EYFS Framework Summary And Analysis

Often the successive step forward to embracing Pedagogic documentation is viewed at odds with the existing EYFS (Early Years Foundation Stage) framework (Dfe, 2014), which many suggest supports a developmental approach to assessment (Moyles & Worthington, 2011). Whilst we readily acknowledge that development matters, this approach is felt to be excessively constrained by its reporting requirements and assessment obligations. Ollson, (2009:113) endorsed this principle but also added currently “there is a risk that we document that which we already know about children and learning and by doing that we immobilise and close down the event”. This is in absolute opposition and indeed counterproductive to the intentions of pedagogical documentation with its cornerstone notion of the development of a reciprocal and responsive relationship between adults and children, through their collaborative engagement in learning.
Some are still developing by challenging educators to expand their perceptions of children’s realities and in some settings this has not yet been considered, with educators lacking any real training and for many, any real experience or understanding (Papatheodorou & Moyles, 2009, Stephen, 2010, Rogers,