The Children’s Act 2005 certifies 5 outcomes; be healthy, stay safe, enjoy and achieve, make a positive contribution; and achieve economic well-being. A little over a decade ago we were not aware of the requirements of early childhood teaching. The Early Years Foundation Stage (EYFS) curriculum was introduced in 2008 in England and a revised version came into effect in September 2012. It is a ground-breaking introduction covering all early years centers who take care of children between 0-5 years of age. The objective of this framework is to ensure that all children get a good social and academic start in life. This is done through play and teacher-children activities. The EYFS framework, which is regularly reviewed and revised, guides practitioners …show more content…
Legislative and regulatory frameworks are based on years of research and hence inform settings on best practice and how children learn best. Since it is mandatory for all settings to achieve outcomes laid down by the statutory framework it encourages settings to improve their practice, hence providing a safer environment for the students. These legislations not only provide guidelines, but they are benchmarked too hence lead to better outcomes. When such a detailed statutory framework like the EYFS is made available it becomes easy to implement the best practices as it shows minimum standards and benchmarks and offers all children similar opportunities to achieve similar …show more content…
An example of this would be the use of outdoor learning. EYFS, places strong emphasis on the significance and importance of everyday outdoor practices for children’s learning and development but weather conditions like very harsh summers makes it difficult for schools to plan outdoor activities throughout the year in the UAE. In the UAE we have people of different nationalities following different curriculums, pedagogies and mindsets. Indian parents for example have higher academic expectations and are very marks and writing work orientated, on the other hand Westerners focus more on play as a medium of instruction. In this scenario settings have to modify the teaching styles to suit their needs. Though legislations and statutory requirement provide the guidelines, the interpretation by each setting will differ. In my setting though I appreciate the EYFS practices I cannot have a complete EYFS pattern as I have to retain books and writing skills of the children need to be well developed in order to ensure a smooth transition to grade one. I have integrated the EYFS good practices with the CBSE practices which is structured in its approach. Settings vary in resources, infrastructure and budget so interpretation and application of each setting will be different and will affect the quality. Even if a setting claims to follow EYFS
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
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
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...
As previously mentioned, the EYFS and Te Whariki differ in their curriculum styles. The EYFS is significantly more explicit and detailed in its framework compared with the Te Whariki curriculum, making it clearer for practitioners to follow and to use effectively during practice. There are many additional resources available to EYFS practitioners to assist in the provision of appropriate literacy experiences for children, for instance; a CD rom is included in the EYFS teaching pack showing useful video clips of teachers engaging in effective activities, which can further promote successful teaching in England (DCSF, 2008a). In contrast, however, the Te Whariki curriculum has minimal guidance on how teachers plan and assess their pupils, they are advised to ‘develop their own distinctive...
The development of Early Childhood education and Care services in Australia is not that easy as we think. Started form the late 19C and early 20C there are lots of change, challenge, belief and arguments. When looking back on the historical stages and compare to the current stage there are lots better funding, resources, policy and practice to have quality early educations.
This also allows families to make the right decisions about the services that provide the best education and care for their children. In the National Quality Standard, there are seven standards that provide children with the quality of education and care services. These seven standards include educational program and practice; children’s health and safety; physical environment; staffing arrangements; relationships with children; collaborative partnerships with families and communities; leadership and service management (Australian Children’s Education and Care Quality Authority [ACECQA], 2013). The National Quality Standard aims to support and foster the safety, health and wellbeing of children. It also aims to provide high-quality educational programmes to achieve positive outcomes for children.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
This framework is used by ECE to guide and develop quality education programs. Upon planning a learning experience, small group or whole class experience, I have effectively incorporated one or more of the learning outcomes. The EYLF is made up of principles, practices and five outcomes which enhance and develop a child’s learning through play-based experiences (EYLF, 2009, p.9). Each outcome contains sub-strands which guide your experience and focus on the child’s social and emotional development, as well as language, numeracy and literacy skills (Commonwealth of Australia, 2017). Using the EYLF as a curriculum framework allowed me to develop and create skilled appropriate lessons, experiences which challenged and captivated the children’s attention, and I gained appropriate information to assess the children’s individual abilities (Australian Government: Department of Education and Training,
Care and education have become a part of children’s daily lives in Ireland and England outside the home in childcare services. The Early Years Foundation Stage (EYFS) is the statutory curriculum framework for children up to the age of five in England. It was first introduced in 2008 and on the 1st of September 2012 a new revised document was published. Aistear, published in 2009, is Ireland’s first early year’s curriculum framework for children from birth to six years of age. A curriculum framework is a scaffold or support for the development of a curriculum that can be used in childcare settings. A curriculum framework can also be used in partnership with parents when developing a curriculum. This paper will compare and contrast these two curriculum frameworks in relation to philosophy, content, pedagogical practices and expected/targeted outcomes for children. Due to the limits of this paper, it will only be possible to develop an overview of the similarities and differences.
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
Despite the constraints faced, generally, we welcome the Holistic Development Programs as we witness the positive change in our pupils. Pupils are not just trained to take exams but learned soft skills that will help them to be an important asset for the society in their adulthood. We really look forward to the change of the education system.
Introduction: Foundation Phase Education is described as teaching children from reception through to the third grade, basic reading, writing, literacy and improving thinking skills, as well as developing the child’s holistic growth which includes affective, physical, cognitive and motor developments. This job description includes planning and executing lessons, writing tests and examinations, marking, being part of cultural and sports activities etc. (Career Planet, 2016). Purpose and key functions:
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and