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Principles of the Early Years Foundation Level Framework

Outline

In this article I will be reviewing the first Years Foundation Level Framework (EYFS) looking at the principles, how they underpin our Early Years adjustments and derive from the theory of pioneers. I will then cover the worthiness and need for play and how this is a significant part of children's learning. I am going to outline how exactly we got to where were today with the EYFS Platform including the value and the impact it has already established on today's practitioners. At the end of the review I am going to take a look at how training and the continuing professional development of experts is vital.

Principles

Dictionary definition - 'a truth or general legislations that is used as a basis for a theory or system of perception' Oxford British Dictionary, third model 2005

Early Years Groundwork Stage principles:

  • A unique child - every child is a competent learner from labor and birth who can be resilient, able, confident and self-assured.
  • Positive Relationships - children figure out how to be strong and indie from basics of caring and secure relationships with parents and/or an integral person.
  • Enabling Environments - the surroundings plays a key role in aiding and increasing children's development and learning.
  • Learning and Developing - children develop and learn in several ways and at different rates and all areas of Learning and Development are similarly important and inter-connected.

Today's children are the main priority in every Early Years practice. The Early Years Foundation Stage must be underpinned by guidelines supporting all areas of the child's development. They are all of identical importance and have to be set up when looking after children. They interact providing a stimulating and valuable practice, delivery of the EYFS and putting the legal requirements in to perspective. In addition they support child's needs and interest which means appropriate activities are provided.

Key pioneers and theorists such as Montessori and Margaret MacMillan have been learning how children learn for over 200 years. Through studying and watching children they realised and proven what was necessary for a child to build up and find out. Margaret MacMillan emerged to her theory after noticing the affect poverty was having on children. She became alert to the importance of exploring the natural world, being outside the house in open spots and obtaining regular meals, shower time and plenty of sleep. As according to M. MacMillian 'In open-air nursery children experienced no examinations to sit down, no formal framework to your day but had the perfect time to play, to run free in wide open spaces, feel the sun and the wind and explore the natural world. (how children learn pg24) Key pioneers and theorists still influence our principles and teaching today, even as ensure that children's learning is extended and that they have access during the day to both the indoor and outside the house area and not only at collection times. The outdoor area is now an expansion of the class bringing the interior areas outdoors including role play, writing, gardening, and looking after life stock. Children's people who are on a low income are also offered free institution meals to ensure the child received a wholesome balanced diet and all children receive enough time and space to relax each day.

Value of play

'Play is a powerful motivator, pushing children to be creative and also to develop their ideas, understanding and language. Through play, children explore, apply and try what they know and can do' Rumbold survey pg7 56

All babies and children enjoy playing, it is an essential part of the growing up and is necessary for children to reach their full probable. It allows the children to be 'in fee' of their own learning and is employed everyday, this allows us to see far more of their successes rather arranging the scene for the kids. Children have the ability to combine their play with learning in a safe environment as C. Macintyre (into VIII) expresses 'although the children might be observed to be 'just participating in' all the time they are simply learning, as fast as they can'

Play helps a child's alternative development as PLAY 'play underpins all development and learning for young children. Most children play spontaneously, even though some may need adult support, which is through play that they develop intellectually, creatively, physically, socially and psychologically.

Children can learn everything through play and it is a highly effective way of learning so that it should be made fun and pleasurable for both the children and the parents. Additionally it is important that children and professionals understand these are permitted to play and that it's through play that they learn. When participating in children in a natural way develop their skills and to act out and overcome any issues they have in the immediate world. Additionally it is where in fact the children do their thinking, problem fixing and use first hands experiences so it is important that the experts and parents go into the children's world and encourage their play. Playing may take place anywhere not only in the school room but the back yard as well and children have to be given time and space to place.

