The Early Years Foundation Stage

Background

The EYFS was launched on 13 March 2007 and will come into force in September 2008. It will be a single framework for care, learning and development for children in all registered early years settings and schools from birth to the end of the reception class (the academic year in which the child turns five.)

The EYFS builds on and replaces the existing statutory Curriculum Guidance for the Foundation Stage, the non-statutory Birth to Three Matters framework, and elements of regulatory frameworks in the National Standards for Under 8s Day Care and Childminding.

All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident that their child will receive a quality experience that supports their development and learning. The EYFS is based on principles of inclusion which means that early years providers oppose discrimination and prejudice and welcome all families and children. They provide care and education for a wide range of children in environments that enable children to feel safe and supported and which extend their learning and development.

Throughout the EYFS stress is placed upon understanding each child and their family as unique, with different needs and concerns. Children's development is presented under six overlapping phases. This overlap is intended to emphasise the fact that there can be big differences between the development of children of similar ages. At the same time age can be a cue, when taken with all other factors, to indicate that development may be atypical and that a child may need extra support

Playforce recognise the importance of outdoor play and that regular play opportunities are crucial to a child's growth and development. EYFS guidance has made, wherever possible, that there should be access to an outdoor play area, which can benefit the children for whom they care. Providers without direct access to an outdoor playground areas will be expected to make daily arrangements for outdoor play in an appropriate nearby location (unless circumstances make this inappropriate, e.g. unsafe weather conditions).

We are very conscious of the diverse nature of the early years sector, and the real difficulty some providers would have, both logistically and in terms of costs, in meeting a statutory requirement for a linked outdoor play area. The requirement safeguards the provision of childcare in some of the areas where it is most needed.

Every Child Matters

Every Child Matters is the government agenda, bringing together services to support children and families. It sets out five major outcomes for children, being healthy, staying safe, enjoying and achieving, making a positive contribution, economic well-being.

Registration and Inspection

From September 2008, providers will be inspected by Ofsted under Sections 49 and 50 of the Childcare Act 2006. Ofsted will have regard to the Statutory Framework for the Early Years Foundation Stage booklet when they are carrying out their inspections. The Early Years Foundation Stage replaces Birth to Three Matters, the Curriculum Guidance for the Foundation Stage, the Foundation Stage Profile handbook, and the National Standards for Under 8s Daycare and Childminding.

With the exception of schools, all settings will be required to be registered by Ofsted in respect of all their provision for children from birth to the end of the Early Years Foundation Stage. Maintained, independent and non-maintained special schools will be required to be registered only in respect of any provision they offer for children below the age of three.

Child Development Overview

Broad phases of Development

All children are different and to reflect this age ranges have been overlapped in the EYFS to create broad developmental phases. This emphasises that each child's progress is individual to them and that different children develop at different rates. A child does not suddenly move from one phase to another, and they do not make progress in all areas at the same time. However, there are some important 'steps' for each child to take along their own developmental pathway. There are six broad developmental phases.

Birth-11 months

During this period, young children's physical development is very rapid and they gain increasing control of their muscles. They also develop skills in moving their hands, feet, limbs and head, quickly becoming mobile and able to handle and manipulate objects. They are learning from the moment of birth. Even before their first words they find out a lot about language by hearing people talking, and are especially interested when it involves themselves and their daily lives. Sensitive caregiving, which responds to children's growing understanding and emotional needs, helps to build secure attachments to special people such as parents, family members or carers. Regular, though flexible, routines help young children to gain a sense of order in the world and to anticipate events. A wide variety of experience, which involves all the senses, encourages learning and an interest in the environment.

8-20 months

As children become mobile new opportunities for exploration and exercise open up. A safe and interesting environment, with age-appropriate resources, helps children to develop curiosity, coordination and physical abilities. This is a time when children can start to learn the beginnings of self-control and how to relate to other people. In this period children can be encouraged to develop their social and mental skills by people to whom they have a positive attachment. Building on their communication skills, children now begin to develop a sense of self and are more able to express their needs and feelings. Alongside non-verbal communication children learn a few simple words for everyday things and people. With encouragement and plenty of interaction with carers, children's communication skills grow and their vocabulary expands very rapidly during this period.

