individual needs.
Enabling environments - The environment plays a key role in supporting and extending children’s development and learning.
The environments play an important role within supporting and extending children’s development and learning. The environments produced aren’t just the physical spaces that they’re in, but are the atmosphere that’s been created through the kind and caring relationships made, this is where babies and young children will learn to respect and value their wellbeing. Enabling environments are there to encourage babies and young children to play; this is because it leads to them feeling relaxed and comfortable, as if they were in a home environment. When children are at the stage of feeling emotionally safe and secure then they are likely to be able to explore more, finding out about what they can see, tough and move around. Within the EYFS, the environment is split into three aspects: the emotional environment, the outdoor environment and the indoor environment which together all add up to make the adequate environment required for play and learning by the EYFS …show more content…
standards.
Emotional environment: This aspect of environments states that it is more than just a physical space because it contains the overall emotions of the children who are the ones that spend the most time in this particular place. This is an invisible measure of ‘feelings’, where it could be positive one day, but negative the next. Maintaining a positive atmosphere is important for all individuals that are there, including the staff, children and parents this is because if they feel safe then they will express their emotions safely knowing that there are people around them to help if they need support. Those feelings that are expressed in a safe way are far easier to deal with than those that are left unresolved.
Outdoor environment: This aspect states that babies and young children gain enormous benefits from learning outdoors. They state that ideally, children should have access to outdoor space on a daily basis, regardless of the weather. Being in an outdoor environment allows them to move around without a ‘care in the world’. They have the opportunity to get some fresh air, they also learn to appreciate the colours, different noises and develop a sense of space. Being outside provides opportunities for big-scale play, problem-solving and creative play, as well as social skills because they are more likely to interact with other children. Children’s use of language is five times greater outdoors than indoors. The outdoor environment supports active learning and when balanced with quiet areas for reflection, it can enhance children’s learning and development.
Indoor environment: This aspects states that they have an immediate effect on the quality of babies and young children’s learning and development – this is known as a rich environment. A rich environment consists of being comfortable, interesting, colourful and appropriate for each child that may come to be using it. Environments should be colourful and attractive so that children are made to feel safe, secure and happy to be there; this is because it is a place where the children should be comfortable and confident playing and learning there. This sort of environment could be referred to as a ‘second home’, this is because it is another place where they are cared for, where they may eat and possibly sleep. These environments will differ to suit the needs of whichever age group that is using it, such as a young baby or a four/five year old. Indoor environments need careful planning; this is because it needs to be flexible to accommodate each individual child’s changing interests and needs. Resources such as blocks for building with, felt pens, chalks or pencils for mark-making, clothes for dressing up in and small items such as cars, dolls and jigsaws should be accessible by children themselves.
Learning development - Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. Children are constantly developing and their learning reflects this. The revised EYFS uses the term ‘Learning and Development’ to describe the seven areas of learning, these are all related to each other, although they are divided into prime and specific areas.
The prime areas:
Personal, Social and Emotional Development – This area develops children’s positive sense of themselves, it also teaches about having respect for oneself and others, developing social skills and a good attitude towards learning. This area gives children the best opportunities through positive relationships, as well as adults forming kind and caring relationships with all children. Within enabling environments, opportunities for play and learning are created and help the children to embrace all differences between themselves and others around them. The learning and developmental experiences are planned to promote each individual child’s holistic development.
Communication and Language – this area provides children with the opportunities for both speaking and listening, this then encourages children’s interests in reading and writing. To give children the best opportunities for developing communication and language, positive relationships are there to support children’s ideas and thoughts with each other and with adults. Enabling environments should include symbols, posts, signs, words, songs and notices – they should also include books and pictures to take their interests into account, as well as backgrounds and cultures.
Physical Development – this area provides opportunities for young children to be active and interactive, also to develop their co-ordination, control, manipulation and movement. Children also develop an understanding of the importance of physical activity, as well as making healthy choices in relation to food. Children are supported in their overall understanding of exercise, sleep and eating. Activities within enabling environments both indoors and outdoors are there to encourage physical play – in learning and development; snack times are in place to promote social skills and the importance of healthy food choices.
The specific areas are:
Literacy – Literacy development involves the encouragement of children in linking sounds and letters to begin developing the ability to read and write. They are given access to a wide range of reading materials, such as book and poems and this is done to encourage their interests.
Mathematics – Mathematics development involves providing children with opportunities to develop and improve their skills in counting, understanding numbers and calculating simple addition and subtraction problems, as well as learning to describe shapes, spaces and measures. This area supports children’s understanding in a variety of situations, this is done by providing them with opportunities to explore, practise, experiment, learn and talk. They are constantly learning and developing, but with practising they become more confident in the skills they have learnt. To give children the best opportunities through Positive Relationships, children use mathematical words and ideas in their play - Enabling Environments will provide resources for counting, calculating and shape available indoors and outdoors. In Learning and Development, stories, songs and imaginative play which will all provide help and support with mathematical understanding.
