Unit 136
UNIT 136
Support children’s learning and development in the early years 1. Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development.
The Early Years Foundation Stage (EYFS) sets the standards for learning, development and care for children from birth to five years and is a mandatory framework for all early years’ providers from 1st September 2012.
These standards are set to promote a flying start for each child at a young age and to give children “the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.” (EYFS Introduction II. Pg.2). The EYFS curriculum is split up into three sections: 1. The Learning and Development Requirements 2. Assessment 3. The Safeguarding and Welfare Requirements.
Section 1 outlines the learning and development requirements which are divided into seven different titled educational programmes, with the top three following headings being the “prime areas”: * Communication and Language * Physical Development * Personal, Social and Emotional Development * Literacy * Mathematics * Understanding the World * Expressive arts and design.
This section defines the early learning goals of each title and the three characteristics of effective teaching and learning which are: playing and exploring, active learning, creating and thinking critically. Section 2 summaries the assessment criteria, states the importance of on-going assessment and frameworks the progress checks which must be reviewed at the age of two and five. Section 3 defines the safeguarding and welfare requirements under the following ten different titles: * Child Protection * Suitable People * Staff Qualifications, Training, Support and Skills * Key Person * Staff: Child Ratios * Health * Managing Behaviour * Safety and Suitability of Premises,
Support children’s learning and development in the early years 1. Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development.
The Early Years Foundation Stage (EYFS) sets the standards for learning, development and care for children from birth to five years and is a mandatory framework for all early years’ providers from 1st September 2012.
These standards are set to promote a flying start for each child at a young age and to give children “the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.” (EYFS Introduction II. Pg.2). The EYFS curriculum is split up into three sections: 1. The Learning and Development Requirements 2. Assessment 3. The Safeguarding and Welfare Requirements.
Section 1 outlines the learning and development requirements which are divided into seven different titled educational programmes, with the top three following headings being the “prime areas”: * Communication and Language * Physical Development * Personal, Social and Emotional Development * Literacy * Mathematics * Understanding the World * Expressive arts and design.
This section defines the early learning goals of each title and the three characteristics of effective teaching and learning which are: playing and exploring, active learning, creating and thinking critically. Section 2 summaries the assessment criteria, states the importance of on-going assessment and frameworks the progress checks which must be reviewed at the age of two and five. Section 3 defines the safeguarding and welfare requirements under the following ten different titles: * Child Protection * Suitable People * Staff Qualifications, Training, Support and Skills * Key Person * Staff: Child Ratios * Health * Managing Behaviour * Safety and Suitability of Premises,