16-26 months

Children in this phase are usually full of energy and need careful support to use it well. Growing physical strengths and skills mean that children need active times for exercise, and quiet times for calmer activities. Playing with other children is an important new area for learning. This helps children to better understand other people's thoughts and feelings, and to learn how to cooperate with others. Exploration and simple self-help builds a sense of self-confidence. Children are also learning about boundaries and how to handle frustration. Play with toys that come apart and fit together encourages problem solving and simple planning. Pretend play helps children to learn about a range of possibilities. Adults are an important source of security and comfort.

22-36 months

Children's fine motor skills continue to develop and they enjoy making marks, using a variety of materials, looking at picture books and listening to stories, important steps in literacy. Self-help and independence soon emerge if adults support and encourage children in areas such as eating, dressing and toileting. Praise for new achievements helps to build their self-esteem. In this phase, children's language is developing rapidly and many are beginning to put sentences together. Joining in conversations with children is an important way for children to learn new things and to begin to think about past, present and future. Developing physical skills mean that children can now usually walk, climb and run, and join in active play with other children. This is an important time for learning about dangers and safe limits. 30-50 months

An increased interest in joint play such as make-believe, construction and games helps children to learn the important social skills of sharing and cooperating. Children also learn more about helping adults in everyday activities and finding a balance between independence and complying with the wishes of others. Children still need the comfort and security of special people. Close, warm relationships with carers form the basis for much learning, such as encouraging children to make healthy choices in food and exercise. At this stage children are becoming more aware of their place in a community. Literacy and numeracy can develop rapidly with the support of a wide range of interesting materials and activities. Children's language is now much more complex, as many become adept at using longer sentences. Conversations with adults become a more important source of information, guidance and reassurance.

40-60+ months

During this period children are now building a stronger sense of their own identity and their place in a wider world. Children are learning to recognise the importance of social rules and customs, to show understanding and tolerance of others, and to learn how to be more controlled in their own behaviour. Learning and playing in small groups helps to foster the development of social skills. Children now become better able to plan and undertake more challenging activities with a wider range of materials for making and doing. In this phase children learn effectively in shared activities with more able peers and adults. Literacy and problem solving, reasoning and numeracy skills continue to develop. Children's developing understanding of cause and effect is encouraged by the introduction of a wider variety of equipment, media and technologies

A Unique Child

Child Development

Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Every child is a unique individual with their own characteristics and temperament. Development is a continuous, complex interaction of environmental and genetic factors in which the body, brain and behaviour become more complex. Babies and children mature at different rates and at different times in their lives. Babies and children are vulnerable and become resilient and confident if they have support from others. Early relationships strongly influence how children develop and having close relationships with carers is very important.

A Skilful Communicator

Babies are especially interested in other people and in communicating with them using eye contact, crying, cooing and gurgling to have 'conversations'. Babies and children are sociable and curious, and they explore the world through relationships with others and through all their senses. Babies and children develop their competence in communicating through having frequent, enjoyable interactions with other people, in contexts that they understand. Children learn to communicate in many ways, not just by talking, but also in non-verbal ways such as gestures, facial expressions and gaze direction, in drawing, writing and singing, and through dance, music and drama.

A Competent Learner

Babies come into the world ready to learn and are especially tuned to learn from other people and the cultural and material environment. Play and other imaginative and creative activities help children to make sense of their experience and 'transform' their knowledge, fostering cognitive development. Language, thinking and learning are interlinked; they depend on and promote each other's development. What children can do is the starting point for learning. Children learn better by doing, and by doing things with other people who are more competent, rather than just by being told.

Inclusive Practice

Children's Entitlements

All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter; what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys, whether they have a disability or whether they are rich or poor. All children have an equal right
to be listened to and valued in the setting.

Equality and Diversity

All children have a need to develop, which is helped by exploring and discovering the people and things around them. Some children's development may be at risk, for example: - children who are disabled and those with special educational needs; - those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness; - children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves.

Early Support

It is important to identify the need for additional support as early as possible. Without it children will not get the help they need at the right time, in the way that is right for them. Early support for children includes listening to families and taking part in a sensitive two-way exchange of information. For children with the most severe and complex additional support needs you need to plan jointly with everyone who is in contact with the child. This will coordinate support and promote learning as effectively as possible. Knowing when and how to call in specialist help is one important element of inclusive practice.