Understanding the World – Developing an understanding of the world involves children being guided into making sense of their physical world, their community through exploring and observing other people, places, technology and the environment around them. To give children the best opportunities through Positive Relationships, parents’ and carers’ knowledge is used to extend each individual child’s experiences of the world. In Enabling Environments, open-ended questions like, “How can we..?” and “What would happen if…?” are used to promote this.
Expressive Arts and Design – Expressive arts and design development involves children being given the chance to explore and play with a wide range of media and materials, as well as providing overall opportunities and encouragement for sharing their thoughts, idea and feelings in a variety of ways such as through art, music, dance, role-play and movement. This area is in place to support children’s curiosity and play - To give children the best opportunities through Positive Relationships, children value their own unique ideas and those of others rather than reproducing those of someone else. Enabling Environments are to be stimulating.
1.1|The government – department of education are those behind the production of the EYFS pack. After the publication of Every Child Matters, the government introduced the EYFS to be a legalised and compulsory framework in place to deliver consistent and high quality environments for all children in early year’s settings. The EYFS pack consists of the important information required by local authorities, schools and any early year’s professionals so that they are provided with information and support when assessing children’s achievement – it is important that these standards are followed by all health care and education providers of children from birth to the age of five. The early year’s foundation stage includes the legal requirements relating to the assessment of children’s learning and development as well as the safeguarding and welfare requirements. The areas of learning and development is included, this is a practice guidance for the early year’s foundation stage booklet. Resources are also included in the EYFS, these are for early year’s providers and practitioners such as posters, CD’s, DVD’s and the principles into practice flashcards. Within the introduction of the EYFS, the four principles are stated which include a unique child, positive relationships, enabling environments and children develop and learn in different ways and at different rates. There are three sections, the learning and development requirements, the assessment and the safeguarding and welfare requirements. Section one – the learning and development requirements includes information in which defines what practitioners must do. It also includes the six areas of learning, early learning goals and the assessment requirements such as when and how assessments must be carried out. Section 2 – the assessment includes information about how and when any practitioners are required to assess children’s overall achievements, this section also shows when this particular information should be passed on to parents and/or carers. These requirements include the basics such as practitioners understanding how to recognise children’s process, but it also includes the checks that are required by the government. These are a progress check at age two, this is to review how they have progressed and gives a short summary of the child’s development in the prime areas and a reflection of each child’s individual needs. There is also an assessment to be done at the end of the EYFS, this usually occurs in the last term of a year where the child turns age five. Each child’s level of development must be assessed alongside the early learning goals to see their overall achievements. This section also includes the information that is required by the local authority, this means that practitioners are required to report the EYFS profile results to the local authority, if they have been requested. Section three – the safeguarding and welfare requirements includes information on why children have the right to be kept safe, secure, healthy and that their individual needs are met.
The early year’s foundation stage advisory team are placed within the learning and achievement section of the education service (0-19), they work to ensure high quality learning and development for children and young people from birth to the age of five years. The team usually focuses on developing quality curriculum and provision in early year’s settings; this is delivered through early year’s practitioners and managers etc. the early year’s advisory team work closely with practitioners within early year’s setting’s, professionals in childcare services and primary consultants in the learning and achievement service to deliver the correct support across the early year’s sectors. Support and guidance is offered to maintain children’s learning and developmental needs.
1.3| Reggio Emilia is an educational philosophy, founded in 1968 which originally focused on children aged 3-5, but this was changed in 1971 to children from the age of 4 months up to six years. The Reggio Emilia philosophy is in place to engage the minds of young children through providing a wide range of attractive, creative and welcoming environments. It is important for the teachers to respect parents being a child’s first carer; they need to be involved in every aspect of the curriculum with the children in any way possible, this is because parents are known as partners of the community. The main points of the Reggio Emilia philosophy are that parents, children and the teachers are all closely linked with the overall learning and developmental needs and achievements of the children and children are also at the centre of the educational process. Parents are expected to co-operate and be involved in children’s daily activities, building the correct positive relationships. This philosophy sees the parent initially as the first teacher, the educator or care worker as the second and the environment as the third – it is also seen that the child is the fourth teacher. Within this philosophy, the physical environment is the most important area, this is because it is set up carefully and accurately in order for the children to be in charge of their own learning and to encourage them to become more independent, self-reliant and to explore and investigate at their own pace and on their own accord. The environment is used as a method to inspire children -
“An environment filled with natural light, order and beauty. Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper and deeper into their interests. The space encourages collaboration, communication and exploration. The space respects children as capable by providing them with authentic materials & tools. Also similarly to Montessori, the space is cared for by the children and the adults.” http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/ 8th January 2014.
“The Reggio Emilia approach is an innovative and inspiring approach to early childhood education values the child as strong, capable and resilient; rich with wonder and knowledge. Every child brings with them deep curiosity and potential and this innate curiosity drives their interest to understand their world and their place with it.”
