EYMP1: Context and principles for early years provisions
Children & Young People's Workforce Level 3
Early Years Framework
| Early Years Framework | Principles | Purpose | Demonstration of care using the framework |
|---|---|---|---|
|
Early Years
Foundation Stage
EYFS Every child should have the best start in life. Focus should be on children's learning and development from birth to age five. By the age of 5 every child should have developed skills and knowledge necessary. Six areas of development: Personal, Social & Emotional. Communication & Language Physical Maths Literacy Knowledge and understanding of the world Expressive arts and design Children's welfare is fundamental. Keep children safe and support their healthy development |
Every child is unique and has the competence to learn and be resilient. Children develop and learn in different ways and at different rates. All areas of development are connected to one another and equally important. A loving and secure relationship with parents and carers promote children to be strong and independent A safe and secure surrounding supports and extends children's development and learning. |
Make smooth transitions to infant school. To equip children with the skills and knowledge to thrive successfully in the world. Promote confidence and independence. Receive quality care. Promote confidence and independence. Receive an enjoyable and challenging learning experience. |
Provide suitable resources and equipment to promote learning and development.
Provide special resources and equipment for children with special needs. Provide opportunities to every child to engage in activities. Allocate a key person to a child to enable them to form trust and bond. Employ suitable people to care for children. Staff must be qualified and have the skills and knowledge required to care for children. Training should also be provided to keep up to date with new developments. Activities should be planned to meet individual needs. |
| Every Child Matter ECM | Focuses on services working together to support children and families. ECM aim is to keep children happy, healthy and safe, as well as ensuring children enjoy learning and achieving. Equipping learners with the skills and knowledge that will enable them to get jobs and contribute to the community. |
To ensure that every child is included and not excluded from ECM aims. Safeguard children from any form of abuse. Provide quality education and the skills that will help them into employment. |
Provide healthy breakfast, lunch and dinner. Provide a balance meal packed with nutrients. Make provisions for physical activity: PE or sports for older children. Physical games, climbing frame, slides and balls to promote physical and emotional development. Implement safeguarding policies. Counselling services available Implement bullying policies Produce CV, practise interview and job search skills. |
Can you identify another framework or legislation?
Outline the principles and the purpose of these frameworks or legislations.
Various approaches that influence current practice
in educational settings
| Approach | Theory | Practise in work setting |
|---|---|---|
| Reggio Emilia | Invite children in their own learning through educational play. Give children choices in resources and what to play. To promote learning, ensure environment is safe so that the children feel comfortable. Ensure that the surroundings is stimulating and encourages children to explore with their senses. |
Painting, drawing with crayons , playing with clay, music and drama. Providing opportunities to express themselves. |
| Maria Montessori |
Adults set up the play or activity so that it is more structured and challenging. Special designed equipment, furniture and material is used. And practical skills are encouraged. Child works in his own pace and when necessary adult will assist in child's play. Focus is on free play, exploration and learning by doing. Children encouraged to play outdoor. Taught self-help skills, science, geography and maths. |
Adults support children by working with their strengths in a positive way. Baking, painting and gardening. Singing and story telling. Play with shells or dolls made with natural material. |
| Friedrich Froebel | Founder of the kindergarten. Focuses on child-centred learning in which the child dominates the game and adults do not lead the play or activity. Encourage self-expression through play. Focuses on learning through play and activities that follow the interest of the child. Children learn best when they are self-motivated. Imaginative play is encouraged |
Music and movement Singing and finger rhymes. Hand activities and games Paper folding , playing with clay, creating letters with clay Froebel gifts: wooden block play |
| High Scope |
Builds on children's, strengths, interest and ability. Believe children learn by doing and adults role is to observe and guide them. Children are monitored and progress is recorded. Children encourage to create their own play and learn from it. At the end of the activity, children discuss with the adult what they did and how they learn from it. Provides active learning experiences. Provides combination of individual task. Provides group activities and discussions. High scope encourage children to think for themselves and makes decisions. Children are active learners who build and construct their own knowledge of the world ( High Scope philosophy) |
Role play for older children
Enjoy free play, planning and discussing the activity in groups and individually. No direct learning, instead encouraged to read and write through by creating a print rich surroundings and provide opportunities to listen to stories, explore books and other print material. Also work with writing tools and material. To promote maths ability, provide material to enable children to develop skills in counting and comparing numbers. |
Reasons for a personal and individual approach
to learning and development
EYFS requirement that all children regardless of age, ability, gender or race should be catered for.
Children are unique, they learn in different ways and at different rates, so practitioners should allow children to develop at their own pace that they are comfortable with.
All children are not the same; different background, different cultures, beliefs and experiences are factors that will affect development, so practitioners may need to provide special
or additional input to promote learning and development.
Because of different beliefs and cultures, practitioners will need to treat children individually that will allow children to feel they are treated fairly and respected.
Some children will have special needs or disabilities, so practitioners will need to consider this when planning activities in order to accommodate them.
Children should not be made to feel differently or isolated, but included in same activities as other children but one that is adapted to meet the child's individual needs.
REFERENCES
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
DFE (2014). Statutory framework for the early years foundation stage
DEF(2014). Early years (under 5s) foundation stage framework (EYFS)
DFE (2014) Keeping children safe in Out of hours provisions
DFE(2014) Early Years Outcomes
Parents - guide to EYFS (2014)
What to expect and when (2014)
The British Association for Early Childhood Education
(Supported by DFE)
Every Child Matters 2003)
Effective Pre-school and Primary Education 3-11 Project (2003-2008)
DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)
Parliament (2003) Every Child Matters
Tassoni et al (2010) Level 3 Diploma Children and Young People's Workforce (Early Learning and Childcare). Pearson: Harlow Essex
Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's Workforce Diploma: Early Learning and Child Care. Hodder Education: London
www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk