D1/D2 . I Am Going To Focussing On The Foundation Phase

This is the statutory curriculum for all 3-7 year olds in Wales. This curriculum is for both maintained and non-maintained settings. Children are given opportunities to explore the world around them and understand how things work. They do this by taking part in practical activities that are relevant to their development. The curriculum focuses on experiential learning, active involvement, and developing each child.

Every child who on the term commencing after their 3rd Birthday is entitled to a free part time place in early years education. This was formed as part of the Every Child Matters agenda. From 0-5 years the framework of learning, development & care forms the Early Years Foundation Stage (EYFS), which follows the following principles:

The legal status and principles of the Early Years Foundation stage is used with children aged from birth to five years. The Government have outlined three primary and four specific areas and seventeen early learning goals that they think are important to a child’s development and planning is used to meet a child’s individual needs.

The early years curriculum that supports children's care learning and development is the foundation phase. Foundation phase promotes learning through play. There are 7 areas of learning that consists of:

Setting a plan covering the five areas of development (SPICE) as the setting allows us and responding to children’s requests according to their ages, ensuring we are supporting and covering their needs as well as offering equal opportunities, taking into account:

1.1 Explain each of the areas of learning and development and how these are interdependent. The EYFS sets out seven areas of learning and development, all of which are important and interconnected. There are three prime areas which are important for firing children’s curiosity and enthusiasm, as well as helping them form relationships. The prime areas are:

The current framework is relation to inclusive play for 0 to 5 years is The Early Years Foundation Stage. The EYFS framework and guidance states that every children can join in play and learning activities at the level that they are able to do so. A good way for early year’s settings to develop inclusive play is to consider the entitlements and needs for each child in their early years setting and to work with practitioners to build up resources to meet those

In this assignment I am going to compare previous and current pioneers that have and are influencing the current principles of early year’s pedagogy. For example how they are influencing the four principles of the Early Years Foundation Stage (EYFS). This assignment will get me to look at different views that theorist have to education and how they can be used in current practice. It will provide me with the information on how they influence early year’s pedagogy and current practice. Throughout this assignment I will be referencing from current reading that I am doing, these will range from eBooks to articles. I will be using nursery world articles to provide information about each pioneer and what their work has done for current principles in early year’s pedagogy.

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

- The Statutory Framework for the Early Years Foundation Stage 2008 states that the standards for learning, development and care for children from birth to five. It provides reassurance for parents that children in early years settings are safe and that the foundation provides everything for children to make the most of their abilities as they grow and develop.

This essay aims to explore the role of the early years practitioner in planning provision to meet the needs of the child, simultaneously applying theoretical research and professional practice. In addition to this, making appropriate links to the Early Years Foundation Stage and using pertinent examples to support the child’s needs.

Because of research Physical development is part of the three prime areas of learning in the EYFS, joining Communication and Language and Personal, Social and Emotional Development, these three areas are particularly important for the learning development of the under threes, this will Secure the foundations for future success in all aspects of their life and learning. Early year’s providers and practitioners are required to enable their environments to ensure that they are giving the children quality experiences and resources to allow them to naturally learn and develop the physical skills necessary to support them throughout their lives. At our nursery we follow the EYFS guidelines which give us the approximate age and what the child should be able to do or aiming towards and what us, as practitioners should be supporting the child to achieve or help them to move on to the next stage. Providing Physical play experiences for the children such as books to explore, messy play, painting, climbing equipment and balls and other equipment to throw, kick and catch will give the children opportunities for moving and handling.

The Early Years Foundation Stage (EYFS) is the statutory framework that sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills t hat provide the right foundation for good future progress through school and life. The Early years foundation stage was introduced in 2008 and sets out one standard framework for learning, development and care for all children from birth to the foundation year.

* Play is at the heart of the EYFS, children need to play in order to have fun and in order to begin to understand the world around them

In the planning cycle, the planning characteristic can be reflected into the ‘respond’ section of it. There are two different planning styles that can be use, the DOPS planning cycle (MoE, 1998) or the progressive filters which is notice, recognise, respond and possibilities (MoE, 2004a). In the planning the environment is viewed as the foundation of the child’s learning. Te Whāriki defines planning as “helping adults who work in early childhood education to understand what young children are learning, how the learning happens, and the role that both adults and other children play in such learning” (MoE, 1996, p.28). Observations have a very important role in planning for the child, as the observation shows a lot about a child and what their interests are, which can help to determine the ‘what next’ characteristic to extend children interests. Observations help teachers to plan in regards to what they have seen (MoE, 1996). It helps to create an environment that facilitates the children’s learning, so that they can get the optimal benefits in regards to what they are interested in. It also indicate