Contex and Principles for Early Year Learning

Topics: Kindergarten, Reggio Emilia approach, Childcare Pages: 23 (6121 words) Published: March 13, 2013

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development

1.1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to • work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them • secure sufficient childcare for working parents

• provide a parental information service
• provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008.

The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012.

This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development.

The new EYFS framework makes a number of improvements:
• Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. • Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. • Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. • For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. • Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language.

The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age.

The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis).

The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted...

References: - Hale, J. E. (1994). Unbank the fire. Baltimore, MD: The JohnsHopkins University Press.
- Harms, T., and Clifford, R. M. (1998). Early Childhood Environment Rating Scale. New York, NY: Teachers College Press.
- Kostelnik, M. Soderman, A., & Whiren, A. (1999). Developmentally appropriate curriculum best practices in early childhood education. New Jersey: Prentice Hall.
- Prescott, E. (1994). The physical environment—a powerful regulator of experience. Child Care Information Exchange,100, Nov/Dec. 9-15
- Roopnarine, J
- Shore, R. (1997). Rethinking the brain. New York, NY: Families and Work Institute.
- Wardle, F. (1989). Case against public school early childhood programs. ERIC #ED310846
- Wardle, F
- Wardle, F. (1999). Educational toys. Early childhood NEWS (Jan/Feb). 38.
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