This paper summarizes facts about the processes that are involved in the implementation of Early Years Foundation Stage (EYFS) and assess the extent to which the early years curriculum it proposes has been implemented. …
Download file to see previous pages...
According to Palaiologou (2010, p4) and the Department of Education (2012, p.1), under the EYFS setting, each and every child must be helped acquire the best possible start in life and this refers to every child early years development. EYFS suggests a standard policy and curriculum that, in the view of the Department of Education, ensures that every child has enjoyed its rights to equal treatment whether the child requires special care or not. EYFS outlines the fundamentals of a child’s early years curriculum that every practitioner, providers and/or responsible carers must be committed to ensuring that children are safe and healthy, children achieve various EYFS goals, equal treatment of the children irrespective of their background whatsoever (Goffin & Wilson, 2001, p12; Palaiologou, (2010, p6); Department of Education, 2012, p1) is observed, the children performance reflects their individual abilities (Pound & Hughes, 2005, p33), and that every child is dealt with as a unique entity in the context of learning. The respective institutional administrations must ensure that EYFS guidelines are followed to the letter and so are implemented. But, according to Callaway (2005, p.19), Carr (2005, p7), Silberfeld (2009, p27), Glazzard, Chadwick, Webster and Percival (2010, p51), EYFS is a policy just like other existing policies and it is subject to failure especially as it comes to implementation. Important as it is, however, implementation of EYFS is crucial as it concentrates on the welfare of the children, that the efforts used in handling the children, in this context, determine the ways a particular child grows into adulthood and how such a child relates to its environment in the future. In other words, if EYFS could be defined as a policy, then it is a special kind of policy that must be implemented. But uniformity in implementation may not be a reality (Pound & Hughes, 2005, p38). While thus implementation becomes important a subject, this study assesses how various children handlers implement EYFS curriculum guidelines. By doing so, various observations and conclusions are made as the study advances. Various EYFS guidelines: summary The EYFS supposes that every child must be helped to grow and develop fast and the various early year providers must ensure that this is attained (Palaiologou, 2010, p8; Department of Education, 2012, p1). The key goals of EYFS it to provide quality and consistency, equal learning opportunities at all levels, partnership between carers and academic practitioners, and anti-discriminating practice. EYFS also introduces specific areas of learning, goals and assessment criteria that must always be adhered to. It specifies educator-children ratios under different circumstances and other key requirements such as the essence of a key person for every child and the qualifications of various child educators. All these are coined in as being of paramount and equal importance in the learning and developmental processes of any child (Pound & Hughes, 2005, p53; Palaiologou, 2010, p17). Implementation strategies, analysis and critique of EYFS Curricula The curriculum provides a wide range of guidelines regarding various childhood requirements. The respective authority in the education sector ensures compliance as far as implementation of the curriculum is concerned. For example, all practitioners must make normative assessments and make each child’s profile detailing its abilities, achievements, areas of strengths and those of weaknesses and so on. While such a strategy may prove a cutting edge in this respect, only about 73% of public early years settings and 55% of private year settings fully comply with the curriculum (Goffin &
...Download file to see next pagesRead More
What is more, the paper comes with the aim to cover the following sectors: examine theoretical perspective on management issues, develops knowledge and understanding of how to manage a range of resources, develops knowledge and understanding of a manager’s role in the management of early years settings, discusses critically and analytically the regulatory and fiscal framework of early years settings, analyses relevant texts and theories, examines effective methods of monitoring, reviewing and evaluating early years provision, and discusses analytically the issues and assumptions about management of change.
A Critical Analysis of the Early Years Foundation Stage (EYFS) Introduction Children are the most vulnerable people who have innate potentials yearning to be unleashed. It is in their early childhood when they begin to manifest such potentials and since they have yet to develop physically, cognitively and socio-emotionally, they would need supportive adults to guide them towards the right path in optimizing their potentials.
Introduction The early year foundation stage (EYFS) is an imperative time for the emotional, cognitive, social and physical development of children. This is a learning period targeting children below five years of age. The curriculum is designed in a way that it ensures holistic development of children.
The children’s progress at schools and in the long run their future life chances are determined by the quality of provisions they get. For all children to benefit, the early year practitioners must be well qualified and have the relevant skills to work with other agencies so as to provide the best for the children.
There are several purposes of the early year’s foundation stage; every child has a right to have best possible start in life and support to achieve their potential. A secure, safe and happy childhood is important because it provides the foundation for children to make the most of their abilities and talents as they grow up.
Children during the early years of their foundation studies are most likely to imbibe the cultural values for their life time and most of the things that children learn during nursery period are likely to leave long lasting impressions on their
Therefore, to ensure full implementation and effectiveness, a curriculum was developed to facilitate early childhood language skills and some vocabulary. International evidence indicates that there is a wide income-gap in readiness for