Implementation of the Early Years Foundation Stage - Coursework Example

A critical Reflection on the Implementation of the Early Years Foundation Stage (EYFS) Student Name Course Tutor Institution A critical Reflection on the Implementation of the Early Years Foundation Stage (EYFS) Introduction The Early Years Foundation Stage (EYFS) refers to the age between zero years to five. EYFS has been recognized as a learning stage that lays foundation for the more formal education. This learning stage puts a lot of emphasis on application of active play as basic in learning. The children are encouraged to concentrate on their individual interests and needs. EYFS has been developed with and aim of ensuring that all children aged below five years play and develop in a safe, secure, exciting, fun and happy surrounding. As a result, they are expected to have gained a good foundation for a successful primary school curriculum. The EYFS was made a statutory requirement in all Ofsted-registered settings for child-care in United Kingdom in September 2008. These childcare settings include day nurseries, playgroups, child-minders, nursery schools, crèches and nursery as well as foundation or the reception classes (DFE, 2014). The discussion below is a critical reflection on the implementation of the Early Years Foundation Stage (EYFS) in UK’ early childhood education. How the curriculum promotes children’s learning Early year foundation stage system promotes development and education in various ways. There are many areas of learning and development and all are essential and interconnected. This system covers three prime areas that are essential for igniting children’s enthusiasm and curiosity which helps in learning, building learning capacity, establish relationships and thrive. The three areas include physical development, communication and language, and personal, emotional and social development (Kern, Thomas, & Hughes, 2010). Physical development This is achieved through providing children with opportunities that enable them to be active and interactive. This helps to boost their control, coordination and movement. A child is considered to have acquired physical development when they are able to effectively handle tools and equipments. Children are also informed about the importance of physical exercise, eating a balanced diet, and are encouraged to be independent in executing some duties like dressing and using the toilet (DFE, 2014). Development of communication and language This is achieved through exposing children to language rich environment. In addition, children are helped to develop expression skills and confidence as well as encouraging them to speak and be listened to in a range of circumstances. Usually, children do pay attention to others as they talk and respond in an appropriate way. They are therefore encouraged to listen to conversations and stories as well as to ask questions and respond to questions (DFE, 2014). Social, emotional and personal development This is achieved by helping children acquire a positive attitude towards themselves and others. When children are encouraged to try new things, and express their liking for what pleases them, they gain self confidence. They are also equipped with social skills which enables them to management their feelings, have confidence and understand the way to behave in a group. When children are playing with others, they take turns with each other. They take into account every playmate’s suggestions, feelings and needs. By so doing, they develop positive relationships with both age mates and the adults (DFE, 2012). There are other four areas through which children are helped to strengthen and apply the above three crucial areas of learning. These areas include literacy, mathematics, understanding the world and design and expressive arts (Bell & Gilbert, 1996). Literacy Literacy is achieved through encouraging children to link letters and sounds, to read and to compose words. Children are provided with books, poems as well as other reading materials which help to ignite their interest (Bell & Gilbert, 1996). Mathematical skills Mathematical skills are achieved through helping the children to gain understanding in using numbers, counting, simple calculations as well as describing shapes, measures and spaces. The EYFS encourages practitioners to introduce 1 to 20 and also make use of objects to help them learn how to add and subtract. Understanding of the world Understanding of the world is achieved through being given an opportunity to observe, explore and get to know about places, people, technology and their environment. Children are said to have understood their world when they are able to express differences and similarities between objects, places, materials, people, and animals. They also differentiate between different types of technology in use at home and school (DFE, 2012). Understanding of the expressive arts and design Understanding of the expressive arts and design is obtained through encouraging children to explore and play with different play items and materials. They are also encouraged to share their thoughts, feelings and ideas by getting involved in art work, movement, dance, music, role play, design and technology (DFE, 2014). How the role and value of play are promoted through the curriculum The optimal conditions for learning in early years