Introduction to the Early Years Foundation Stage Framework Parents Evening Tuesday 22 nd October 2013
Our aim is to increase your understanding of the (revised) EYFS framework and how we put it into practice This presentation covers: � Differences from the previous Early Years Foundation Stage (EYFS) framework � Structure of the current EYFS framework � 7 areas of learning and development - Prime Areas and Specific Areas � How the areas of learning translate into how we do our planning, observations and assessments � Examples of how the areas of learning cascade through our programmes of activities in each room We deliver the EYFS through a mix of child initiated and teacher-led activities
We follow the EYFS in a way that delivers a gentle, relaxed start for our young learners We believe in : � The importance of play and play as learning � Following the children’s interests and extending their learning wherever appropriate � Fostering creativity and thinking skills in all areas of the EYFS � Encouraging children to become active participants in their own learning “Children need the freedom and time to play. Play is not a luxury. Play is a necessity” Kay Redfield Jamison (American Professor of Psychiatry)
“Whoever wants to understand much must play much”* “Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others” EYFS Statutory Framework 2012 The revised EYFS acknowledges the importance of play! *Gottfried Benn ( German Physician 1886-1956)
Last year the revised EYFS was introduced to simplify bureaucracy, focus learning.. Current EYFS Framework Learning & Development Requirements 7 Areas of Learning � 3 Prime Areas � 4 Specific Areas � Previous EYFS Framework - Learning & through which the 3 Prime areas Development Requirements: are strengthened and applied 6 Areas of Learning � 69 Early Learning Goals � 17 Early Learning Goals � Key characteristics of � effective teaching and learning … and strengthen partnership between parents and professionals
It’s overarching principles focus on the unique child, positive relationships and enabling environments Every child is a Children learn to Children learn Children develop unique child , who strong and and develop well and learn in is constantly independent in enabling different ways learning and can through positive environments , in and at different be resilient, relationships which their rates . The capable, experiences framework confident and respond to their covers the self-assured individual needs education and and there is a care of all strong children in early partnership years provision, between including children practitioners and with special parents and/or educational carers needs and disability
The EYFS specifies requirements for learning and development and for safeguarding children The 7 Areas of Learning and Development must shape activities and experiences ( educational programmes) for children in all early years settings The Early Years Goals must help children work towards the knowledge, skills, and understanding that all young children should have gained by the end of Reception year The Assessment Arrangements for measuring progress and requirements for reporting to parents / carers The Safeguarding and Welfare Requirements cover the steps providers must take to keep children safe and promote their welfare
The 3 Prime Areas break down into specific aspects of learning and development Prime Areas Areas of Learning and Aspect Development � Personal, Social and � Making relationships Emotional Development � Self confidence � Managing feeling and behaviour � Physical Development � Moving and handling � Health and self-care � Communication and � Listening and attention Language � Understanding � Speaking
The intention is that the 4 Specific Areas strengthen the Prime Areas Specific Areas Areas of Learning and Aspect Development � Literacy � Reading � Writing � Numbers � Mathematics � Shape, space and measures � Understanding the � People and communities world � The world � Technology � Expressive Arts & � Exploring using media and Design materials � Being imaginative
Together the 4 Specific Areas and the 3 Prime areas make up the EYFS framework Prime Areas Specific Areas � Personal, Social � Making � Literacy � Reading and Emotional relationships � Writing Development � Self confidence � Mathematics � Numbers � Managing feeling � Shape, space and and behaviour measures � People and � Understanding � Physical � Moving and communities the world Development handling � The world � Health and self- � Technology care � Exploring using � Expressive Arts media and & Design � Listening and materials � Communication attention and Language � Being imaginative � Understanding � Speaking
The EYFS framework forms the foundation for our education programmes across the nursery Regular children’s observation inform each planning cycle � We advocate a bottom-up planning process where all staff are � involved We plan on a termly basis, then flex the termly plan to develop � detailed weekly plans for each room Our programmes of activities cover all aspects of learning and � development and reflect the children’s interests We adapt our activities to take account of different learning � styles … and our children’s interests inform our programmes of activities
We use observations to inform our planning and our education programmes We use 2 main types of observations: Learning Journey Observation � more detail observation of what the child did, how the adult supported their learning and links to planning and EYFS “Key Moments” Observations � Record the small, but important, key moments in a child’s learning and development ( e.g. X has started to use the toilet independently)
Our planning cycle is based on a termly room plan, which cascades into a detailed weekly plan Termly SUN MOON STARS • Prime Areas • Prime Areas • Prime Areas • Specific Areas • Specific Areas • Specific Areas Weekly SUN MOON STARS • Prime Areas • Prime Areas • Prime Areas • Specific Areas • Specific Areas • Resources (age & stage • Adult-led • Outdoors appropriate) • Child-led • Resources • Outdoors • Outdoors • Self reflection Weekly Indoor and Outdoor Plan: teacher-led activities, involving children across all age groups
The characteristics of learning are used to inform assessments Planning and Active learning Creating and exploring engagement motivation thinking critically � Finding out and � Being involved and � Having their own exploring concentrating ideas � Playing with what � Keeping trying � Making links they know � Enjoying achieving � Choosing ways to do � Being willing to have what they set out to things a go do
Our assessment helps us (and you) to recognise a child’s progress, understand their needs and plan for their support At nursery we carry out the following types of assessment: Formative assessments (ongoing assessment) � e.g. Termly Assessments; Individual Plans Summative assessments � - one-off assessments e.g. at age 2-3 years and end of Foundation Stage ( Reception Year) - Progress Check (at 2-3 years) : a written summary focussing on the 3 Prime Areas identifying strengths, areas for development, any areas causing concern, and ways of supporting the child’s development at home
We use the Prime and Specific Areas to plan our education programmes Prime Areas Specific Areas � Personal, Social � Making � Literacy � Reading and Emotional relationships � Writing Development � Self confidence � Mathematics � Numbers � Managing feeling � Shape, space and and behaviour measures � Understanding the world � People and � Physical � Moving and communities Development handling � The world � Health and self- � Technology � Expressive Arts care & Design � Exploring using media and � Listening and materials � Communication attention and Language � Being imaginative � Understanding � Speaking
In Stars the Prime Areas are the focus for activities Prime Area: Personal, Social and Emotional Development Aspect: Making Relationships Interacts with others and Plays cooperatively with Plays happily alongside explores new situations, a familiar adult, e.g. others . when supported by a rolling a ball back and familiar person. forth.
In Moon we provide a flexible structure which supports all aspects of learning and development Prime Area: Personal, Social and Emotional Development Aspect: Making Relationships May form a special Interested in others’ Seeks out others with friendship with another play and starting to whom to share child. join in . experiences.
Recommend
More recommend
