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Evaluation of the early years foundation stage program
Educators guide to the early years framework
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The Early Years Foundation Stage (EYFS) curriculum is a government backed scheme run by local authorities to ensure that children from disadvantaged backgrounds have as much chance as advantaged children when they reach school age.
Since the Every Child Matters agenda and Childcare Act 2006, every child between 3 and 4 years of age is entitled to have free early years education for those two years. It is limited to 15 hours per week, over 38 weeks in the year. As stated, the 15 hours is free however parents can pay for extra hours thereafter.
The EYFS is based on learning through play as this has proved highly effective in getting children ready to start Key Stage 1.
The EYFS curriculum is presented slightly different in different countries
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
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
Palaiologou, I., 2013. The Early Years Foundation Stage: Theory and Practice. 2nd ed. London: Sage.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
The goal is to have children be develop positive guidance strategies, independence, gain control, health and safety practices, and be good problem solvers. Having a good intentional plan will help the child become aware of their environment.
The Waldorf Approach Preschool is a highly debated area of a child’s educational journey. One of the primary goals of preschool is to prep the child for traditional elementary school. There are various contemporary models of early education that have been constructed to help children develop their educational career. A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few. The Waldorf approach is the program of discussion in this particular paper.
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
This has led to children having a poor start to life, which carries on through their learning and is the leading cause of behavioural or emotional problems (Commonwealth of Australia, 2015). Therefore, the Australian Government inaugurates an ECE and care reform agenda. The key components: • Australian Early Development Census (AEDC) • Early Years Learning Framework (EYLF) • Early Years Workforce Strategy •
The Early Childhood Education Program offers teaching to toddlers, preschoolers, and pre-kindergarteners, any child from 18 months to 5 years old are able to go here. The ECE Program allows students to develop problem-solving and social skills while their discovering interests of their own. There are many events offered through the ECE Program for the children and their families to attend, such as community outings, home visits and in-school workshops. These events occur on at least two Friday’s a month and last from one to two hours.
“Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience” (Copple & Bredekamp 2009). Early childhood education holds two main focuses; a child-based focus and a family-based focus. Early childhood education has positive outcomes on the child through their learning experiences, and their growth and development. Based on the family, the results of early education happen through the communication that the family has with the educators and by the encouragement they get from within themselves, and also from the educators.
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 High Scope model is focused on the development of young children. This program is designed to help children overcome the negative effects of poverty on schooling. Poverty is associated with academic performance and limits in what can actually be achieved. “The model is an example of culturally and developmentally appropriate practice by the early childhood field” (Roopnarine & Johnson, 2005).
Preschool programs began in the United States during the first quarter of the twentieth century with the first public preschool opening in 1925 in Chicago at Franklin School. After the 1970s the popularity of preschools increased as women were entering the workforce and people believed that children needed initial skills before they attended elementary school. (“All About Preschools, History…”2).
Entering my kindergarten teaching experience in the last quarter of school year I had to quickly become familiar with kindergarten content standards and the school’s curriculum. To do this I observed my mentor teachers instructional time with the children and gained as much information as I could about the children’s educational standing by developing a professional relationship with the my mentor teacher and the children. I learned that the majority of my kindergarten children had not previously attended preschool and that this was their first year of school. I found that interacting with the children in social activities provided me with great insight to their literacy, math, science, and social studies development. In reviewing the children’s class projects, school displays, and an array of their work sample along with my mentor teachers year-long assessments I was able to recognize challenging, emerging and advanced content areas of the children’s core curriculum. These emerging and challenging content areas is what I centered my curriculum planning around. “Information about each child’s learning and development is used to evaluate teaching effectiveness. This may lead to changes in schedule, curriculum and teaching strategies, room set up, resources, and so on.” (Bredekamp and Copple, p. 249)
Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education.