have been described as the setting where play takes place. Different types of play are highly valued and may be structured or unstructured, child-led or adult-led, social or solitary. Play is at the centre of the delivery of EYFS curriculum since it is believed that it benefits children physically, socially, intellectually, and emotionally (Brooker et al, 2010). Children are given the opportunity to play both indoors and outdoors games. In UK, support has been offered in obtaining play grounds big enough to allow instructive play activities which are guided through adult interventions. All settings for EYFS are provided in an environment that allows accessibility to an outdoor play area which benefits children. Where this is not possible, arrangements are made to have daily access to outdoor play area in a nearby location. Play also underpins all learning and development for the young children. In most cases children are seen to play spontaneously although others may want support from practitioners or parents. It has been proven that play helps children to develop physically, intellectually, creatively, socially and emotionally. The practitioners take responsibility of planning adequately for the indoor and outdoor play so that children get an opportunity to learn with challenge and enjoyment. This is reflected in their play where some are boisterous and others responsive sometimes they discuss and explain what they are involved in while other times they remain reflective and quiet as they play (Ben-Peretz, 1990). The role of early year practitioners in interpreting and delivering the curriculum The EYFS practitioners play a big role in making this curriculum a reality. One of their major roles is to ensure that individual needs of every child under their care are met. This is achieved by offering personalized learning, care and development to help children get the most excellent start in their life. The practitioners are also expected to uphold positive attitudes to difference and diversity within all children. This helps the children to have value for all of their different individual aspects as well as for others. The practitioners achieve this by ensuring that all children and the individual families feel incorporated, valued and safe. Both children and adults are handled as unique individuals, not discriminated against, are listened to and respected by all practitioners (Brooker et al, 2010). Planning for children’s needs is also another role played by the practitioners. This may include planning for the specific needs presented by black children and other minority ethnic background, especially those learning English as their second language. There is also the need to plan for special needs presented by children with disabilities, learning difficulties and even talented and gifted children. The early years practitioners also get into partnership with parents so as to support their children. By so doing, they are able to identify any presenting learning needs and also attend to them in a timely manner. Practitioners are also seen partnering with other professionals in different disciplines such as community and local health and social workers. They contribute to the effective identification and care of needs presented by individual children and especially those with disabilities. In addition, the practitioners keep the parents informed on a regular basis about the activities being undertaken by the children. This is achieved through photographs, wall displays and samples of the completed activities (McInerney, & Van Etten, 2005). There is the tendency for the children to receive care and education under different settings of the EYFS framework. Children may attend full-time, part-time, and/or extended services, such as after school-club or breakfast clubs. The practitioners take the responsibility of ensuring effective continuity in those children attending more different setting. Successful progression and continuity is achieved through sharing significant information amongst themselves and with parents. They also take into account different needs presented by individual children within each setting and tailor their approach to match the needs of every child. For instant, some children may have difficulties concentrating for long periods hence requires numerous pauses and rest. In contrast, other children are comfortable being in sessions learning for long periods. Practitioners providing care for children over comparatively short periods of time ensure that their delivered services complement the care and education offered in other settings of EYFS curriculum (Garrick et al, 2010). To ensure that adequate supervision is given to all children, there is a proposed ratio of the number of staff to the number of children under their care. It has been suggested that for children who are under the age of two, there should be at least one practitioner who has a level three qualification and is experienced for every three children. In an institution, at least half of the practitioner should be holders of level two qualifications and at least half of them need to have been specifically training for baby care. For children who are two years old, the ratio of practitioners to that of children is one is to four. To ensure that adequate supervision is given to all children, there is a proposed ratio of the number of staff to the number of children under their care. It has been suggested that for children who are under the age of two, there should be at least one practitioner who has a level three qualification and with experience for every three children. In an institution, at least half of the practitioner should be holders of level two qualifications and at least half of them need to have been specifically training for baby care. For children who are two years old, the ratio of practitioners to that of children should be one is to four. In an institution, there should be a practitioner who has the level three qualifications and at least half of the rest should be having level two qualifications (Brooker et al, 2010). When considering the care for the age group three years and above, the requirements are different depending with the settings. In an institution operating from 8 am to 4pm and where there is a qualified teacher, Early Years Profession or a relevant level six qualifier, the ratio of practitioners to that of children should be one is to thirteen. It has also been recommended that at least another practitioner should be a holder of a level three qualification. In similar setting, but when the time extends after 4pm and before 8 am and the senior practitioner is not handling children directly, the ratio of practitioners to that of teachers should be one is to eight. It has also been recommended that in such a setting, there should be one teacher with level three qualifications and half or more than half of the rest should have level two qualifications. There are different recommendations for the children who are aged three and above and in independent school. Where there is a qualified teacher, a level six qualifier or an early year profession working directly with the children, the recommendations are one practitioner for every 30 children. For the rest of the classes, there should be one staff for every thirteen children and the staffs should be holders of a relevant level three qualifications. In a similar setting but lacking the above mentioned qualified staffs, the recommended ratio of staffs to that of children is one to eight. In addition, at least one of the staff members should hold a relevant level three qualification and not less than half of the rest should have a relevant level two qualification (Garrick et al, 2010). When considering the age group three and above and in maintained nursery schools as well as for nursery classes within maintained school the recommendations are; one teacher for every thirteen children, one member of the practitioners must be a qualified teacher and at least one of the rests should hold a level three qualification. In reception classes within maintained schools the recommendation is one teacher for every thirty children (Barnett & Coate, 2005). When children are being taken care of a child-minder, the recommended number of children to be handled by one person is six. In such a case, out of the six children, not more than three should be in young, and only one of them should be less than one year. However, if the services of the child-minder are exceptional, the number of children can be raised but only when some children are siblings or are their own. In case a child-minder has some assistance, each can handle the recommended number of six children per care giver. The assistance helping a child-minder should not be left with children alone for more than two hours in a day (DFE, 2012). Ways in which issues of inclusion and diversity are addressed in the EYFS Inclusion involves the ability to value every individual by recognizing their exceptional attributes, qualities as well as their ways of being. According to Papatheodorou (2010), Children have a right to be handled in an inclusive manner. This has been stipulated on children’s rights laws in the United Nations Convention. Children to the age of eight all over, United Kingdom included are entitled: the survival rights, the right to develop physically and mentally to their full potential, the right to be protected from anything harmful that may obstruct their development and the right to fully take part in cultural, family and social life. To safe guard these rights, the convention set minimum standards that must be met by governments in the provision of education, health care as well as legal and social services to all children (Pepper & May, 2009). The Early Years Foundation Stage which provides education to the young children has put in place strategies for ensuring that inclusion and diversity is embraced by all practitioners. Inclusion has been defined as the means of identification, understanding and the breakdown of barriers that hinder participation and a feeling of belongingness. The EYFS (DCSF, 2008) which all early years settings in England UK must comply to, states that providers have the duty of ensuring that a positive attitude is developed towards diversity and differences. As a result, every child feels included and not underprivileged and at the same time they learn to value diversity in others hence cohesion in the society. Similarly, EYFS (DCSF, 2008) outlines that all children irrespective of their culture, ethnicity, or religion, family background, home language, gender or ability, disabilities or learning difficulties should be given an opportunity to go through a learning and development program