...There are two main types of assessment in the EYFS: formative and summative. Formative assessments are designed to observe the learning of students and to provide continuous feedback so students can improve their learning. Whereas the aim of summative assessment is to evaluate the learning of students, and this is achieved by comparing work against a standard or benchmark. Summative assessment takes place twice in the revised EYFS. The strong/weak points and learning needs of the child are identified during the first time the assessment is carried out. This assessment occurs when the child is 24-36 months. Towards the end of the EYFS is when the second summative assessment is takes place. Here, information is collected from previous assessments...
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...The EYFS (2014) is based on sound, proven early childhood pedagogy and practice principles. However, for the EYFS to be implemented properly, it is important to know what play is, why it is important, how to implement and assess a play-based program and their role in it. To plan a play based approach to learning for early years’ children all practitioners need to properly know the children and families in their setting; they assess, document children’s learning and know their interests. Then, together with families, they plan carefully how to use play-based activities as one tool to promote the learning that will achieve the EYFS outcomes. When Planning a play based learning it is important to consider the environment we make use of and create...
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...safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their talents as they grow up. The Early Years Foundation Stage (EYFS) (DfES, 2007), is the framework that provides that assurance. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well- being by ‘Setting the Standards, Promoting Equality of Opportunity, Creating the framework for partnership working, Improving quality and consistency and Laying a secure foundation for future learning. The EYFS is divided into six sections of learning, namely Personal, Social and Emotional Development; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development; and Creative Development. The EYFS curriculum is largely influenced by developmental perspectives, acknowledging the diverse cultural influences in the country. It emphasises children's holistic development and attempts to embrace explicitly care, welfare and education. It clearly articulates the early learning goals, how to be achieved and assessed. The principles of Early Years Foundation Stage (EYFS) are contained in a government document published on 13 March 2007 and have been administered in practice since September 2008. It is a ‘regulatory framework’ for children from birth...
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...1.a) A child will go through various stages in school, starting with the early years foundation stage framework. The age range for children in the Early Years Foundation Stage (EYFS) in Wales ranges from birth to five years old. Children are entitled to receive free part time education, of 15 hours per week, before they reach the school age. This helps children to learn the basic maths and literacy skills they need for when they start school. The EYFS's key role is to encourage babies and young children to play because they feel relaxed and comfortable, with a sense of community that gives them the confidence and the social skills they will need for the school transition. Play, rather than formal education, has shown to be an important part of children's early learning. All schools...
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...2.2 Explain the rationale behind the safeguarding and welfare requirements To know all the reasons why childcare professionals, parents, government and children want safeguarding and welfare requirements as part of an early year’s framework (EYFS). Rationale comes from understanding potential outcomes for children and families, evidence and research. 2.3 Evaluate the practical implications of the safeguarding and welfare requirements within the EYFS The safeguarding and welfare requirements are really important in childcare, working in childcare we need to know them well and examine what it might mean for a setting to actually comply with them for example: policies, procedures for protecting children, ensuring only suitable people...
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...socioeconomic background. In the United Kingdom, equal opportunities are advanced by legislation such as the United Nations Convention on the Rights of the Child (UNCRC), the Equality Act 2010 and the Statutory Framework for the Early Years Foundation Stage (EYFS). This essay will explore the commitment the United Kingdom has made to the UNCRC and the ways in which equal opportunities can be implemented in an early years setting in England. Equal opportunities can be broadly defined as how fairly individuals gain access to goods, services, jobs and opportunities (Haringey Council, 2005). In the United Kingdom, the Equality Act 2010 prohibits people being discriminated against on the basis of several protected characteristics. These protected characteristics include a person’s age, disability, gender reassignment, marriage and civil partnership, race, religion, sex and sexual orientation (HM Government, 2014a). The Equality Act 2010 strives to reduce discrimination and disadvantage so that all people reach their full potential (HM Government, 2014a). In the United Kingdom, early years providers are bound by the Equality Act 2010 and the EYFS to uphold equal opportunities for children and employees (DoE, 2014a). The EYFS stipulates that schools implement an equal opportunities policy so that every child is included and supported (DoE, 2014a). It is unlawful for a school to victimise, exclude or harass a child at the stage of admissions or by the way it provides education or...
