Eyp 3.9 1.1

This report will reflect upon a direct planning of learning activities for early year’s children. The report is aimed at planning and delivering of learning activities that supports children development through prime and specific areas of the early year’s foundation stage framework and also justifying how planning meet individual needs, adhere to appropriate policy and legislation, promote inclusion and support progression. (EYFS 2014). Our planning is focussed on the prime area of the EYFS “Communication and language: listening and attention”. However planning should give practitioner the opportunity to discuss and review children’s development. Planning, teaching and evaluation follow a cycle which gives structure to the learning process.
Planning for the early years offers a precise focus for children’s learning with activities. (Stevens
The planning also covered for the fact that curriculum structures have become more structured. Thus, this plan also set out to ensure early year learners do not lose interest in the learning process. The current plan is based on the principles of continuous provision and unrestricted access to activities. Through continuous provision, the plan intended to empower the early learners to discover more lively and recent learning processes, practice new skills and indulge in activities that excite and interest them (Brighouse et al., 2008). Besides continuous learning activities, the plan also use adult-initiated and adult-directed, focused sessions, a combined approach that enables teachers to build adult-led activities. Through adult-led activities, early learners are granted the chance to improve their skills, confidences, and knowledge by presenting enough learning opportunities and room for independence (Foundationyears.org.uk,