EYMP 1
Task
It is important to understand the principles of the EYFS Frameworks as not doing so can impact the child’s development by them not receiving the appropriate stimulus for learning. In September 2008 England introduced the EYFS as a statutory curriculum for ages 0-5, for children who are educated in settings such as nurseries, schools, under child minder care, after school and holiday clubs. In England there are 6 areas of learning which professionals must focus and plan on, there are:
Personal, Social and Emotional Development (PSED)
Creative Development (CD)
Physical Development (PD)
Knowledge and Understanding of the World (KUW)
Problem Solving, Reasoning and Numeracy (PSRN)
Communication, Language and Literacy (CLL)
By using these to plan for each individual child, practitioners are able to find delays within certain aspects, and also help children to improve – where possible – in these areas when needed.
National and Local guidance materials are used in settings to support the input of the EYFS. The Nursery follows the guidance materials and the Nursery Manager will update staff of any new guidance materials available.
The development of the curricula has been significantly influenced by different approaches, here are the different approaches and how they have affected current provisions:
Reggio Emilia
Opportunities for child-initiated play should be provided by practitioners.
Practitioners are prompted to think about how rich the environment is for the children by a theme called ‘Enabling environments’.
There is an emphasis on outdoor and sensory play, and also on children learning through play with other children.
High/scope
Opportunities for child-initiated play should be provided by practitioners
Practitioners are encouraged to talk to children about their learning.
Montessori
Children should be observed individually in order to provide for their play and learning.
Children should be sufficiently challenged in order to
It is important to understand the principles of the EYFS Frameworks as not doing so can impact the child’s development by them not receiving the appropriate stimulus for learning. In September 2008 England introduced the EYFS as a statutory curriculum for ages 0-5, for children who are educated in settings such as nurseries, schools, under child minder care, after school and holiday clubs. In England there are 6 areas of learning which professionals must focus and plan on, there are:
Personal, Social and Emotional Development (PSED)
Creative Development (CD)
Physical Development (PD)
Knowledge and Understanding of the World (KUW)
Problem Solving, Reasoning and Numeracy (PSRN)
Communication, Language and Literacy (CLL)
By using these to plan for each individual child, practitioners are able to find delays within certain aspects, and also help children to improve – where possible – in these areas when needed.
National and Local guidance materials are used in settings to support the input of the EYFS. The Nursery follows the guidance materials and the Nursery Manager will update staff of any new guidance materials available.
The development of the curricula has been significantly influenced by different approaches, here are the different approaches and how they have affected current provisions:
Reggio Emilia
Opportunities for child-initiated play should be provided by practitioners.
Practitioners are prompted to think about how rich the environment is for the children by a theme called ‘Enabling environments’.
There is an emphasis on outdoor and sensory play, and also on children learning through play with other children.
High/scope
Opportunities for child-initiated play should be provided by practitioners
Practitioners are encouraged to talk to children about their learning.
Montessori
Children should be observed individually in order to provide for their play and learning.
Children should be sufficiently challenged in order to