Early Years Foundation Stage: Case Study

How does the Reggio Emilia Approach support the themes of the Early Years Foundation Stage?

‘A Reggio pre-school is a special kind of place, one in which young human beings are invited to grow in mind, in sensibility and in belonging to a broader community.’
(Learning and teaching Scotland, 2006)

For this case study I am going to look at the four themes of the Early Years Foundation Stage, also known as the EYFS. The EYFS sets the standards that all early years providers must meet to ensure that children learn, develop well, and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that will provide the right foundation for
Reggio Emilia teachers are seen as partners in learning, (Tornton, 2006) for example pupils and teachers work together aiming towards a common purpose: the building of a culture. This respects childhood as a time to explore, create and be joyful. Participation begins even before the children have started school, through a comprehensive integration programme. This involves meetings between children, parents and teachers to build an image of the child as an individual. This often involves the child doing a task such as making a ‘holiday booklet’ of photographs and favourite nursery rhymes; this can be used as stimulus for discussion between child and teacher. (Learning and Teaching Scotland, 2006) The teacher`s working with the child links to one of the four themes within the EYFS- Positive Relationships. The EYFS states you should be supportive of the child’s own efforts and independence (EYFS, DATE). By the teacher being a partner in learning, suggests that children could have the freedom to convey their thoughts and ideas more freely. To give an example: The teacher strives to support and encourage the child on the learning journey, encouraging them to reflect and to question. In this sense, the role of the teacher is not to dispense information or simply to correct. Rather, the teacher is like a tool that the children use when most needed. (Learning and Teaching Scotland, 2006) This also links to Jerome Bruner’s theory of scaffolding,
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3. DFE (Department of Education) (2012) Statutory Framework for the Early Years Foundation Stage (EYFS) Runcon:DFE

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5. Hutchin, V. (2012) The EYFS a Practical Guide For Students and Professionals. London: Hodder Education.

6. Learning and Teaching Scotland, (2006) The Reggio Emilia Approach to Early Years Education. Early Education Support [online]. [Accessed 05 December 2013].

7. Moyles, J. (2010) The Excellence of Play. 3rd ed. Berkshire: Open University Press.

8. Thornton, L. and Brunton, P. (2006) Understanding the Reggio Approach: Early Years Education in Practice. London: Routledge.

9. Vygotsky, L. (1978) Mind in society: The development of higher psychological processes. Cambridge: MA: Harvard University