Principles of the early years framework Essay Example for Free

Principles of the earlier old age modeling EssayEssay about the purposes and principles of the archeozoic years framework. The legal regulations under sectionalisation 39 of the barbarianc are act 2006 gives the early years foundation st mount up (EYFS) , that came into force in Sept. 2008 and providers are involve to use the EYFS to ensure a flexible approach to childrens learning and development so that children will achieve the five every child matters outcomes which are * Staying safe* Being healthy* Enjoying and achieving* Making a positive contribution* Achieving economic well- beingIn 2012 the EYFS was revised and made simpler and came into force on initiatory sept, it made a number of changes and one of these was to make a stronger emphasis on the 3 prime areas which are the most important to a childs healthy development these areas are* Communication and language development* Physical and personal development* Social and emotional developmentThe statutory framework for the EYFS give clear legal requirements to relate to learning and development and also relating to safeguarding and promoting childrens welfare, suitable people i. e. recognizeworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements have legal force by EYFS order 2007 from section 39(1) (a) of the childcare act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. Together they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006.Practice guidance for the early years foundation stage gives practitioners guidance on how to meet the necessary requirements to the EYFS framework. It provides advice and information on how to support childrens learning and development and welfare. excessively you can get guidance for childrens development in a section called development matters and this gives help and information to help practitioners to understand and support children in development pathways which are* Personal, social and emotional development* Communication, language and literacy* Problem-solving, reasoning and numeracy* Knowledge and understanding of the world* Physical development* Creative development* all(prenominal) child is different they are all individual in their own right and all children varied take. Meeting every childs demand can be difficult even though they are grouped with other children their age. Many children will meet their development needs expected for their age but others will have needs which are characteristic of much younger or older children. We must recognise the childs needs and meet childrens development needs to help them achieve. We must consider each childs physical maturity, intellectual abilities, emotional development, social skills, ult experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and re sponsive childcare environment.Throughout history we have had people that stood up and fort for young childrens needs and these people have influenced the UK current early years provisions. * Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real experiences which meant being physically active. He believed that everything was linked and called the principle of unity and also principle of opposition or gifts. * Maria Montessori (1870- 1952) worked with children with learning difficulties in Rome Italy. She spent hours observing children and found that children go through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners.* Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he said the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of the beating heart and t he chest that respiratory system meant that felling was important during this time. The head, 14 years and onwards was the time for thinking.* Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, feeling and ideas were all physical aspects of mournful and learning, she believed children would become whole people through play which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued play she believed it gave children freedom to think, feel and relate to others. She said that children cant in just classrooms sat at tables and write they need to move some and explore to learn too. * The Reggio Emilia approach had a number of key features that attracted worldwide attention these were Community support and parental involvement.Administrative policies and organisational features.Teachers as learners.The role of the environment.Long-term projects as vehicles for learning.The hundred languages of child ren.* The highScope approach encourages children to make their own cream of activities. It encourages active and independent learning by involving children in the planning, doing and reviewing. They still have some adult- directed activities such as story- time and PE but they work around the plan do review cycle of planning its key features are Active learningPersonal initiativeConsistencyGenuine relationshipsBuilding a strong partnership with parentsAppropriate curriculum.