Essay Developmental Psychology and Children

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Practice Guidance for the Early Years Foundation Stage
May 2008 Setting the Standards for Learning, Development and Care for children from birth to five



Practice Guidance for the Early Years Foundation Stage


Section 1 – Implementing the EYFS
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Introduction Putting the Principles into practice General points on provision of the EYFS Meeting the diverse needs of children Partnership working Flexible provision Play Quality improvement – a continuous process The characteristics of a continuously improving setting Transition, continuity and coherence Guidance from the end of the EYFS to Years 6 and 7

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Section 2 –
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The CD-ROM will help you to use the EYFS effectively and provides opportunities for ongoing self-training and development. Additionally, the CD-ROM information will be available on the Teachernet website, where you can also access the most up-to-date links and information on the EYFS.



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Putting the Principles into practice
1.4 The principles which guide the work of all early years practitioners are grouped into four themes:

A Unique Child – every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Positive Relationships – children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Enabling Environments – the environment plays a key role in supporting and extending children’s development and learning. Learning and Development – children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

The Early Years Foundation Stage Practice Guidance

00266-2008BKT-EN © Crown copyright 2008



These four guiding themes work together to underpin effective practice in the delivery of the EYFS. They put the legal requirements into context, and describe how practitioners should support the development, learning and
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