Context and principles for early year’s provision
Explain the legal status and principles of the relevant early year’s framework and how national and local guidance materials are used in settings In England, the EYFS (Early Years Foundation Stage) is the statutory framework that all settings are required to use to set the standards for the learning, development and care of children from birth to the age of five. The EYFS curriculum was first introduced in September 2008, thus since being updated in September 2012. The EYFS framework is for any children being cared for outside of their homes; including preschools, nurseries, child minders and schools. The EYFS aim to set the standards for the learning, development and care of young children. The framework seeks to provide: Quality and consistency in all early year’s settings, so that every child makes good progress and no child gets left behind A secure foundation through learning and development opportunities that is planned around the individual needs and interests of the child and are reviewed and assessed regularly Partnership working between practitioners and parents and/or carers Equality of opportunity and anti-discriminatory practice, ensuring every child is included and supported and not disadvantaged because of ethnicity, religion or culture, family background, disabilities or learning difficulties, and gender or ability. There are seven areas of learning and development in the EYFS that practitioners must plan for in early year’s settings. The three prime areas we support children in are: communication and language, physical development and personal, social and emotional development. The four specific areas of learning include: literacy, mathematics, understanding the world and expressive arts and design. The statutory framework refers managers and practitioners to various other laws and acts to ensure we meet our responsibilities, for example; The Childcare Act 2006, Data protection Act 1998, Local Safeguarding Children Board. Our setting uses the ‘Development Matters’ booklet and posters to assess development, promote positive relationships and provide an enabling environment.
Explain how different approaches to work with children in the early years have influenced current provision in the UK The following approaches have contributed to the development of the early year’s current provision: Reggio Emilia High/scope Montessori The Reggio Emilia approach to education was inspired by a group of pre-schools in Northern Italy in 1989. This approach focuses on partnerships with parents and children aged 0-6 years being involved in their own learning. The main aspects include; Children needing some control over their own play and learning alongside teachers as helpers Children learn through using all their senses Children learn from and enjoy being with others Children need a rich environment so they can learn and express themselves in many ways This approach has influenced the EYFS curriculum as practitioners should provide opportunities for child-led play, the Enabling Environment theme in the EYFS encourages practitioners to think about how effective the environment is for children to learn through playing with others and there is an emphasis on sensory and outdoor play.
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