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...Title: The practitioner in an early years setting supports children’s play, learning and development. Children’s education is impacted upon through play, when children are playing they are learning. When children are playing within a setting whether that is a day nursery or a primary school they are developing in the 7 areas of development within the EYFS. The seven areas of development consists of 2 sub sections the 3 prime areas and the 4 specific areas. The 3 primary areas are; Physical social and emotional, physical development and communication and language with the 4 specific areas being literacy, numeracy, understanding the world and expressive arts and design therefore stating that when a child is playing within a setting they will...
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...When a child comes into this world as a dependant, adults have a responsibility to support a child’s growth. Adults must provide children with a safe environment where their physical and psychological needs can be met, enabling them to grow into healthy secure beings. This thesis explores the physical and psychological needs of a three year old child, and how they can be met in a childcare setting in order to promote successful mental development. In the following writings these needs will be explained. It will be examined how these needs can benefit a child in their development and how individuals can be motivated whilst looking at the UK childcare standards of the Statutory Framework for the Early Years Foundation Stage. What are physical and psychological needs? To understand how one can support a child’s mental growth, the physical and psychological needs of a child must be identified. As will be shown in the following writings, these needs are both of equal importance. Physical needs are the basic rights and requirements that every human being needs to survive. Included in these needs are water, food, fresh air, shelter, a safe environment, rest, and a healthy diet, to name a few. Water and food are important for physical development as they strengthen a human’s immune system, and together with a healthy balanced diet promote physical growth and development of individuals. As a growing three year old child actively interacts with their environment these physical...
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...All schools decide individually who the SENCO will be and it could be a teaching member of staff, or a stand-alone position. Responsibilities for SENCO include liaising with other professionals such as social workers, as well as communicating with parents. SENCO is also responsible for ensuring relevant information about an individual SEN pupil is collected and that they have an appropriate IEP (Individual Education Plan). SENCO is also responsible for the paperwork to ensure pupils are adequately monitored. In primary schools, there will be an Early Years Foundation Stage (EYFS) manager to monitor and manage the foundation stage. They need to ensure all observations and assessments take place and that accurate records are kept. EYFS manager must also ensure that all EYFS staff must implement the EYFS document and are adequately trained. Teachers are responsible for the planning and preparation of lessons in line with the National Curriculum and to ensure it is taught effectively. Teachers in primary schools often have and additional role either in management or they may lead a specific subject. Subject leaders also provide advice and support to other teachers who teach that...
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...The importance of outdoor play and how our setting ensures children are given the opportunity to experience the outdoor. Outdoor play is an essential part of a child’s development and children should be given every opportunity to discover the outdoor environment. As the EYFS states “…a rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in a secure and safe yet challenging indoor and outdoor space…” (Statutory framework for EYFS Commitment 3.3) The outdoor area within the nursery enables children to explore and learn in a challenging environment. The outdoor area not only provides an environment to develop their physical strengths but also enables children to learn about the surrounding area, it provides an opportunity for exploration and develop an understanding of the world which they live in. The outdoor area is not just about letting children to let of steam but it is about allowing them opportunities to develop different areas. This means that the odd 10 – 15 minutes outdoor is not sufficient for the children and settings should consider allowing more time. As the ‘Statutory framework for the EYFS page 35’ states “...wherever possible, there should be access to an outdoor play area...” and The Principles into Practice card for Commitment 3.3 suggests that where possible, children should be free to move between the indoors and outdoors. In our nursery we aim to provide a continuous provision which...
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...There are many factors that affect children’s development such as their growth, sleep, diet, their medical condition such as disease and illness and most of all the environment. The environment is a place where children grow up and also the place where their learning begins. An enabling environment is outdoors as well as indoors where children are provided with space, resources, displays, accessibility and stability. These are designed to help children’s physical, emotional, mental and health and well-being. An enabling environment is where a child feels unique and where their learning is supported. The environment helps each child to be “a competent learner from birth who can be resilient, capable, confident and self-assured” (EYFS (2007)...