[Zoe Brown. Class Notes. 8th January 2014]
Play is often difficult to define, although it is a term commonly used within early childhood. Play is one of the most important elements within childhood, although it is one of the least understood aspects for practitioners to deal with. Approaching the concept of play is easier once it is broken up into different types, making it easier to understand and work with. Looking at play as a whole is difficult due to it being central to childhood as it is a key aspect of what children and young people need in order to develop and learn. When play is separated into types, it is clearer to see that play is broken down into all aspects of a child’s life. Play is seen in a wide variety of forms within different families and different cultures – those children that have medical conditions or those with complex needs may find it difficult to spend time being challenged and playing, but it is possible with support from others around them.
“The more that neuroscientists and other experts studying the brain and human development find out, the more it seems that there are some mechanisms in the brain that are overarching in the way they influence a child’s development, and consequently in the way they influence learning.”
CACHE Level 3 Child Care and Education, 2nd Edition (2012). Carolyn Meggitt Et al. 8th January 2014.
Play helps children to become more independent, imaginative and creative, as well as creating symbols to stand for particular things. These are important aspects within human development – play that involves symbolic and imaginative aspects of developing powerful mechanisms within the brain and this allows children to transform experiences and make sense of them. Children that are encouraged to play are developing the ability to apply their learning, this is because they begin to try new things and try to make sense of what they have been learning, also putting it to use.
Twelve Features of Play by Tina Bruce:
1. Children use first hand experiences from life.
2. Children make up rules as they play in order to keep control.
3. Children symbolically represent as they play, making and adapting play props.
4. Children choose to play - they cannot be made to play.
5. Children rehearse their future in their role play.
6. Children sometimes play alone.
7. Children pretend when they play.
8. Children play with adults and other children cooperatively in pairs or groups.
9. Children have a personal play agenda, which may or may not be shared.
10. Children are deeply involved and difficult to distract from their deep learning as they wallow in their play and learning.
11. Children try out their most recently acquired skills and competences, as if celebrating what they know.
12. Children coordinate ideas and feelings and make sense of relationships with their families, friends and cultures. http://www.our-lady-star.lancsngfl.ac.uk/ol_art/TinaBruce-12featuresofplay.pdf 8th January 2014.
3.1| Partnerships with parents are important, this is because parents and practitioners will share ideas and important information for the best outcomes for the child, to suit the children’s needs. Settings will use a variety of ideas to encourage parents to be more involved in their children’s education, such as stay and play, parent helpers, stay and read, sending out regular news-letters and notices, planning outings and trips, providing a parents association and involving parents within the planning. There are benefits of partnerships with parents for the setting involved, the child and also the parent. The benefits for the setting are that the setting is more likely to receive a better OFSTED report, so the particular setting will be proven to be a higher standard setting. Having a partnerships means that they can talk to parents and take their ideas into account when planning activities in advance, to see how they feel activities should go and so that they know why they are being done. Also, the setting would be able to understand what happens within the setting in comparison to how things are at home. The benefits for the child are that they are better protected and are less likely to fall through the net, this means that the children will always feel safe and secure. They’re also more likely to achieve better academically, children are also provided with the extra support that they may require. They will also have the overall opportunity to work and learn in a happier environment where everyone gets along. The benefits for the parents and carers are that they have easy access to feedback on their child’s work and behaviour so that they can see whether their child is developing at the correct rate and how they’re progressing. Parents are also able to express any issues that they may have.
3.2| There are many barriers that could influence the partnerships with parents and settings etc. an example of the barriers could be that language is not the first spoken language. This works as a barrier because it may be more difficult for the practitioners within the setting may not be able to speak to and pass on information about an individual child onto the parents or carers. Ways that this can be overcome could be the use of a translator, in order for the parent or carer to talk freely and also for them to have a say and understanding in their child’s education. Another way this could be overcome could be sending out letters that are possibly not written in English, they are in a variety of languages. Another example of a barrier could be personality clashes between parents or carers and a professional practitioner. This could be a problem because it makes passing on information more difficult because there is a tense atmosphere to deal with at the same time. This could be overcome by having another professional from within the setting passing on the information, to avoid the ‘awkward atmosphere’ and so that the parent or carer feels comfortable and not uncomfortable within talking to the practitioner that they don’t particularly get along with. Another example of a barrier could be the attitudes of the practitioner. This could be an issue because if the practitioner didn’t have a very professional attitude, then it can be seen as them being rude and disrespectful towards either the children or the children’s parents or carers. It is important that they always maintain a professional standard when working around the children and their parents or carers. This can be overcome by the practitioners being spoken to, to make sure they’re always polite, that they are objective instead of subjective. Also, that they’re making sure the children’s parents and carers feel comfortable and not disrespected. It is important for the practitioner to remain calm and professional, if they really cannot handle the situation, then they could use another person such as a mediator to pass on the information.
