EYFS Assignment Part 1
A good early year’s setting can be an amazing childhood experience. It can provide a home from home feel, with comfy corners and familiar pictures, objects, people and routines. It can be an awe inspiring adventure, with new experiences and challenges provided in a secure yet unrestrictive environment. To a child, an early years setting can be what ever they want it to be that day and something completely different the next (Tassoni, P. 2008).
This essay examines some of the many factors that make an effective early years setting. Such as staffing, qualifications and training and how this links to raising children’s self esteem through the key person approach.
The Department for Children, Schools and Families state that warm, trusting relationships with knowledgeable adults support children’s learning more effectively than any amount of resources (DCSF 2008c:2.3).
In addition, it investigates how practitioners link theoretical perspectives to current practice through the implementation of the Early Years Foundation Stage (EYFS). Furthermore it discusses how planning, organisation, observation and assessment can help to facilitate effective learning (Nursery World 2011)
The essay draws upon the thoughts, ideas and conclusions of the Effective Provision of Pre-school Education (EPPE 2003) and Researching Effective Pedagogy in the Early Years (REPEY 2002) documents and those of significant theorists including Bowlby, Bruner and Vygotsky and alternative educational approaches such as High-scope borne from the USA and Te Whariki from New Zealand. Additionally it reflects on the authors personal experiences of working as a practitioner in different early years settings and also working in partnership as a parent.
An early years setting has many factors which all need to work in partnership to provide a quality effective learning environment such as the staff, the management the policies and procedures that are followed and the parents. It has been observed in
This essay examines some of the many factors that make an effective early years setting. Such as staffing, qualifications and training and how this links to raising children’s self esteem through the key person approach.
The Department for Children, Schools and Families state that warm, trusting relationships with knowledgeable adults support children’s learning more effectively than any amount of resources (DCSF 2008c:2.3).
In addition, it investigates how practitioners link theoretical perspectives to current practice through the implementation of the Early Years Foundation Stage (EYFS). Furthermore it discusses how planning, organisation, observation and assessment can help to facilitate effective learning (Nursery World 2011)
The essay draws upon the thoughts, ideas and conclusions of the Effective Provision of Pre-school Education (EPPE 2003) and Researching Effective Pedagogy in the Early Years (REPEY 2002) documents and those of significant theorists including Bowlby, Bruner and Vygotsky and alternative educational approaches such as High-scope borne from the USA and Te Whariki from New Zealand. Additionally it reflects on the authors personal experiences of working as a practitioner in different early years settings and also working in partnership as a parent.
An early years setting has many factors which all need to work in partnership to provide a quality effective learning environment such as the staff, the management the policies and procedures that are followed and the parents. It has been observed in