The trip of Early Years Base Stage curriculum

The quest of how we surely got to today's EYFS curriculum started in 1990 with the Rumbold article 'starting with quality'. It investigated into the quality of education at under five's and the way the procedure for a child's learning is merely as important as the outcome. The report areas 'Children's thoughts can be nurtured by giving an answer to their interest. With encouragement and excitement, this curiosity will develop into a thirst for, and entertainment of, learning. ' Pg 7 56. In 1996 Desirable Results were introduced comprising six regions of learning: personal and interpersonal development, words and literacy, mathematics, knowledge and knowledge of the planet, physical development, and creative development. The Curriculum Direction was then set up in 2000 for the building blocks Level children aged 3-5 years. It recommended they had their own curriculum which recognized their needs within the 6 regions of learning. Under each area then acquired establish goals which gave guidance and structure to their education. Each child will achieve these goals at their own rate and will be the base of their learning. It had been then noticed that children under 3 also needed some advice so in 2003 Sure start introduced a platform known as Birth to three: supporting our youngest children released. It takes a holistic strategy in little stepping rocks caring for children needs and regime. These are included in four components: A strong child, skilful communicator, capable learner and healthy child. Today every practice must follow the Early years platform. It complies and helps all children from labor and birth to five and separates from the Country wide curriculum. It focuses on development, learning and care of the kid.

The framework

The EYFS framework is one file which all options working with children will have to comply with. It includes both education and health care and is supported by the four key points (appendix). For any effective setting it is important that the following tips are in place. This has acquired a huge effect on practitioner as it ensures every child's development has been met and they're seen as a person.

Observing a kid is an important area of the day-to-day role of the practitioner within an Early Years setting up. As observing a kid it is possible to discover the child's interests, likes and dislikes, behavioral patterns, asses the child's stage of development and identify any patterns in the child's learning. S. Isaac pg 35 how children learn 'allowed parents to really become familiar with children, that their feelings were not covered' Additionally, it may identify any concerns you may have and means that the child is seen as a person with all its needs being satisfied. Observing a child involves looking, listening and being activity involved.

Assessing a kid is of identical importance as watching them, as you use the info from the observation to identify the child's accomplishment and plan the child's next steps in their development and learning. 'Ongoing analysis is an essential area of the learning and development process' EYFS Statutory Framework pg 16 2. 19 In my own setting we are regularly observing children during play as this is when we feel we gain more from watching the children as they are convenient and demonstrate the abilities that they have learnt. We then take the child's observation and record their accomplishments in their individual information and learning journeys. From considering their accomplishments we then plan their next steps. This technique is a continuing circuit as shown in the diagram.

Planning

There are three different kinds of planning Long-term, Medium term and short term all of which are essential as they ensure all areas of your child's development are consistently met. It also ensures all the rules are being underpinned within the setting up and that the children have access to an array of area including in house, outdoor and a silent area. Planning also permits regions of development to be associated together so the children are creating a range of skills and learning. In my setting the children are very much associated with the planning even as we are interested in what the children want to learn. We use short-term regular plans (Appendix) and review the actions daily including to see how successful they have been and to extend the children's learning. Good planning is the key to making children's learning effective' EYFS Construction theory pg12 2. 8

Record keeping

Keeping a record of children's development is completely important as it screens a child's improvement and accomplishments. Also highlights any patterns in a kid development and is used as evidence showing parents, outside specialists and teachers. In my own setting each young one has their own Learning Journal which they are involved in. It includes the child profile, proof their development and learning using photographs, observations and their own work. That is shared between your child, their parents and the experts.

Relationships with parents and importance of confirming to them

Parents are a vital part of an child's learning because they are their main teachers. A good romance between your parents and the setting up helps to build a strong interconnection which allows the parents to support their child and provide a continuity of anticipations, experiences and action 'All families are important and should be welcomed and valued in all adjustments' basic principle parents as companions 2. 2

The parents also have an understanding of the EYFS therefore understand how important it is for his or her child to experience and exactly how they their role as a parent is needed for them to develop.

Within my setting we support the parents by causing sure they feel engaged and appreciated. We've an open up door policy that allows parents to come and talk to a member of staff when they feel they have to. We also offer father or mother consultations, workshops, supporting hand incidents and inform them of any information through conferences, newsletters, telephone calls and home/institution diaries.

Training

Learning does not stop once departing school you keep up to learn throughout your life and within your professional career, today this is known as Lifelong Learning.

So With regular changes to the Curriculum it's important that practitioners continue to keep up to date with the training, as this helps them to build up on the knowledge and enhance their skills of their career. It also allows those to think about their own learning encounters also to notice their accomplishments.

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