Putting the EYFS Curriculum into Practice

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How should practitioners and leaders set about designing and implementing their curriculum in the Early Years Foundation Stage? Written by experts in the field, this book provides clear, practical guidance on each of the 7 areas of learning and development in the revised (2021) EYFS. Chapters cover key topics including, assessment, inclusion of children with SEND, English as an Additional Language, equalities, anti-racism, provision for disadvantaged children, professional development and using research and evidence. Designed for practising teachers, early years educators, students on early years degrees and trainee teachers, this engaging book provides an accessible guide to putting revised EYFS into practice. Dr Julian Grenier CBE is the headteacher of Sheringham Nursery School and Children’s Centre. He was the lead writer of Development Matters (2021). Caroline Vollans is a psychoanalyst and author. She writes for a wide range of early years publications and is author of Wise Words: How Susan Isaacs Changed Parenting.

Professional Development can lead to improvements in quality. But, in practice, it doesn’t always succeed in that. Professional Development has to be planned carefully, delivered well and regularly evaluated. It needs to be seen as a year-round activity, not a one-off event. This article by Early Education Associate Anni McTavish explores the term “cultural capital”, and what it might mean for early years practitioners and their settings. The Department for Education explainsthat ‘Children are defined as having reached a Good Level of Development (GLD) at the end of the EYFS if they have achieved the expected level for the ELGs in the prime areas of learning and the specific areas of mathematics and literacy. This helps teachers and parents to understand broadly what a child can do in relation to national expectations.’ Developing skills in communication and language impacts on a child’s holistic development. Children are able to express themselves, share their ideas, talk about their experiences, make friends, access play and learning opportunities, make sense of the world and influence our curriculum and planning. We are paving the way for later literacy development, enabling them to understand instructions, ask questions and become independent, curious learners.How should practitioners and leaders set about designing and implementing their curriculum in the Early Years Foundation Stage? Written by experts in the field, this book provides clear, practical guidance on each of the 7 areas of learning and development in the revised (2021) EYFS. Save Curriculum Masterclasses: A Christmas Celebration to your collection. Share Curriculum Masterclasses: A Christmas Celebration with your friends.

they are longer, there is more depth, and they contain examples of things that you can do with children Peter Fonagy, CEO of the Anna Freud Centre, comments on a systematic review on the impact of childhood verbal abuse by adults It is important to be able to justify the choices you make as to how you spend the EYPP money. The focus needs to be We have republished Development Matters. While it’s not compulsory, we recommend that you use it with the new statutory framework. The change All of this, of course, also fits very well with the focus on curriculum and pedagogy within the new framework. Effective practice has always been about owning your own curriculum decisions and pedagogy. Following a framework or intervention blindly without understanding the ‘why’ doesn’t tend to end well. By starting with a focus on child development and effective assessment processes teaching can be underpinned by clear reasoning and understanding. When knowledge of our children effectively informs what happens next, our curriculum and pedagogy become meaningful to both our staff and our children.Think before shouting at your child: to them, words can be as harmful as physical blows | Peter Fonagy Nevertheless it could be alleged that children who have strong home learning environments are ahead socially and intellectually by the age of three, which is continued into schooling. Bronfenbrenner’s ecological model of human development emphasises the role of the wider environment and the children’s interaction within it. Bronfenbrenner and Caci (1994) proposed that the environment was the main influence on children’s development. Bronfenbrenner produced systems which included the following ‘Microsystems’, ‘Macrosystems’ and ‘Exosystems’. The following diagram illustrated below shows how these systems are interacted and impact on the child’s learning and development. (Smith et al: 2003). Bronfenbrenner also led the ‘Head Start’ programme in America which required helping disadvantaged children overcome their poor beginnings. It is important to include families in helping to shape your decisions in relation to developments you want to make. Families know their circumstances best

The early learning goals have been changed to make them clearer and more specific. They are more focused on the main factors that support child development at age 5. The 7 areas of learning and development are: From 1 September 2021, all early years providers must follow the new early years foundation stage ( EYFS) framework. Whatever your role and type of setting you work in, you’ll need to be working to the new framework. The following extracts from past early years teaching newsletters have a feature which supports your team dialogue around pedagogy and practice dilemmas and reflective practice. About the project Early Education received funding from the Department for Education under its 2015-16 Voluntary and Community Sector grants programme, for a project to If you are a practitioner in a nursery you may find it helpful to speak to your manager about how your work needs to adapt to the changes. ChildmindersAdding this requirement does not mean that you must carry out supervised toothbrushing. You will not be required to assess children’s oral health.

As soon as adults are behind clipboards and iPads and digital cameras, the first thing that they are unable to do is to listen to children. We are undermining our core ability to just be in the moment with young children.” This book offers a step-by-step guide to implementing a play-based curriculum in Year 1 while fully achieving the National Curriculum objectives. The authors explore the key barriers and common pitfalls that often arise around this crucial transition, and show teachers how to successfully lead children from the Reception stage through Year 1 and to the subject-based teaching beyond. Providing practical advice and guidance for busy teachers, the authors clearly and concisely illustrate their methods with theory, personal stories and colourful photographs from transitional stories they have been a part of. Let Me Be Five shows teachers how to plan the curriculum in a way that builds on children’s experiences in the Early Years Foundation Stage and gives them meaningful contexts for learning. Including real-life case studies and views from parents and teachers, this book will give you the knowledge and confidence to plan a play-based curriculum, based on children’s interests and developmental needs that will enable every learner to thrive.Save Margarita Monday - Every Monday to your collection. Share Margarita Monday - Every Monday with your friends.