Early Years Foundation Stage Essays

The Early Years Foundation Stage (EYFS) covers learning and development of children from birth to five years old, and all registered early years providers in England must follow the EYFS. Education is mainly delivered through play rather than formal lessons, and Reception class teachers assess children based on classroom observation at the end of the school year when they've turned five. Early Years education is available to all children in England aged three years and over, until they reach statutory

being in Early Years education from the beginning of the term after their third birthday up until they reach compulsory school age. Compulsory school age starts the term after their fifth birthday. For the English school system the Foundation Curriculum covers the ages of 3 to 5 beginning in nursery and cumulating in the reception class. The Early Years Foundation Stage was revised in September 2012 and then again in 2014 where they set out a standard framework “The Early Years Foundation Stage (EYFS)

that boys frequently get an opportunity to explore and learn in the outdoor environment. The curriculum of Early Years Foundation Stage (EYFS), which became statutory in September 2008, emphasizes the importance of daily outdoor experience for the development of children (Neaum, 2015; Palaiologou, 2013). Neaum (2015) propagates four themes which are purposed to inform the role of early years’ practitioners. They include; the theme of a unique child which stipulates that all children are unique and

The Childrens Act 2006 was the first Act to be passed that is dedicated to Early Years and Childcare transforming services for the following years to come. The Act regulates childcare in England and determines registration and inspection arrangements for integrated education and care for the Early Years and Childcare registers under Section 49 and 50. Ofsted (Office for Standards in Education, Children’s Services and Skills) inspect and regulate our services in which we care for children and young

One way is by assessing children against early years outcomes for the progression into reception, on something known as a baseline tracker. (Glazzard et al., 2010) define this as presenting practitioners with a list of skills and areas of development, which is used to measure children's level of achievement. A similar form is a Foundation Stage profile, which is used to ensure that schools are meeting the learning requirements for early years foundation stage(EYFS); as (Rose and Rogers, 2012) explains

Assessment is one of the essential procedures stated in the Early Years Foundation Stage (EYFS) statutory framework. (DfE 2014:13). Jess’s key person has been constantly assessing Jess through the progress check for age 2 to ensure her needs are met within setting and at home. (DfE 2014:13). She noticed that Jess is a blossom girl in class, but there are significant emergent concerns on her prime areas, such as communication and language development, physical development and personal, social and

Language: the language that teachers use has to be high level, which conveys a sense of professionalism that is honourable, moral and dignified. Professional judgement: the teacher should be able to place the needs of the students at the center of professional judgement. The teacher should be aware of his/her individual values, personal experience, commitment to authenticity, decision-making processes and work towards providing sound judgement. There is a school of thought which says that judgement

children age 3-4 were entitled to 15 hourâ€TMs free part time early yearâ€TMs education per week. Childr aged 3-4 are entitled to this for 38 weeks of the year. Although this a government funded scheme, any additional hours that parents wish their child/children to receive as part of the early yearâ€TMs education scheme must be funded by the parents. Provision for early yearâ€TMs education is about supporting young children age 3-5 years in nursery and reception. It concentrates on teaching children

The entitlement and provision for early years education is funded by the government via local authorities and is accessable for young children for up to two years, prior to going to school. The Every Child Matters and the Childcare Act 2006, are government agenda 's that decree that every child between the age of 3 and 4 is entitled to have free early years education for the two consecutive years, but is limited to 15 hours over a 38 week period in a year. The motive behind this initiative is ensuring

In early years setting practitioner must have professional skills, because when observing children practitioner needs the knowledge for example time to record observation, up to date with training changes to early years foundation stage, learning journey and planning the next step of learning. All setting should provide practitioner with training so they are up to date with policy, procedures and their knowledge. Ongoing assessment is an important part of the learning and development. Process providers

progress to key stage 2 the levels that children advance in attainment levels are still in the favour of children born in September. In addition, Just 43% of August-born FSM (free school meals) boys achieve level four in English and maths compared with 84% of September-born non-FSM girls. (Department for Education 2010) 5.2. England’s Approach to Learning in the Early Years The Early Years Foundation Stage (EYFS) framework gives all professionals common principles and goals to deliver early education

partners and government agencies to understand and support children’s progress. Assessments help in documenting the child’s progress and to summarize an identify gaps in learning. Plan and implement changes to meet individualized needs. The Early Years Foundation Stage (DfES 2007 ) says that: All effective assessments involve analyzing and reviewing what you know about each child’s development and learning. You can then make informed decisions about the child’s progress and plan next steps to meet their

The (EYFS) is the Early Years Foundation Stage which is a framework that includes the legislation and standards to keep children safe. Parents and carers trust us to look after their children and it is our responsibility to keep the children in our care safe and away from any possible harm. All employers must meet certain rules to make sure everyone is safe in their place of work. Also they must be aware and careful that there is no risk of injury to anyone. It is also a number of legal requirements

of early childhood professionals in different fields in order to provide universal method for supporting children’s development and learning (Abbott & Pugh, 1998, pp 23). Thus the link between effective provision and leadership is true for early childhood settings, where it has been indicated that practitioner often plays a vital role in delivering quality services (Jorde-Bloom, 1992, pp 579–594). Moreover, effective leadership is considered to be the key factor for effective provision Early Childhood

The early years foundation stage is a framework to work from when working with in the early years setting. It sets out the standard for learning, development, safeguarding and welfare for the children in England from birth to five years. Working in the early years setting you must have an understanding of its: • Scope and legal status • Overall structure • Principals and themes. You also need to understand what happens when your setting has an inspection and how the development of the children will

Bisphenol A (BPA), even as it accepts millions of dollars in donations from companies in their products.” A foundation like Komens should not be accepting money from companies that have BPA because it give a negative

introduced by Joseph Campbell in his book The Hero with a Thousand Faces. Bill Gates' journey from his early exposure to computing, to co-founding Microsoft, facing challenges and intense competition, and then transitioning to philanthropy, exemplifies the Hero's Journey story structure. The first stage of the Hero's Journey is the call to adventure. For Gates, this came in the form of his early exposure to computers. As a teenager back in the 1960s, Gates was fascinated by the new world of computing

Research of over the course 30 years showed that infants are far more competent, social, and responsive and are able to make sense of their environment. Infants are no longer regarded as passive and do not only respond to stimuli (Fantz, 1963). The theory of attachment that was first proposed by John Bowlby (1970) described it as a ‘lasting psychological connectedness between human beings’. He notion that children as young as infant need to develop a secure attachment with their main caregiver

present case study in explaining the circumstances. This preference is based on the premise that personality developmental problems in early childhood usually arise due to either neglect and failure to establish secure attachment. Child Development Theory of Erikson explains certain behaviours of the child due to unresolved challenges in each developmental stage. Social Learning/Modelling theory helps in understanding observational learning in personality development. The system theory in general

The Early Years Frame work acts as a guideline for Key Workers to follow which also acts as a theorist. However research carried out by Morris et al 2010 have shown that children find this transition relatively easy and manageable to adapt to a new environment, class room and teacher. The foundation Phase is also another guideline in which staff should follow to enable children settle in. By following this as a guideline and also having the welsh assembly governments support will offer both teachers