3.3| It is important to support parents and carers when reacting to partnership opportunities, there are a wide variety of ways that we can do this. Such as, not pressuring them. It is important to make sure they feel comfortable within the partnership and that they are not being forced to be within the partnership, it is completely their choice. Another strategy could be the timing of opportunities to work together, this s because it is important that the participation of working together needs to fit into the parents or carers timetable, it needs to be the correct timing for the so that they are more intrigued to be a part of it as well as it is easier for them to be involved. Another strategy could be the formats in which we use to communicate, so instead of just sending out letters to parents and carers, emails, phone calls and possibly inviting them in would be a more effective way of communicating. This method would give the parents and carers the opportunity to make their own decisions on how they would prefer to communicate with the particular setting, also so that they feel comfortable doing so.
3.4|Multi-agency working is where practitioners and professionals from a range of sectors are brought together, in order to provide an overall integrated way of working to support children and young people, as well as their families.
Multi-agency working is a particular way in which we ensure that children and young people, who need additional support, have all the support that they require. Multi-agency working takes a variety of forms, such as working in a particular team based around a child or family. Multi-agency work involves anyone that is working in the contact of children, young people and their families – the multi-agencies could include people from a variety of professional background, such as social work, health, education, early year’s, police and youth justice. This is because it is important that they each provide their own input, own skills and expertise so that the child, young person and their family and getting the best support possible for
them.
Multi-agency working provides overall benefits for the children, young people and their families because they all receive the correct support in the most efficient way possible. The benefits for the children and young people include early identification and intervention, meaning they will be getting the support they need in order to develop correctly. Another benefit would be that they would have an improved achievement within education. Also, the agencies are to always put the interests of the child or young person before those of any one of the services, this means that the child or young person is the most important person in the matter and their needs are all met in the most efficient way possible. The benefits of multi-agency working for the parents or carers are that they are provided with all the support that they may need, it is easily accessed and it is quicker for them to access the services or expertise of other professionals. Another benefit for the parent or carer is that they have the overall right to access higher quality service, so they are being supported to the best of the services abilities. Also, there is a reduced need for more specialist services to be used. They are taken care of and supported in the correct manner and effectively.
Bibliography http://www.bbc.co.uk/schools/parents/early_years_foundation_stage/ 29th November 2013. https://www.childbasepartnership.com/caring-for-your-child/the-eyfs/a-unique-child/ 11th December 2013. http://www.earlyyearsmatters.co.uk/wp-content/uploads/2011/03/eyfs_res_learn_env(1).pdf 11th December 2013. http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs 29th November 2013.
http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs 29th November 2013.
http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/a0069013/multi-agency-working 29th November 2013.
http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf 29th November 2013. http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ 29th November 2013.
https://www.gov.uk/early-years-foundation-stage 29th November 2013.
http://www.coventry.gov.uk/info/200016/childcare/1136/foundation_stage_consultant_team 29th November 2013.
http://www.educationscotland.gov.uk/images/ReggioAug06_tcm4-393250.pdf 29th November 2013.
http://www.authenticearlyyearslearning.com/reggio-emilia.html 29th November 2013.
http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/ 29th November 2013.
CACHE Level 3 Child Care and Education, 2nd Edition (2012). Carolyn Meggitt Et al. 8th January 2014.
on what we have seen from research evidence and it is there to promote teaching and learning to make sure all children are ready for school and it gives them a wider range of knowledge and skills, in order to provide the right grounds for a good future. All schools and Ofsted-registered early year’s provides are legally required to follow the EYFS standards, this includes providers such as pre-schools, reception classes, child minders, nurseries and schools. The EYFS sets out six key areas of learning around what exactly the activities should be based around. The framework covers the welfare and development of children:
Welfare
Development
Basic checks that are required, such as all members of staff or anyone in contact with children undergoing DBS checks and all other relevant security checks.
Personal, social and emotional development.
Safety checks, such as ensuring all equipment and facilities are safe and suitable for all individual children to use.
Communication, language and literacy development.
The quality of the environment being used, such as access to outdoor areas if they are required and possible to maintain.
Problem solving and reasoning.
Knowledge and understanding of the world.
Physical development.
Creative development.
“The learning and development requirements are given legal force by an Order made under Section 39(1)(a) of the Childcare Act 2006. The safeguarding and
Welfare requirements are given legal force by Regulations made under Section 39(1)(b) of the Childcare Act 2006.” http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf 29th November 2013.
The early year’s foundation stage is for all children aged 0-5 that are cared for or educated outside the home. This framework has a legal force, meaning that from 2008 it is mandatory that all schools and Ofsted-registered early year’s providers are required to follow the EYFS standards. They are also required to put together an EYFS profile; this is usually done at the end of the academic year once a child has turned 5. The practitioner will use records and reports about each child’s development by watching the child playing and observing their developmental patterns. The framework was revised and published on 27th March 2012, to be implemented from the 1st September 2012. The revised framework shows a number of improvements, such as:
Simplifying the learning and development, this was done by reducing the number of early learning goals from 69 to 17.
Stronger emphasis was put on the three prime areas of the framework, which are most essential for children’s healthy development and these three areas are communication and language, physical and PSE (personal, social and emotional development).