that is challenging and enjoyable (Barnett & Coate, 2005). To achieve inclusivity, EYFS applies four themes namely positive relationships, a unique child, learning and development and lastly enabling environments. The key concept in the above themes is the notion that a child is unique. This means that in EYFS settings, every child is recognized as a competent learner who can show resilience, capability, confidence and self assurance. In these settings, individual family is considered as unique and therefore included regardless of race, colour, religion, social class and ability. According to Iwasiw et al. (2009), the theme of relationship in EYFS emphasizes respect for each other and boosts partnership between parents and caregivers. All the learning settings are made in a way that reasonable steps are taken to ensure all children’s needs such as disabilities are looked into. For instant, all the activities undertaken are comfortable to all regardless of age, religion, stage of development, gender and culture. Children presenting with dietary and medical needs that requires attention are considered and allowances provided for their care (Rodgers & Wilmot, 2011). How EYFS Compares and Contrasts with Whariki Curriculum In the United Kingdom, EYFS curriculum was initiated as a way of ensuring desirable outcomes in children, who enter compulsory education (Pepper & May, 2009). On the other hand Whariki curriculum was introduced in New Zealand as a way of incorporating cultural perspectives of the indigenous Maori people. It also reflected the negotiated views of families, professionals and government. The EYFS programme covers children below five years and is based on child-play and subjective to developmental perspectives. It runs under four themes namely uniqueness of every child, positive relationships, learning and development and lastly enabling environments. In contrast, the Whariki curriculum principles include holistic development, empowerment, relationships and family and community. Relationships are seen as important as they bring about children’s well being, belongingness, contribution, exploration and communication hence reflecting human beings interdependence (Papatheodorou, 2010). The EYFS programme has sixty nine learning goals that have been organized into six areas namely emotional, social and personal development, language and literacy, development, problem solving, numeracy, physical development, understanding the environment and creative arts. There is also a practice guide that provides detailed information and advice on how practitioners should handle children in their institutions. This curriculum is under the influence of developmental perspectives and acknowledges the diverse cultural influences within the country. In contrast, the Whariki curriculum does not have in place a prescriptive structure to be followed like in EYFS curriculum. It provides a flexible structure that is non-prescriptive and emphasizes on both process and context and also allows teachers tailor their own pattern of delivering. However, they are expected to take into account children’s perspectives, their families as well as the centre and the community. It also encourages children to maintain their cultural and place identity and also be self reliant and autonomous, being able to interact effectively with other communities. This is unlike the EYFS curriculum that encourages the children to interact, respect and hold relationships with others irrespective of their background List of References Kern, D. E. Thomas P. A. & Hughes M. T., 2010, Curriculum Development for Medical Education: A Six-Step Approach, JHU Press, Birmingham city. Brooker, L., Rogers, S., Ellis, D., Hallet, E., Roberts-Holmes, G. (2010). Practitioners’ Experiences of the Early Years Foundation Stage. Department for Education. (2012). Statutory Framework for the Early Years Foundation Stage: setting the Standards for Learning, Development and Care for Children from Birth to Five. < http://www.foundationyears.org.uk/wp-content/uploads/2012/07/EYFS-Statutory-Framework-2012.pdf> Department for Education. (2014). Statutory Framework for the Early Years Foundation Stage: setting the Standards for Learning, Development and Care for Children from Birth to Five. Bell, B. & Gilbert, J. K., 1996, Teacher Development: A Model from Science Education, Psychology Press, London. McInerney, D. M., & Van Etten S., 2005, Focus on Curriculum, IAP, Sheffield. Ben-Peretz, M., 1990, The Teacher-Curriculum Encounter: Freeing Teachers from the Tyranny of Texts, SUNY Press, London. Garrick, R., Bath, C., Dunn, K., Maconochie, H., Wills, B., & Wolstenholme, C. (2010). Children’s Experience of the Early Years Foundation Stages. < https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182163/DFE-RR071.pdf> Papatheodorou, T. (2010). Being, Belonging and Becoming: Some Wirldviews of Early Childhood in Contemporary Curricula. Rodgers, A., & Wilmot Elaine. (2011). Inclusion and Diversity in the Early Years: A Practical Resource to Support Inclusive Practice in Early Years Settings. Pepper, D & May, T. (2009). Thematic Probe: Early Years International Themes. Iwasiw, C. et al. 2009, Curriculum Development in Nursing Education, Jones & Bartlett Publishers, London. Barnett, R. & Coate K 2005, Engaging the Curriculum in Higher, McGraw-Hill International, Southampton. Read More