Emyp 1 Context and Principles for the Early Years Provision

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EMYP 1 Context and principles for the early years provision

Task 1
1.1

Understanding the purposes and principles of the early years framework within the UK

The current statutory curriculum for children aged 0-5 years, the early years foundation stage (EYFS) applies to children educated in outside establishments such as childminders, after school clubs, nurseries, pre schools and schools. This curriculum was introduced in September 2008. There are six main headings within the curriculum; these are called the common core:

Personal, social and emotional development.
Communication, language and literacy.
Problem solving, reasoning and numeracy.
Knowledge and understanding of the world.
Physical development.
Creative development.

The common core was introduced following the high-profiled case in 2000 of Victoria Climbié, the eight year old who died at the hands of her carers. As of September 2012, changes to the current curriculum have extended the common core to seven headings:

Personal, social and emotion development.
Communication and language.
Physical development.
Literacy.
Mathematics.
Understanding the world.
Expressive art and design.

A personal and individual approach to learning and development

Children are regularly assessed individually on these learning objectives. The framework is there to guide early years practitioners and professionals. Every child is unique and given personal and individual assessment because children develop at different rates and have different strengths and weaknesses. It can also allow you to pick up at an early stage potential additional learning support or needs.  

EMYP 1 Context and principles for the early years provision

Task 1
1.2

National and local guidance materials and how they are used in settings

The national guidance and the common core values of the EYFS are used within the setting to highlight assess and plan against the relevant age group. The EYFS is a working document and these are used as reference within the observations and assessments of each child to see what stage and rate of development they are at. It should lead the practitioners and setting in everything they do. By using different methods of assessment we can gather the information we require. Local guidance is lead by national government guidelines.

The Local Education Authority (LEA) has a responsibility to make sure that each setting is implementing the EYFS to a good standard of provision. This is done by monitoring and Ofsted inspections.



EMYP 1 Context and principles for the early years provision

Task 1
1.3

Different approaches and influences on current provision

The EYFS has been influenced by the work of different theorists and approaches. The four main theorists are:

Montessori
Maria Montessori (1870 -1952) was an Italian doctor who developed a method of improving children’s outcomes by the use of observation by the practitioner and knowing when to step in to support their learning. Montessori stresses the term ‘play with a purpose’, learning through exploring using play and the use of the child’s senses in a specific environmental design to meet their needs.

The influence on the EYFS curriculum is for practitioners to:

Undertake individual observation to coordinate their play and learning. •Provide challenges to develop learning progress.
Follow EYFS guidance and give appropriate needs according to the child’s stage of development.

Steiner
The philosopher, Rudolph Steiner (1861 -1925) founded the Waldorf School after the First World War (1918). The seed of his approach started at this school where he emphasised the importance of developing the child’s imagination and the creative ability. The Steiner approach is child-centred cross curricular and strongly believes in the important use of role models, routines and practical application. The daily routines in the...
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