This is a really of import phase as it helps kids to acquire ready for school every bit good as fixing them for their hereafter acquisition and successes. From when kid is born up until the age of 5. the kids early-years experiences should be happy. active. exciting. merriment and secure and to back up their development. attention and acquisition demands. In my scene kids will be larning accomplishments. geting new cognition and showing their apprehension through 7 countries of acquisition and development. Children should largely develop the 3 premier countries foremost.

These are:
• Communication and linguistic communication
• Physical development
• Personal. societal and emotional development.

These premier countries are those most indispensable for the child’s healthy development and future acquisition. As kids grow. the premier countries will assist them to develop accomplishments in 4 specific countries.

These are: • Literacy • Mathematics • Understanding the universe • Expressive humanistic disciplines and design.

These 7 countries are used to be after all kids larning and activities. The cardinal individual learning and back uping kid will do certain all the activities are suited to child’s alone demands. This it’s suited for really immature kids. and it’s designed to be truly flexible so that all staff in my scene can follow the child’s alone demands and involvements. Children in the Early Years Foundation Stage ( EYFS ) learn by playing and researching. being active. and through originative and critical thought which takes topographic point both indoors and outside. In my scene I plan the activities based on the current involvements and abilities of the kids nowadays.

Sometimes the activities will be led by grownups in order to rehearse and develop peculiar accomplishments like utilizing scissors or pasting. or larning new vocals and rimes to develop children’s consciousness of sounds and letters. At other times kids will choose what they play with from a rich acquisition environment set up in the rumpus room or schoolroom. They will look to be playing but. as this is how immature kids learn. they will be larning excessively. Washing the dolls’ apparels for case helps develop physical accomplishments. and gives the chance to pass on and co-operate with others. and to detect the belongingss of H2O and detergent.

In the tabular array above is a short significance of the seven countries of acquisition and development that must determine educational programmes in early-years scenes. All countries of acquisition and development are of import and inter-connected. Three countries are peculiarly important for lighting children’s wonder and enthusiasm for larning. and for constructing their capacity to larn. organize relationships and thrive. Children develop and learn in different ways and at different rates. The model covers the instruction and attention of all kids in early-years proviso. including kids with particular educational demands and disablements.

The Early YEARS FOUNDATION STAGE ( EYFS ) is a term defined in Section 39 of the British government’s Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_ . which must be followed by suppliers of attention for kids below 5 old ages old – the age of mandatory instruction in the United Kingdom. The Welfare and Learning and Development demands are non specified in the Act but in separate. The statute law took consequence from September 2008 and updated in 2012. Scotland. Wales and Northern Ireland have separate model. The Social welfare demands apply to the whole of the UK. but the Learning and Development demands apply merely in England.

The EYFS is organised into 4 subjects: -a alone kid -positive relationships -enabling environments -learning and development

The EYFS is linked to the Every Child Matters ( ECM ) docket which has 5 countries that need to be addressed: -staying safe -being healthy -enjoy and accomplish -make a positive part -achieve economic wellbeing The intent of the ECM docket is to guarantee that all kids are safe. have their demands met and are able to carry through their full potency.

_1. 2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_

The Early Years Foundation Stage was designed to guarantee that all children-regardless of where they live. their household background or circumstances-would have entree to a quality early old ages instruction. To be able to mensurate this and besides to guarantee that practicians have a clear focal point for their work. a series of results is given for each country of larning. These are called the Early Learning Goals. This helps that each kid can run into them by the terminal of their response twelvemonth. These ends are of import as they form the edifice blocks for children’s ulterior instruction. It is of import that practicians recognise that many of the early Learning Goals are besides associated with children’s development and so while it is sensible to anticipate kids to run into them at the terminal of the response twelvemonth. they are non meant to be used as results in baby’s rooms or pre-schools. It is besides deserving observing that some kids will for a assortment of grounds non run into all the early Goals as they may hold specific wellness or larning troubles or because they are merely younger than the other kids. Every kid deserves the best possible start in life and all support to full-fill their potency.

A child’s experience in the early old ages has a major impact on their future life opportunities. A secure. safe and happy childhood is of import. When parents choose to utilize early old ages services they want to cognize that scene will maintain their kids safe and will assist their kids to boom. The Early Years Foundation Stage ( EYFS ) is the model that provides that confidence. The overarching purpose of the EYFS is to assist immature kids achieve the five Every Child Matters results of remaining safe. being healthy. basking and accomplishing. doing a positive part. and accomplishing economic wellbeing.

Personal societal and emotional development – kids need to develop a positive sense of themselves and of others. to larn regard for others. societal accomplishments and a positive temperament for larning. Assurance and self-pride. behavior and self-denial assisting kids to understand their emotions and how to show those emotions. self-care kids needs to be able to make undertakings like dressing and feeding. sense of community larning where a kid has come from regard for others and inclusion. The EYFS was designed to guarantee all kids are treated the same no affair where they have come from that they would hold entree to the same instruction to mensurate this and to guarantee practicians have a clear focal point for their work a series of results id given for each larning country these are called early old ages ends this is done by the terminal of the response twelvemonth.