A new progress check was put into place about development for children at the age of two. This is so children have the opportunity of getting additional support that they may need before they start school.
They have strengthened partnerships between both professionals and parents, making sure all of the new framework uses clear language and is can be clearly understood by anyone that may come across it. http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs 29th November 2013.
The EYFS is built up of four principles, these are a unique child, positive relationships, enabling environments and learning development.
A unique child – Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Babies and young children will mature at their own pace, in their own individual ways. Babies and young children are vulnerable, but they are each individually kept safe and will develop resilience when their wellbeing is protected by the appropriate adults around them. All babies and young children have the right to be safe and protected, individuals such as key workers are there to encourage the children to take the appropriate risks required and also for them to learn how to keep themselves safe which includes them having an awareness of their own safety in certain experiences. Health and wellbeing is an overall important part of babies and young children’s holistic development. It is understood that children need their physical and emotional needs met on a daily basis in order for them to be able to grow and develop correctly and to the best of their ability. Practitioners aim to develop a strong, unique and individual relationship with each individual child and their family – they are to learn from each individual child, so that they can support them in their own learning journey. All early years environments are to promote equality and diversity as well as doing so through partnerships with parents, children and their community. This is done by having an environment fully equipped with the ideal resources that are required, this is to provide a familiar and comfortable environment for all children to be able to explore and discover their own individual ways of learning.
Positive relationships - Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Babies and young children learn to be strong and independent; this is done through the loving relationships that are made with parents, carers or any other family members that are in contact such as grandparents. Babies and young children will often develop security awareness and also develop their independence if they are cared for outside of the home, such as having a key worker at nursery or play group. They learn and develop better when they feel safe and secure, also when all of their needs have been met correctly. All of these adults that are around the baby or young child each have an important role to play within providing the correct environment required for the children where they feel safe and secure. Children’s welfare and wellbeing comes before anything else – within these environments, the children’s voices are listened to. Outside the home, a key worker is ideal for providing the safe and secure relationships that are required; this is because they provide a reassuring link with their home life, therefore helping to support them when they are separated from the special people within their lives. Key workers have an important role in developing secure attachments with their key children, this provides and relaxing and close relationship for the children to feel comfortable and cared for. This bond helps children to feel independent and secure enough to explore new things.
Key workers try to understand the feelings of each child through empathetic and child focused interactions – older children are more likely to talk about their feelings confidently. Through the attachments made, key workers are able to provide effective teaching strategies to help in future, to suit all children’s individual needs.
Enabling environments - The environment plays a key role in supporting and extending children’s development and learning.
The environments play an important role within supporting and extending children’s development and learning. The environments produced aren’t just the physical spaces that they’re in, but are the atmosphere that’s been created through the kind and caring relationships made, this is where babies and young children will learn to respect and value their wellbeing. Enabling environments are there to encourage babies and young children to play; this is because it leads to them feeling relaxed and comfortable, as if they were in a home environment. When children are at the stage of feeling emotionally safe and secure then they are likely to be able to explore more, finding out about what they can see, tough and move around. Within the EYFS, the environment is split into three aspects: the emotional environment, the outdoor environment and the indoor environment which together all add up to make the adequate environment required for play and learning by the EYFS …show more content…
standards.
Emotional environment: This aspect of environments states that it is more than just a physical space because it contains the overall emotions of the children who are the ones that spend the most time in this particular place. This is an invisible measure of ‘feelings’, where it could be positive one day, but negative the next. Maintaining a positive atmosphere is important for all individuals that are there, including the staff, children and parents this is because if they feel safe then they will express their emotions safely knowing that there are people around them to help if they need support. Those feelings that are expressed in a safe way are far easier to deal with than those that are left unresolved.
Outdoor environment: This aspect states that babies and young children gain enormous benefits from learning outdoors. They state that ideally, children should have access to outdoor space on a daily basis, regardless of the weather. Being in an outdoor environment allows them to move around without a ‘care in the world’. They have the opportunity to get some fresh air, they also learn to appreciate the colours, different noises and develop a sense of space. Being outside provides opportunities for big-scale play, problem-solving and creative play, as well as social skills because they are more likely to interact with other children. Children’s use of language is five times greater outdoors than indoors. The outdoor environment supports active learning and when balanced with quiet areas for reflection, it can enhance children’s learning and development.
Indoor environment: This aspects states that they have an immediate effect on the quality of babies and young children’s learning and development – this is known as a rich environment. A rich environment consists of being comfortable, interesting, colourful and appropriate for each child that may come to be using it. Environments should be colourful and attractive so that children are made to feel safe, secure and happy to be there; this is because it is a place where the children should be comfortable and confident playing and learning there. This sort of environment could be referred to as a ‘second home’, this is because it is another place where they are cared for, where they may eat and possibly sleep. These environments will differ to suit the needs of whichever age group that is using it, such as a young baby or a four/five year old. Indoor environments need careful planning; this is because it needs to be flexible to accommodate each individual child’s changing interests and needs. Resources such as blocks for building with, felt pens, chalks or pencils for mark-making, clothes for dressing up in and small items such as cars, dolls and jigsaws should be accessible by children themselves.
