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Context and principles for early years progression (CU1533)

2.1 Explain how different approaches to work with children in the early years has influenced current provision in the UK

All of the UK nations develop framework in a different way. Approaches that have had a great impact on early years curricula are, Reggio Emilia, High/scope, Montessori and Steiner.

Reggio, influences the EYFS in many ways like practitioners providing the children initiated play, also enabling environment that prompts practitioners to think about how rich the environment is for the children as well as emphasis on sensory and outdoor play, providing children ways of learning through play.

High/Scope, influences the EYFS in similar ways to Reggio in it promotes child-initiated play as well as encouraging practitioners to talk to children about learning.

Montessori, influences practitioners to observe children individually to provide better quality of play and leaning it also helps to provide challenging play and learning to progress help progression

Steiner, encourages use of playing natural objects for babies and toddlers

So as you can see from the above statements there are many guidelines that have an impact on the guidelines within the UK that the EYFS uses and there for influences how practitioners work and children learn.

1.3 Explain why early years frameworks emphasise a personal and individual approach to learning and development. Each child is an individual and is different it is important to focus on the child’s individual needs as they develop at different rates, they are unique, children come from a varied range of backgrounds. So children have different needs and interests and require a range of different opportunities in order to achieve. The EYFS also stresses the importance of personalisation of learning and development experiences. They also stress the importance of observing a child and working with them on the basis of their personal development. That play is an important part of learning and that one size doesn’t fit all.

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