Major Policy Changes In Early Years

Policy and Education
1997-2013 Early Years

"Discuss what major policy changes have occurred to improve education provision for Early Years in England during 1997-2013"
Historically in England, Government involvement in early year’s provision and curriculum was very little. However Education and care needs provided in early years has been adjusted for better. There has been many different ideologies backdated from history about the roles of practitioners, families about the early years provision. Many ideas based on how to work with children have differed from one and other and it hasn 't always been for the best interest of children 's learning outcomes. Adults which are working with children aged 3 or 4 must use formal methods and
In contrast to prior years the Government concern on the subject policy 's for early years was new and there was barely any childcare services during the 19th century. In 1997 the Government emerge an importance in early years provisions. England was far behind other countries in taking duty 's and responsibility in childcare legislation. Approaches were more rather based on babysitting the children and was not centred on the importance of teaching and parental involvement. It was not until the New Labour was elected in 1985 that early years policy became a main concern. It was being Recognised how children 's early years encounters had an influence on their future opportunities. It was being recognised by the Government and other educated childhood practitioners that the education condition provided was vital and that not all children were in the same financial scale. The Early Years Foundation Stage helped combine education and care together. (EYFS) also replaced previous legislation for children from birth to five years old in all Early Years Settings. Regardless of the positive and negative outcomes for the suitability of many of the legislations and frameworks. Despite formal teaching in literacy and numeracy there is more initiative in allowing children to "free play" and learn while playing. Government assessments has enabled
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