Learning development - Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. Children are constantly developing and their learning reflects this. The revised EYFS uses the term ‘Learning and Development’ to describe the seven areas of learning, these are all related to each other, although they are divided into prime and specific areas.
The prime areas:
Personal, Social and Emotional Development – This area develops children’s positive sense of themselves, it also teaches about having respect for oneself and others, developing social skills and a good attitude towards learning. This area gives children the best opportunities through positive relationships, as well as adults forming kind and caring relationships with all children. Within enabling environments, opportunities for play and learning are created and help the children to embrace all differences between themselves and others around them. The learning and developmental experiences are planned to promote each individual child’s holistic development.
Communication and Language – this area provides children with the opportunities for both speaking and listening, this then encourages children’s interests in reading and writing. To give children the best opportunities for developing communication and language, positive relationships are there to support children’s ideas and thoughts with each other and with adults. Enabling environments should include symbols, posts, signs, words, songs and notices – they should also include books and pictures to take their interests into account, as well as backgrounds and cultures.
Physical Development – this area provides opportunities for young children to be active and interactive, also to develop their co-ordination, control, manipulation and movement. Children also develop an understanding of the importance of physical activity, as well as making healthy choices in relation to food. Children are supported in their overall understanding of exercise, sleep and eating. Activities within enabling environments both indoors and outdoors are there to encourage physical play – in learning and development; snack times are in place to promote social skills and the importance of healthy food choices.
The specific areas are:
Literacy – Literacy development involves the encouragement of children in linking sounds and letters to begin developing the ability to read and write. They are given access to a wide range of reading materials, such as book and poems and this is done to encourage their interests.
Mathematics – Mathematics development involves providing children with opportunities to develop and improve their skills in counting, understanding numbers and calculating simple addition and subtraction problems, as well as learning to describe shapes, spaces and measures. This area supports children’s understanding in a variety of situations, this is done by providing them with opportunities to explore, practise, experiment, learn and talk. They are constantly learning and developing, but with practising they become more confident in the skills they have learnt. To give children the best opportunities through Positive Relationships, children use mathematical words and ideas in their play - Enabling Environments will provide resources for counting, calculating and shape available indoors and outdoors. In Learning and Development, stories, songs and imaginative play which will all provide help and support with mathematical understanding.
Understanding the World – Developing an understanding of the world involves children being guided into making sense of their physical world, their community through exploring and observing other people, places, technology and the environment around them. To give children the best opportunities through Positive Relationships, parents’ and carers’ knowledge is used to extend each individual child’s experiences of the world. In Enabling Environments, open-ended questions like, “How can we..?” and “What would happen if…?” are used to promote this.
Expressive Arts and Design – Expressive arts and design development involves children being given the chance to explore and play with a wide range of media and materials, as well as providing overall opportunities and encouragement for sharing their thoughts, idea and feelings in a variety of ways such as through art, music, dance, role-play and movement. This area is in place to support children’s curiosity and play - To give children the best opportunities through Positive Relationships, children value their own unique ideas and those of others rather than reproducing those of someone else. Enabling Environments are to be stimulating.
1.1|The government – department of education are those behind the production of the EYFS pack. After the publication of Every Child Matters, the government introduced the EYFS to be a legalised and compulsory framework in place to deliver consistent and high quality environments for all children in early year’s settings. The EYFS pack consists of the important information required by local authorities, schools and any early year’s professionals so that they are provided with information and support when assessing children’s achievement – it is important that these standards are followed by all health care and education providers of children from birth to the age of five. The early year’s foundation stage includes the legal requirements relating to the assessment of children’s learning and development as well as the safeguarding and welfare requirements. The areas of learning and development is included, this is a practice guidance for the early year’s foundation stage booklet. Resources are also included in the EYFS, these are for early year’s providers and practitioners such as posters, CD’s, DVD’s and the principles into practice flashcards. Within the introduction of the EYFS, the four principles are stated which include a unique child, positive relationships, enabling environments and children develop and learn in different ways and at different rates. There are three sections, the learning and development requirements, the assessment and the safeguarding and welfare requirements. Section one – the learning and development requirements includes information in which defines what practitioners must do. It also includes the six areas of learning, early learning goals and the assessment requirements such as when and how assessments must be carried out. Section 2 – the assessment includes information about how and when any practitioners are required to assess children’s overall achievements, this section also shows when this particular information should be passed on to parents and/or carers. These requirements include the basics such as practitioners understanding how to recognise children’s process, but it also includes the checks that are required by the government. These are a progress check at age two, this is to review how they have progressed and gives a short summary of the child’s development in the prime areas and a reflection of each child’s individual needs. There is also an assessment to be done at the end of the EYFS, this usually occurs in the last term of a year where the child turns age five. Each child’s level of development must be assessed alongside the early learning goals to see their overall achievements. This section also includes the information that is required by the local authority, this means that practitioners are required to report the EYFS profile results to the local authority, if they have been requested. Section three – the safeguarding and welfare requirements includes information on why children have the right to be kept safe, secure, healthy and that their individual needs are met.