A UNIQUE CHILD

Every kid is a alone kid who is invariably learning and can be resilient. capable. confident and self-confident.

I understand and observe each child’s development and acquisition. assess advancement. program for their following stairss.

I support kids to develop a positive sense of their ain individuality and civilization.

I identify any demand for extra support.

I keep kids safe.

I value and esteem all kids and their households every bit.

Positive Relationships – kids learn to be strong and independent through positive relationships.

POSITIVE RELATIONSHIPS ARE

warm and loving. and further a sense of belonging

sensitive and antiphonal to the child’s needs. feelings and involvements

supportive of the child’s ain attempts and independency

consistent in puting clear boundaries and exciting kids

Enabling Environments – kids learn and develop good in enabling environments. in which their experiences respond to their single demands and there is a strong partnership between practicians and parents and carers.

ENABLING Environments

• value all people • value larning • I offer exciting resources to all the children’s civilizations and communities • larning chances through drama and playful instruction • I support kids to take hazards and research

Learning and Development

Children develop and learn in different ways. The model covers the instruction and attention of all kids in early-years proviso. including kids with particular educational demands and disablements. In my scene I teach kids by guaranting disputing. playful chances across the prime and specific countries of acquisition and development. Children start to larn about the universe around them from the minute they are born. The attention and instruction offered by our scene helps kids to go on to make this by supplying all of the kids with interesting activities that are appropriate for their age and phase of development.

The Areas of Development and Learning comprise of three premier countries ;

personal. societal and emotional development ;

communicating and linguistic communication

physical development ;

and four specific countries:

Literacy

Mathematicss

Understanding of the World

Expressive Humanistic disciplines and Design ;

For each country. the pattern counsel sets out the Early Learning Goals. These ends province what it is expected that kids will cognize and be able to make by the terminal of the response twelvemonth of their instruction.

The pattern counsel besides sets out in ‘Development Matters’ the likely phases of advancement a kid makes along their acquisition journey towards the early acquisition ends. Our scene has regard to these affairs when we assess kids and program for their acquisition.

_Personal. societal and emotional development_

Our programme supports kids to develop:

positive attacks to larning and happening out about the universe around them ;

assurance in themselves and their ability to make things. and valuing their ain accomplishments ;

their ability to acquire on. work and do friendly relationships with other people. both kids and grownups ;

their consciousness of. and being able to maintain to. the regulations which we all need to assist us to look after ourselves. other people and our environment ;

their ability to dress and undress themselves. and look after their personal hygiene demands ; and

their ability to anticipate to hold their ways of making things respected and to esteem other people’s ways of making things.

_Communication. linguistic communication and literacy_

Our programme supports kids to develop:

colloquial accomplishments with one other individual. in little groups and in big groups to speak with and listen to others ;

their vocabulary by larning the significance of – and being able to utilize – new words ;

their ability to utilize words to depict their experiences ;

their cognition of the sounds and letters that make up the words we use ;

their ability to listen to. and speak about. narratives ;

cognition of how to manage books and that they can be a beginning of narratives and information ;

cognition of the intents for which we use composing ; and

doing their ain efforts at authorship.

_Mathematics_

Our programme supports kids to develop:

apprehension and thoughts about how many. how much. how far and how large ;

apprehension and thoughts about forms. the form of objects and parts of objects. and the sum of infinite taken up by objects ;

understanding that Numberss help us to reply inquiries about how many. how much. how far and how large ;

apprehension and thoughts about how to utilize numbering to happen out how many ; and early thoughts about the consequence of adding more or taking off from the sum we already have.

_Understanding of the World_

Our programme supports kids to develop:

cognition about the natural universe and how it works ;

cognition about the made universe and how it works ;

their acquisition about how to take. and usage. the right tool for a undertaking ;

their acquisition about computing machines. how to utilize them and what they can assist us to make ;

their accomplishments on how to set together thoughts about past and present and the links between them ;

their larning about their vicinity and its particular characteristics ; and

their larning about their ain and other civilizations.

_Physical development_

Our programme supports kids to develop:

increasing control over the big motions that they can do with their weaponries. legs and organic structures. so that they can run. leap. hop. skip. axial rotation. ascent. balance and lift ;

increasing control over the little motions they can do with their weaponries. carpuss and custodies. so that they can pick up and utilize objects. tools and stuffs ; and

their apprehension about the importance of. and how to look after. their organic structures.

_Expressive Art and Design_

Our programme supports kids to develop:

the usage of pigment. stuffs. music. dance. words. narratives and role-play to show their thoughts and feelings ; and their involvement in the manner that pigment. stuffs. music. dance. words. narratives and role-play can be used to show thoughts and feelings.

_Assessment ( larning diary. advancement cheques ) _

I assess how immature kids are larning and developing by detecting them often. I use information that I gain from observations. every bit good as from exposure of the kids. to document their advancement and where this may be taking them. I believe that parents know their kids best and I ask them to lend to the acquisition diaries by sharing information about what their kids like to make at place and how they as parents are back uping development. I make periodic assessment sum-ups of children’s accomplishment based on our ongoing development records. These form portion of children’s records of accomplishment. I undertake these assessment sum-ups at regular intervals every bit good as times of passage. such as when a kid moves into a different group or when they go on to school.

