Principles of the early years framework Essay Example for Free

Principles of the early old age framework EssayEssay about the purposes and principles of the early divisions framework. The legal regulations under section 39 of the childcare act 2006 gives the early years foundation give (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to childrens learning and organic evolution so that children will achieve the five every child matters outcomes which are * Staying unspoilt* Being healthy* Enjoying and achieving* Making a positive contribution* Achieving economic well- beingIn 2012 the EYFS was revise and made simpler and came into force on 1st sept, it made a number of changes and one of these was to make a wholeer emphasis on the 3 prime areas which are the most important to a childs healthy ontogenesis these areas are* Communication and language development* bodily and personal development* fond 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 peck i. e. unwrapworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements fork out 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 dry land 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 attend the necessary requirements to the EYFS framework. It provides advice and information on how to give childrens learning and development and welfare. Also you discount 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* Every child is different they are all individual in their own right and all children varied needs. Meeting every childs needs can be difficult even though they are grouped with other children their age. Many children will hurt their development needs expected for their age but others will have needs which are typical 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 material maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment.Throug hout 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 industrious. He believed that everything was linked and called the principle of unity and also principle of emulation 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 by means of 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 verbalize the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic trunk of the beating heart and the chest that respir atory 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 moving and learning, she believed children would become whole people through play which helped them utilise 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 around and explore to learn too. * The Reggio genus 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 children.* The hig hScope approach encourages children to make their own choice 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.