The early year’s foundation stage advisory team are placed within the learning and achievement section of the education service (0-19), they work to ensure high quality learning and development for children and young people from birth to the age of five years. The team usually focuses on developing quality curriculum and provision in early year’s settings; this is delivered through early year’s practitioners and managers etc. the early year’s advisory team work closely with practitioners within early year’s setting’s, professionals in childcare services and primary consultants in the learning and achievement service to deliver the correct support across the early year’s sectors. Support and guidance is offered to maintain children’s learning and developmental needs.
1.3| Reggio Emilia is an educational philosophy, founded in 1968 which originally focused on children aged 3-5, but this was changed in 1971 to children from the age of 4 months up to six years. The Reggio Emilia philosophy is in place to engage the minds of young children through providing a wide range of attractive, creative and welcoming environments. It is important for the teachers to respect parents being a child’s first carer; they need to be involved in every aspect of the curriculum with the children in any way possible, this is because parents are known as partners of the community. The main points of the Reggio Emilia philosophy are that parents, children and the teachers are all closely linked with the overall learning and developmental needs and achievements of the children and children are also at the centre of the educational process. Parents are expected to co-operate and be involved in children’s daily activities, building the correct positive relationships. This philosophy sees the parent initially as the first teacher, the educator or care worker as the second and the environment as the third – it is also seen that the child is the fourth teacher. Within this philosophy, the physical environment is the most important area, this is because it is set up carefully and accurately in order for the children to be in charge of their own learning and to encourage them to become more independent, self-reliant and to explore and investigate at their own pace and on their own accord. The environment is used as a method to inspire children -
“An environment filled with natural light, order and beauty. Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper and deeper into their interests. The space encourages collaboration, communication and exploration. The space respects children as capable by providing them with authentic materials & tools. Also similarly to Montessori, the space is cared for by the children and the adults.” http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/ 8th January 2014.
“The Reggio Emilia approach is an innovative and inspiring approach to early childhood education values the child as strong, capable and resilient; rich with wonder and knowledge. Every child brings with them deep curiosity and potential and this innate curiosity drives their interest to understand their world and their place with it.”
[Zoe Brown. Class Notes. 8th January 2014]
Play is often difficult to define, although it is a term commonly used within early childhood. Play is one of the most important elements within childhood, although it is one of the least understood aspects for practitioners to deal with. Approaching the concept of play is easier once it is broken up into different types, making it easier to understand and work with. Looking at play as a whole is difficult due to it being central to childhood as it is a key aspect of what children and young people need in order to develop and learn. When play is separated into types, it is clearer to see that play is broken down into all aspects of a child’s life. Play is seen in a wide variety of forms within different families and different cultures – those children that have medical conditions or those with complex needs may find it difficult to spend time being challenged and playing, but it is possible with support from others around them.
“The more that neuroscientists and other experts studying the brain and human development find out, the more it seems that there are some mechanisms in the brain that are overarching in the way they influence a child’s development, and consequently in the way they influence learning.”
CACHE Level 3 Child Care and Education, 2nd Edition (2012). Carolyn Meggitt Et al. 8th January 2014.
Play helps children to become more independent, imaginative and creative, as well as creating symbols to stand for particular things. These are important aspects within human development – play that involves symbolic and imaginative aspects of developing powerful mechanisms within the brain and this allows children to transform experiences and make sense of them. Children that are encouraged to play are developing the ability to apply their learning, this is because they begin to try new things and try to make sense of what they have been learning, also putting it to use.
Twelve Features of Play by Tina Bruce:
1. Children use first hand experiences from life.
2. Children make up rules as they play in order to keep control.
3. Children symbolically represent as they play, making and adapting play props.
4. Children choose to play - they cannot be made to play.
5. Children rehearse their future in their role play.
6. Children sometimes play alone.
7. Children pretend when they play.
8. Children play with adults and other children cooperatively in pairs or groups.
9. Children have a personal play agenda, which may or may not be shared.
10. Children are deeply involved and difficult to distract from their deep learning as they wallow in their play and learning.
11. Children try out their most recently acquired skills and competences, as if celebrating what they know.
12. Children coordinate ideas and feelings and make sense of relationships with their families, friends and cultures. http://www.our-lady-star.lancsngfl.ac.uk/ol_art/TinaBruce-12featuresofplay.pdf 8th January 2014.
