Topics: Childhood, Developmental psychology, Environment Pages: 15 (5442 words) Published: January 11, 2014
1.1|The Early Years Foundation Stage (EYFS) was introduced in 2008, then the revised framework for the EYFS was published on 27th March 2012, to be implemented from the 1st September 2012 – this framework includes the recommendations from the 2011 Tickell review. It was introduced to provide a framework which would deliver consistent and high quality environments for all children in early year’s settings. The early years foundation stage (EYFS) is a statutory framework that sets out the overall standards that all early year’s providers such as schools and nurseries must meet to ensure children are learning and developing well, as well as maintaining the children’s health and safety. This is a framework for early year’s providers, it is based on what we have seen from research evidence and it is there to promote teaching and learning to make sure all children are ready for school and it gives them a wider range of knowledge and skills, in order to provide the right grounds for a good future. All schools and Ofsted-registered early year’s provides are legally required to follow the EYFS standards, this includes providers such as pre-schools, reception classes, child minders, nurseries and schools. The EYFS sets out six key areas of learning around what exactly the activities should be based around. The framework covers the welfare and development of children:

Basic checks that are required, such as all members of staff or anyone in contact with children undergoing DBS checks and all other relevant security checks. Personal, social and emotional development.

Safety checks, such as ensuring all equipment and facilities are safe and suitable for all individual children to use. Communication, language and literacy development.
The quality of the environment being used, such as access to outdoor areas if they are required and possible to maintain. Problem solving and reasoning.

Knowledge and understanding of the world.

Physical development.

Creative development.

“The learning and development requirements are given legal force by an Order made under Section 39(1)(a) of the Childcare Act 2006. The safeguarding and Welfare requirements are given legal force by Regulations made under Section 39(1)(b) of the Childcare Act 2006.” 29th November 2013.

The early year’s foundation stage is for all children aged 0-5 that are cared for or educated outside the home. This framework has a legal force, meaning that from 2008 it is mandatory that all schools and Ofsted-registered early year’s providers are required to follow the EYFS standards. They are also required to put together an EYFS profile; this is usually done at the end of the academic year once a child has turned 5. The practitioner will use records and reports about each child’s development by watching the child playing and observing their developmental patterns. The framework was revised and published on 27th March 2012, to be implemented from the 1st September 2012. The revised framework shows a number of improvements, such as: Simplifying the learning and development, this was done by reducing the number of early learning goals from 69 to 17. Stronger emphasis was put on the three prime areas of the framework, which are most essential for children’s healthy development and these three areas are communication and language, physical and PSE (personal, social and emotional development). A new progress check was put into place about development for children at the age of two. This is so children have the opportunity of getting additional support that they may need before they start school. They have strengthened partnerships between both professionals and parents, making sure all of the new framework uses clear language and is can be clearly understood by anyone that may come across it....

Bibliography: CACHE Level 3 Child Care and Education, 2nd Edition (2012). Carolyn Meggitt Et al. 8th January 2014.
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