_1. 3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_

“Assessment plays an of import portion in assisting parents. carers and practicians to recognize children’s advancement. understand their demands. and to be after activities and support. Ongoing appraisal ( besides known as formative appraisal ) is an built-in portion of the acquisition and development procedure. It involves practicians detecting kids to understand their degree of accomplishment. involvements and larning manners. and to so determine larning experiences for each kid reflecting those observations.

In their interactions with kids. practicians should react to their ain daily observations about children’s advancement and observations that parents portion. ” EYFS 2012” All effectual appraisal involves analyzing and reexamining what you know about each child’s development and acquisition. You can so do informed determinations about the child’s advancement and program following stairss to run into their development and acquisition demands. This is called appraisal for larning. ”EYFS 2012”

Formative appraisal is the type of appraisal based on observations. exposure. picture. things kids have made or drawn and information from parents. It informs or ushers mundane planning.

Summational appraisal is a sum-up of all the formative appraisal done over a long period and makes a statement about the child’s accomplishments. The Early Years Foundation Stage Profile is the summational appraisal completed by practicians at the terminal of the EYFS. ” EYFS Practice Guidance 2007

“In the concluding term of the twelvemonth in which the kid reaches age five. and no later than 30 June in that term. the EYFS Profile must be completed for each kid. The Profile provides parents and carers. practicians and instructors with a all-around image of a child’s cognition. apprehension and abilities. their advancement against expected degrees. and their preparedness for Year 1.

The Profile must reflect: ongoing observation. all relevant records held by the scene. treatments with parents and carers. and any other grownups whom the instructor. parent or carer Judgess can offer a utile part. ” ”Year 1 instructors must be given a transcript of the Profile study together with a short commentary on each child’s accomplishments and abilities in relation to the three cardinal features of effectual acquisition. These should inform a duologue between Reception and Year 1 instructors about each child’s phase of development and acquisition demands and aid with the planning of activities in Year 1. ”EYFS 2012”

In my scene we ”reflect on the different ways that kids learn and reflect these in” our ”practice” . The ”three features of effectual instruction and acquisition are:

_playing and_ _exploring_ – kids look into and see things. and ‘have a go’

_active learning_ – kids dressed ore and maintain on seeking if they encounter troubles. and enjoy accomplishments

_creating and believing critically_ – kids have and develop their ain thoughts. do links between thoughts. and develop schemes for making things

My puting course of study is planned and delivered with every kid at the bosom of what we do. Every child’s demands are met through a individualized acquisition journey in partnership with parents. carers and other professionals. We report on these facets when a kid transportations to a different scene or school.

My puting provide accurate and up to day of the month information about each child’s acquisition and development and we are able to portion this with parents and professionals associated with each kid in order for each kid to do the best advancement possible.

In my scene I observe kids throughout the twenty-four hours. inside and outside accessing a scope of chances which can be grownup led or kid led. Parents have entree to their children’s records at all times.

Records will be updated termly and a development booklet should document the child’s ‘learning journey’ . Assessment should identify/highlight any kids non doing advancement so that steps can be put into topographic point to guarantee that all kids make advancement.

Appraisal is used to guarantee early intercession takes topographic point and the spread is closed between those who achieve and those who do non. Children should be assessed in their place linguistic communication where appropriate and the advancement should be tracked.

Children learn best when they are happy. relaxed. stimulated and involved. In my scene I encourage kids to believe. explore. drama. take hazards. inquiry. talk. listen. show. create. portion. celebrate. be. larn. turn. cognize and develop.

Through the scene we visit the kid and household at place and acquire to cognize them. we ask the household to make full out an ‘all about me’ signifier to portion information. we take exposures and pictures of kids larning. we make observation notes about the children’s successes. we valuate group clip planning. we give feedback to kids and parents about their advancement and what steps come following. In my scene we create and maintain a green developmental book on each cardinal kid. we mark off development affairs statements as they are achieved. we inform the Particular Educational Needs Co-ordinator SENCO if we have concerns about a child’s advancement.

My scene set marks for the school associating to curriculum countries and place ‘target children’ who may necessitate extra support with their acquisition.

My puting support. proctor and develop this through:

– Observation and monitoring of the processs

– Continually developing schemes which improve appraisal and record maintaining

– Communication and partnership with parents and other bureaus to portion accomplishments and thoughts

– Internal moderateness of records

– Staff development and treatment

– Related reading

– Attending classs

– All about me organize

– Development Matters records

– Long Observation sheets

– Group Time be aftering sheet

– Well Being and Involvement Scales

– Language Appraisals

– Transition Document

Resources:

Books:

Degree 3 Diploma Children and Young People’s Workforce by Penny Tassoni EYMP 2 Promote acquisition and development in the early old ages

Cache Level 3 Diploma Children and Young People’s Workforce by Carolyn Meggitt EYMP 2 Promote acquisition and development in the early old ages

World Wide Web. early-years. org

World Wide Web. nicurriculum. org

World Wide Web. foundationphasewales. com

World Wide Web. early-education. org. United Kingdom