England Early Years Education

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.

As previously mentioned, children from the age of 5 to 16 who are educated in a maintained school must be taught the National Curriculum. This sets out the key stages and core subjects they will follow throughout their time at school. Within this framework, schools can plan and organise the way they teach to best meet the needs of their

The provision made is about supporting young children for every country in the UK. It is based on the idea that young children learn through play rather than formal learning, as play is an important and successful thing in children’s early learning.

In England, pre-school and nursery education is provided for within a wide range of settings including all pre-school groups, play groups , nursery centers, day nurseries, nursery schools and reception classes ( children aged 4-5 years) in primary schools.

For 0-5 year olds they can go to nurseries, play groups and then go to pre school which could be provided in a nursery or can be separate. Children aged 4-5 will go to a school reception class where they still follow the EYFS and prepare them for year 1. Children then go to primary school from 5-11. This is the first level of education and is know as primary education. The school is normally local and will have mixed sex classes, there will usually be one teacher responsible. There is also support staff that work along side the teacher. Then secondary school which is young people aged 11-16, again the school is usually local and parents can choose the school to meet their children needs. As the Education and Skills Act changed in 2015 for young people it is compulsory to stay in education by law now. Young people can go on to further education in settings like sixth forms, colleges, FE colleges, specialist colleges and tech colleges. After that it is higher education this could be mature people returning to education this can include college, universities, community colleges, teacher training schools and institutes of technology at the end of the prescribed course of study a degree, diploma or certificate will be awarded to

“Early roots of play as a best practice for early learning was documented by Plato, a Greek philosopher, who insisted that play is considered a natural activity of childhood.”(Ingrid Crowther, 2011, Pg. 2) Early Childhood Education is a term that refers to educational programs that are devoted to children from birth to the age of eight. “Children of this age learn by exploring and investigating; therefore, their environment should support and encourage this process.”(Rebecca Isbell and Betty Exelby, 2001, Pg. 11) Early childhood environments should be attractive and exciting. These environments should allow children to work and play using proper resources, materials, and tools.

Children of pre-school age through to adolescence are at the stage were parents begin teaching them

child aged 3 & 4 is entitled to receive part time early years education of up to

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.

Campaigners from the save the children movement have been campaigning since 2013. There concerns are too much is put on children at such a young age. They want the government to reconsider how early years education is delivered and assessed. Their “Manifesto for the Early Years putting children first” (Too Much, Too soon, 2014). Printed some shocking results.

The legal status of learning that we must follow is the EYFS (Early year’s foundation stage) and the ECM (every child matters). The local guidance is that we must do our own two year checks and also our own referrals where children may need extra support. To support the implementation of the national framework each country has also developed guidance, information about the statutory elements, and training materials. Common features of the early years framework depends on the nation as they may have a different approach to the care and education of young children but they do all have some common features. Such as

Research has proven that the debate of “nature vs nurture” is obsolete, with development being the product of both a unique genetic endowment as well as the influence of the environment (Shonkoff, 2003), and that the first five years of a child are crucial to learning and behaviour modification (Blakemore & Frith, 2008). It is therefore incumbent on families and teachers to provide an environment conducive and stimulating for children to grow and learn within. In response to these crucial findings, guidelines and frameworks like the Early Years Learning Framework (“EYLF”) and the Victorian Early Years Learning and Development Framework (“VEYLDF”) have been developed to incorporate play-based learning and teaching.

The early Middle ages are also a time of underdeveloped education systems, but as years passed, the influence of the Romans’ appreciation of knowledge spread. For four hundred years, the Roman Empire engaged in nonstop conquering, and yet, as a people, placed a heavy emphasis on education. Men were to be strongly educated, with enough knowledge of language to become excellent orators. They were to possess basic knowledge of many subjects including, Greek, literature, poetry, astronomy, and philosophy in order to be well developed citizens (Source 3). These studies are referred to as ‘studia humanities’ or liberal arts, which is defined as ‘the studies that free us’ (Notes). Education was important for the growth of religion, as people needed to read,

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.

To start with an overview of social constructionism in very general terms leads to build understandings of child and childhood in a social world more explicitly. Notion of social construction is defined in diverse disciplines and instead of generating a description there are a number of thoughts. “It is sometimes called a movement, at other times a position, a theory, a theoretical orientation, an approach; psychologists remain unsure of its status (Stam 2001, p. 294)”. Vivien (1995, p. 10) points the origin of social constructionism stems from two to three hundred years ago in the period of enlightenment, modernism and postmodernism. By all means, Berger and Luckmann’ (1966) book The Social