EYMP 1 - Context and principles for early years provisions
1.1 Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings In recent years successive governments have recognised the importance of good quality early years learning and have put in place structured legal frameworks that must be followed by all settings. Practitioners are required to understand how this works on a local and national level. The four parts of the United Kingdom differ slightly in their approach to early years provision. In England the early years foundation stage was introduced and reviewed as recently as 2012. The EYFS is a statutory curriculum for children aged birth to 5 who are being looked after or educated outside of their home. The early years foundation stage also looks at the welfare of children, suitable people, premises and environment and states the documentation that is required to be maintained. The early years foundation stage has 7 areas of learning that are spilt into 2 areas, the prime area of learning and specific areas of learning. The prime areas of learning are: communication and language
personal, social and emotional development
The specific areas of learning are:
understanding the world
expressive arts and design
It is expected that early years practitioners led by the child’s key person assesses the child through observations that are tracked against the developmental stages within the early years foundation stage. The information gained from these assessments is used by practitioners and parents to support the child’s learning and development by planning appropriately for the child and following the child’s interests. At the end of the academic year that the child turns 5, all children are expected to have fulfilled the learning goals in the early years foundation stage profile. There are exceptions made for children with special education needs and disabilities. In the early years framework there is an emphasis on working in partnership with the parents, hearing the child’s voice, a valance between adult led activities and child initiated activities, learning through play and holistic learning programmes that assess the child as an individual and according toothier needs.
1.2 Explain how different approaches to work with children in the early years have influenced current provision in the United Kingdom The early pioneers in early years education and development all believed in an integrated early years provision. The greatest influences on english provision were Friedrich Froebel, Maria Montessori, Rudolf Steiner and more recently Margaret McMillan and Susan Isaacs.
Froebel 1782 - 1852
Through observation Froebel learnt about the importance of children having real experiences that required them to be physically active in what they did. He also believed that everything is interconnected and called this his principle of unity. Alongside this he believed in the principle of opposition where you give children the idea of opposites. The main principles of Froebel’s ideas are schools as a community with parents joining the children
parents are the first educators
children should be taught outside, studying nature
he invented finger play, nursery rhymes and songs in an educational context children should have freedom of movement and eat sensible food he encouraged arts & crafts, literature and mathematic understanding he valued symbolic play
Maria Montessori 1870-1952
She was the first female doctor in Italy and began working with the poorest children in Rome, especially with children with learn gin difficulties. She spent many hours observing children and this has proved to be one of the greatest strengths of her work. Through her observations she realised that children pass through sensitive periods of development when they are particularly receptive to a...
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