Early Years Framework

The article, ‘The Early Years Foundations for life, health and learning’, by Dame Clare Tickell (2011:6) reviews as well as her recommendations has source different findings under the statutory requirements of the Early Years Foundation Stage Framework (EYFS: 2012). The Author’s clearly indicate that it is necessary for all service providers within the childcare industry to focus on making sure that every child fulfils their full potential and have access to the five key outcomes of Every Child Matters (ECM: 2003).
In addition, she highlights that within the Development Matters in the EYFS (2012), the prime areas which are supporting the areas of learning and development has strongly influence ways children progress in life. The personal,
The influence on the child’s life, learning and success during the period from birth to 5 years old also describe by Donahue-Colletta (1992) is a representation of developmental differences in each child. In the same way, essential and appropriate to the ideology of theorists such as Piaget (1936), Vygotsky (1934-1987), (Piaget 1936-1959) Brunner (1957-1976), Chomsky (1965), Skinner (1957) and many more.
As highlighted in Tickell review (2011), the prime areas are important to children's successful learning in the specific areas which are: Literacy, Mathematics, Understanding the world and Expressive art and designs. However, this specific area cannot be met in separation from the prime areas of learning. For instance, without communication and language it is difficult to develop literacy. Additionally, without these prime areas children will struggle with the specific areas. This is because, children always experience the world through communication, physical and sensory
He also believed that cognitive development results from the impute of language. Vygotsky (1934-1987) also believed that language and thought are different. The reason to this is, language and what goes on in baby’s head are two different things until, the age of three where they start putting words together and start thinking their thoughts using language and making sense. Moreover, as cited in Saul McLeod report 2007, Vygotsky theory (1934-1987) also emphasises on the role of an adult in supporting cognitive development and language. Additionally, Vygotsky (1934-1987) also believed that cognitive development connects with social interaction from guided learning within the ‘Zone of Proximal Development’. Whereas Piaget believed that children, cognitive developments depends on their independent