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. The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio... ... middle of paper ... ...an they improve outcomes for disadvantaged children? International Journal of Early Years Education, 15(2), pp.171-180. [Online] Available at: www.informaworld.com (Accessed 29 April 2011) Sylva, K., Taggart. B., Siraj-Blatchford, I., Totsika. V., Ereky-Stevens, K., Gilden, R., and Bell, D. (2007) Curricular quality and day-to-day learning activities in pre-school. International Journal of Early Years Education, 15(1), pp.49-65. [Online] Available at: www.informaworld.com (Accessed 29 April 2011) The Scottish Government (2004) A Curriculum for Excellence: The Curriculum Review Group. [Online] Edinburgh: Scottish Executive. Available at: www.scotland.gov.uk (Accessed 27 April 2011) The Scottish Government (2009) Assessment for Curriculum for Excellence, Strategic Vision, Key Principles. [Online] Available at: www.ltscotland.org.uk (Accessed 26 April 2011)
Reviews from Tickell (2011); the independent chair of the EYFS review, supported and criticised the curriculum which was brought in by the government. Stating mistakes and suggesting improvements which needed to be made. As recommended by Tickell a new reformed EYFS was introduced in 2012 updating and making EYFS exceptional. This reform strengthened the curriculum by outlining and changing the problems which became difficult for early years practitioners. The reform adapted by reducing paperwork, strengthening parents and practitioners relationships, simplifying assessments, and providing early intervention where necessary. Critiquing the 2008 version of EYFS, it is clear that Tickell states positive aspects of the curriculum towards the impact on children in an early years setting. Some
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Qualification and Curriculum Authority and Department for Education and Employment (2000) Investing in Our Future: Curriculum Guidance for the Foundation Stage. London: QCE/DfEE
By supporting the early years of life of an individual, a substantial effect on the outside community is achievable as they can increase their own quality of life and become a better contribution to society (Keleher and MacDougall, 2011). A plan such as The National Early Childhood Development Strategy would be effective the strategy aims to ensure children are born healthy, their environments allow for progress and children that are disadvantaged by social or economic factors are given equal life chances. Current economic plans exist to assist this strategy, such as funding for a family support program and a child support system. To further progress the strategy, steps until 2020 have are already mapped they aim to address the inequities and inequalities by supporting vulnerable children, promoting the importance of early life to parents and to improve childhood infrastructure. Overall the strategy attempts to minimize the disadvantages children will have by being born into unjust social and economic settings. The strategy on a downstream level requires parents to gain insight on how important early life is. On a midstream level, it requires the environment that an individual grows up in is adequate in providing the best possible education, transport and health system and services. On an upstream level, the
As a professional practice, settings are responsible for the delivery of core subjects, dictated through specific curriculums. The term curriculum ( or curricula) refers to a set of courses and their content offered in educational institutes, such as schools,(Doherty and Hughes, 2009). Its context is said to describe: a body of theory about teaching and learning, targeting the needs and characteristics of a particular group of learners,(Veale,2013). It often refers to the programmes’ objectives and goals, as well as its methods and materials, (Universal Design for Learning Guidelines, 2014). “Curricula are undoubtedly culturally shaped and cannot always be readily transferred from one environment to another,”(p.5, Miller and Pound. 2011).
The early learning framework is the focus of this analytical essay. The ACC(2015)states that this is a framework that ‘works as a guide, containing a code of principles and practices’. It consists of five main learning outcomes, as well as sub outcomes.The purpose of this essay is going to be to analyse the guideline document,and to learn about the role of the educator in enhancing a childs learning from birth to primary school age.
Tickell, C. (2011) The Early Years: Foundations for life, health and learning. London: Crown. [Online] available from: http://media.education.gov.uk/MediaFiles/B/1/5/%7BB15EFF0D-A4DF-4294-93A1-1E1B88C13F68%7DTickell%20review.pdf [Accessed: 4/12/2013]
Hurst, C. (2009). Professional practice in primary education: for Curtin university of technology-Bentley. Australia: Cengage learning Australia Pty limited.
Nias, J., Southworth, G., & Campbell, P. (1992). Whole curriculum development in the primary school. London:
Doherty, J. and Hughes, M. (2009) Child Development. Theory and Practice 0-11. Essex: Pearson Education Limited, p. 256.
have determined that there is a need for play within the early childhood curriculum, however the relationship between play and curriculum remain open (CCEECD, 2018). One of the main contradictions between play and curriculum stem from the use of the word “play”, while it is commonly used in the everyday language by parents of young children, it is also used for professional literature used by teachers (CCEECD, 2018). One way to help overcome this dilemma would be to use the label “play-based” when referring to adult initiated play which in turn would separate it from child initiated play (CCEECD, 2018). In the past, play was described and seen as spontaneous child-initiated activity, as of today it now can be described or seen as a tool to
Parents are more aware of what happens in schools so the pressure to get children ready for national standards moves on to early childhood teachers. Teachers are allowing time for children so the transition to school is smother. However, the New Zealand curriculum (Ministry of Education, 2008) was created to follow the Te Whāriki to create the alignment of curriculums. With the pressure to get children ready for school are we creating a positive experience for children during this critical transition. “New Zealand assessment expert Terry Crooks worries that national standards have possible downsides that are frightening and might turn off many children from learning” (Hammonds, 2009, p9). If we start children to early with directed teaching and learning are we supporting their love for learning impacting on their lives in the future. With the pressure to get children ready for school we are adding more work to early childhood teacher’s workload which can impact on the children who are moving to primary
Programme Standards and Practices., (2011)Primary Years programme, Middle Years programme and Diploma Programme. United Kingdom:International Baccalaureate.
The Scottish Government (2003). The Education (Additional Support for Learning) (Scotland) Acts 2004 & 2009: Consultation on Changes to the Secondary Legislation and Supporting Children's Learning Code of Practice [webpage] available at The Scottish Government website; scotland.gov.uk/Publications/2009/11/03140104/3 [accessed: 23 rd March, 2014]