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...In this essay will be explained which physical and psychological needs are crucial for three years old children. We will also discuss how these needs could be met in a childcare setting. In the first paragraph will be expounded the definition of physical needs, including exercise, rest, diet and safety of a three years old child. Then it will be explained how carers could provide different kind of exercises for gross and fine motor skills and also prepare well ventilation classrooms to have a space for a rest and access to fresh air where they could do some activities or play. The second paragraph will be defined and identified specific psychological needs. Above all we will try to put stressed on explaining emotional and social needs of the three years old child and how this can be met in a childcare setting, especially focus on transition and cooperation between carer and a key person. At least we will bring closer a current legislation relating to children’s health and safety based on Early Years Foundation Stage Statutory Framework and briefly summarizes all statements. “The best thing we can do for our children is to allow them to do things for themselves, allow them to be strong, allow them to experience life on their own terms, let them be better people, let them believe more in themselves” (C. JoyBell C., 2010) .This quotation is especially important in the term of children’s physical health and it is crucial to understand their development. According to Montessori...
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...In this compentency I will discuss different methods of assessment used within my Early Years Settting (EYFS). I will discuss and reflect on how assessment is used within a early years setting to develop childrens holistic learning. (Definition of learning) The EYFS Practice Guidance glossary defines assessment: ‘Through observing children... practitioners can make professional judgements about children’s achievements and decide on the next steps in learning’. As a generic description for working with children from birth to five, this clarifies the purpose of assessment. Within my provision the assessments we use to observe the development of our children are. • Tracking sheets… • Baseline Assessment sheets is a legislation document which is a bench mark for the milestones of each child. • Home visit welcome packs… • Observations long/ post it notes which is written/verbal which is a form of assessment used with parents/ carers staff and child to aid their learning where they are at and where the need to be. With out this the evidence we cannot say the child is at this level. • I would like to share observation sheets to go home so that if the child has a special occasion they would like to share from their weekend with staff and their friends in nursery. This helps with the child to show and tell helps them to open up if shy or has low self esteem and to make them feel special which encourages the child to talk in front of others. • Learning journeys… work in partnership...
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...I am happy with all the grades I have received this year however, I feel as though I could have done better on some of them if I had managed my time better. • Out of the 8 assignments we had this year, I got a range of grades from a C- to an A-. This I am proud of as I struggled to get to university, therefore getting these grades felt quite rewarding. • I have enjoyed all of the modules this year and have learnt a range of theories such as attachment theories from Bowlby and Ainsworth to the growth stages of children in 1011 and all about how this effects the way early years practitioners work to help children with their development. • For example, I specifically enjoy how the EYFS’ way to achieve effective learning is based off of the way children use relationships as a secure base to learning (Bowlby) and the environmental factors need to be right for the best learning. • I have used this to create my own ethos for how I believe early years children should be able to play and learn. Such as I believe the best enabling environment for children to learn in is the outdoors where they can gain physical experience to enforce what they have been...
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...An essay that critically examines the role of practitioners in recognising the socio-cultural influences on the development of children In the development of provision for children, traditional developmental theory has been highly influential: Over the years I have become frustrated by the strident emphasis on developmental theory in early childhood education (Walsh 2005:40) Particular relevance has been held concerning constructivist theory and the work of Piaget (1977) and Vygotsky (1978): The academic understanding of learning that underpins current trends in early childhood education are most significantly based upon principles of social constructivism that are drawn from both Vygotsky and Piaget (Anning et al 2008:153) Typically, traditional child development theory is thought to give order and meaning to a child’s progression in terms of physical, social, emotional, cognitive and language development and provides practitioners with a set of normative descriptors from which a child’s development can be measured. However, more recently these notions have been questioned and there has been a growth of theory from a socio-cultural perspective: recent challenges to ways of understanding and living in the world have included issues of difference, identity, culture, intellect, and economy…Early Childhood Educators have responded in various ways to such diversity. Many continue to support the developmentalist notion of the universal child…still others merge a variety...
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