refers to child B aged Four years and five months. Both focusing on a mathematical activity and demonstrating how the child in each observation developed their mathematical learning through play in regards to the Early Years Foundation Stage (EYFS) criteria. EYFS was established under the Childcare Act 2006 and is compulsory for all early years’ providers that have to register with Ofsted for children age three to the end of the academic year in which they turn five. During reflection I will also be
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GUIDANCE MATERIALS ARE USED IN SETTINGS. The relevant early years framework in England is the EYFS- Early Years Foundation Stage. It has been in use since September 2008 and consists of a statutory curriculum for children from birth to 5years who are being cared for outside their homes. All providers‚ which includes child minders‚ after-school clubs‚ nurseries‚ pre-schools and schools. The EYFS sets out legal requirement relating to learning and development (goals of early learning‚ educational
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Stages[online] available from http://www.cwdcouncil.org.uk/eyfs (date accessed 15/12/2011). Macleod-Brundenell‚ I & Kay‚ J. (2008‚ 2nd Ed.) Advanced Early Years for Foundation Degrees & Level 4/5‚ Harlow : Heinemann Chapters 4‚ 5 and 9 Montessori Centre International (undated a) Childcare and Health – Module 5‚ London; MCI. Montessori Centre International (undated b) Child Development – Module 2‚ London; MCI Chapters 1 and 3 (pages 39 - 42). Montessori Centre International (undated c) Contemporary Issues
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section 39 of the Childcare Act 2006. All of the early years providers are required to use the EYFS to ensure a flexible approach to children’s care‚ learning and development that enables young children to achieve the five Every Child Matters (ECM) outcomes. These 5 outcomes are staying safe‚ being healthy‚ enjoying and achieving‚ making a positive contribution and achieving economic wellbeing. The EYFS is used in many different settings and some of these are schools‚ nurseries‚ pre-schools‚ playgroups
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years for children who are being cared for or educated outside their homes. This framework is in place for child-minders‚ nurseries‚ Pre-schools and after school clubs. In addition to the ’education’ programme for the early year’s foundation stage (EYFS). In England there are six areas of development. *Personal‚ Social and Emotional development. Communication‚ Language and Literacy. *Problem solving‚ Reasoning and Numeracy. *Knowledge and Understanding of the World. *Physical Development.
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Task It is important to understand the principles of the EYFS Frameworks as not doing so can impact the child’s development by them not receiving the appropriate stimulus for learning. In September 2008 England introduced the EYFS as a statutory curriculum for ages 0-5‚ for children who are educated in settings such as nurseries‚ schools‚ under child minder care‚ after school and holiday clubs. In England there are 6 areas of learning which professionals must focus and plan on‚ there are: Personal
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vegetarians. It is vital that practitioners ensure there is appropriate provision in the setting to keep children safe and secure. For example making sure that the correct adult to staff ratios are applied as children’s welfare is paramount. The new EYFS 2012 states that: “ For children aged three and over at any time in registered early years provision operating outside the hours of 8 am and 4 pm‚ and between the hours of 8 am and 4 pm when a person with Qualified Teacher Status‚ Early Years Professional
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quite at the beginning of working with their frameworks. In 2008 in England the EYFS has appeared and it introduces the statutory curriculum for children under 5 years of age who are cared for or educated outside their homes. In consequence the framework applies to nurseries‚ pre-schools‚ schools‚ child-minders‚ after-school clubs etc. and the way they are funded is of no relevance in the appliance of the framework. The EYFS does not only apply as an “education programme”‚ but it also incorporates the
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in-line with EYFS learning objectives. Beckley (2012)‚ proposes three reasons to for carrying out observations‚ for the purposes I will review the first two with the intention of discussing the context of the learning experience that caused the observation to be recorded. In considering the children who took part in the activity‚ attention will be focused on their different developmental age and stages‚ focusing on their physical and personal social and emotional development. The current EYFS (2008) and
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EYMP Core 1 Context and principles for early years provision Task 1: The government has realised in the recent years that the education of children has potential impact on their learning outcomes therefore it is important to have knowledge of the purposes and principles of the early years framework in the UK. The United Kingdom is made up of four nations which all have a slightly different approach to the planning and delivery of the early years education‚ as all four nations are in the early stages
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