3.1| Partnerships with parents are important, this is because parents and practitioners will share ideas and important information for the best outcomes for the child, to suit the children’s needs. Settings will use a variety of ideas to encourage parents to be more involved in their children’s education, such as stay and play, parent helpers, stay and read, sending out regular news-letters and notices, planning outings and trips, providing a parents association and involving parents within the planning. There are benefits of partnerships with parents for the setting involved, the child and also the parent. The benefits for the setting are that the setting is more likely to receive a better OFSTED report, so the particular setting will be proven to be a higher standard setting. Having a partnerships means that they can talk to parents and take their ideas into account when planning activities in advance, to see how they feel activities should go and so that they know why they are being done. Also, the setting would be able to understand what happens within the setting in comparison to how things are at home. The benefits for the child are that they are better protected and are less likely to fall through the net, this means that the children will always feel safe and secure. They’re also more likely to achieve better academically, children are also provided with the extra support that they may require. They will also have the overall opportunity to work and learn in a happier environment where everyone gets along. The benefits for the parents and carers are that they have easy access to feedback on their child’s work and behaviour so that they can see whether their child is developing at the correct rate and how they’re progressing. Parents are also able to express any issues that they may have.
3.2| There are many barriers that could influence the partnerships with parents and settings etc. an example of the barriers could be that language is not the first spoken language. This works as a barrier because it may be more difficult for the practitioners within the setting may not be able to speak to and pass on information about an individual child onto the parents or carers. Ways that this can be overcome could be the use of a translator, in order for the parent or carer to talk freely and also for them to have a say and understanding in their child’s education. Another way this could be overcome could be sending out letters that are possibly not written in English, they are in a variety of languages. Another example of a barrier could be personality clashes between parents or carers and a professional practitioner. This could be a problem because it makes passing on information more difficult because there is a tense atmosphere to deal with at the same time. This could be overcome by having another professional from within the setting passing on the information, to avoid the ‘awkward atmosphere’ and so that the parent or carer feels comfortable and not uncomfortable within talking to the practitioner that they don’t particularly get along with. Another example of a barrier could be the attitudes of the practitioner. This could be an issue because if the practitioner didn’t have a very professional attitude, then it can be seen as them being rude and disrespectful towards either the children or the children’s parents or carers. It is important that they always maintain a professional standard when working around the children and their parents or carers. This can be overcome by the practitioners being spoken to, to make sure they’re always polite, that they are objective instead of subjective. Also, that they’re making sure the children’s parents and carers feel comfortable and not disrespected. It is important for the practitioner to remain calm and professional, if they really cannot handle the situation, then they could use another person such as a mediator to pass on the information.
3.3| It is important to support parents and carers when reacting to partnership opportunities, there are a wide variety of ways that we can do this. Such as, not pressuring them. It is important to make sure they feel comfortable within the partnership and that they are not being forced to be within the partnership, it is completely their choice. Another strategy could be the timing of opportunities to work together, this s because it is important that the participation of working together needs to fit into the parents or carers timetable, it needs to be the correct timing for the so that they are more intrigued to be a part of it as well as it is easier for them to be involved. Another strategy could be the formats in which we use to communicate, so instead of just sending out letters to parents and carers, emails, phone calls and possibly inviting them in would be a more effective way of communicating. This method would give the parents and carers the opportunity to make their own decisions on how they would prefer to communicate with the particular setting, also so that they feel comfortable doing so.
3.4|Multi-agency working is where practitioners and professionals from a range of sectors are brought together, in order to provide an overall integrated way of working to support children and young people, as well as their families.
Multi-agency working is a particular way in which we ensure that children and young people, who need additional support, have all the support that they require. Multi-agency working takes a variety of forms, such as working in a particular team based around a child or family. Multi-agency work involves anyone that is working in the contact of children, young people and their families – the multi-agencies could include people from a variety of professional background, such as social work, health, education, early year’s, police and youth justice. This is because it is important that they each provide their own input, own skills and expertise so that the child, young person and their family and getting the best support possible for
them.
Multi-agency working provides overall benefits for the children, young people and their families because they all receive the correct support in the most efficient way possible. The benefits for the children and young people include early identification and intervention, meaning they will be getting the support they need in order to develop correctly. Another benefit would be that they would have an improved achievement within education. Also, the agencies are to always put the interests of the child or young person before those of any one of the services, this means that the child or young person is the most important person in the matter and their needs are all met in the most efficient way possible. The benefits of multi-agency working for the parents or carers are that they are provided with all the support that they may need, it is easily accessed and it is quicker for them to access the services or expertise of other professionals. Another benefit for the parent or carer is that they have the overall right to access higher quality service, so they are being supported to the best of the services abilities. Also, there is a reduced need for more specialist services to be used. They are taken care of and supported in the correct manner and effectively.
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http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs 29th November 2013.
http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/a0069013/multi-agency-working 29th November 2013.
http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf 29th November 2013. http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ 29th November 2013.
https://www.gov.uk/early-years-foundation-stage 29th November 2013.
http://www.coventry.gov.uk/info/200016/childcare/1136/foundation_stage_consultant_team 29th November 2013.
http://www.educationscotland.gov.uk/images/ReggioAug06_tcm4-393250.pdf 29th November 2013.
http://www.authenticearlyyearslearning.com/reggio-emilia.html 29th November 2013.
http://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/ 29th November 2013.
CACHE Level 3 Child Care and Education, 2nd Edition (2012). Carolyn Meggitt Et al. 8th January 2014.