Keeping Safe

Being Safe and Protected

Babies and children are vulnerable as they have little sense of danger and only learn to assess risks with help from adults. Reading stories and poems about everyday events is a good way of helping children to focus on who they can trust and how to keep safe. However, being overprotected can prevent children from learning about possible dangers and about how to protect themselves from harm. Learning when to say "No" and anticipating when others will do so is part of learning to keep safe.

Discovering Boundaries

Explaining boundaries, rules and limits to children helps them to understand why rules exist. When children are clear about the limits on what they may and may not do they learn to distinguish right from wrong. Having consistent boundaries for behaviour at home and in the setting helps children feel confident because they know what is and is not acceptable in either place. When children receive warm, responsive care they are more likely to feel secure and valued and to want to contribute to making the rules which make things 'fair' for everybody.

Making Choices

Giving children choices helps them to learn that while there are several different options they can only choose one at a time. Children who are supported to make choices learn that sometimes they can have, or do, something now, while at other times they may have to wait longer for a particular choice. Making choices about things such as what they will do or what they will wear helps children feel some sense of control over their day. Remember that choices sometimes include choosing not to do something, such as choosing not to join in when everybody else is moving to music!

Health and Wellbeing

Growing and Developing

Although newborn babies vary in size their growth rates are very similar. Children's health and well-being are affected by both the genes they inherit and the environment in which they live. Development is very rapid in the first three years. Children really do thrive when their physical and emotional needs are met.

Physical Well-being

Physical well-being includes the growth and physical development of babies and children. They have a biological drive to use their physical skills and benefit from physical activity. Being physically healthy is not simply about having nutritious food. It also includes having a clean and safe environment; appropriate clothes; healthcare; mental stimulation; access to the outdoors and loving relationships. For babies and children rest and sleep are as important as good food. Remember that children gain control of their whole bodies gradually.

Emotional Well-being

Babies and children have emotional well-being when their needs are met and their feelings are accepted. They enjoy relationships that are close, warm and supportive. Making friends and getting on with others helps children to feel positive about themselves and others. Children gain a sense of well-being when they are encouraged to take responsibility and to join in by helping with manageable tasks that interest them. Children feel a sense of belonging in the setting when their parents are also involved in it.

Positive Relationships

Respecting Each Other

Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

Understanding Feelings

At times we all experience strong emotions as we deal with difficult or stressful events. Adults and children experience a wide range of feelings. Children gradually learn to understand and manage their feelings with support from the adults around them. Recognising their own feelings helps everyone to understand other people's feelings and to become more caring towards others. When each person is valued for who they are and differences are appreciated, everyone feels included and understood, whatever their personality, abilities, ethnic background or culture.

Parents as Partners - Respecting Diversity

All families are important and should be welcomed and valued in all settings. Families are all different. Children may live with one or both parents, with other relatives or carers, with same sex parents or in an extended family. Families may speak more than one language at home; they may be travellers, refugees or asylum seekers. All practitioners will benefit from professional development in diversity, equality and anti-discriminatory practice whatever the ethnic, cultural or social make-up of the setting.

Supporting Learning - Positive Interactions

Effective practitioners work in the following ways: they build respectful and caring relationships with all children and families while focusing on learning and achievement they observe children sensitively and respond appropriately to encourage and extend curiosity and learning by observing and listening they discover what children like to do, and when they feel confident, scared or frustrated they are able to tune in to, rather than talk at, children, taking their lead and direction from what the children say or do.

Key Person - Secure Attachment

A key person helps the baby or child to become familiar with the setting and to feel confident and safe within it. A key person develops a genuine bond with children and offers a settled, close relationship. When children feel happy and secure in this way they are confident to explore and to try out new things. Even when children are older and can hold special people in mind for longer there is still a need for them to have a key person to depend on in the setting, such as their teacher or a teaching assistant

Enabling Environments

Observation, Assessment and Planning - Starting with the Child

Observe children to find out about their needs, what they are interested in and what they can do.
Note children's responses in different situations. Analyse your observations and highlight children's achievements or their need for further support. Involve parents as part of the ongoing observation and assessment process

Supporting every Child - Children's Needs

Children need sensitive, knowledgeable adults who know when and how to engage their interests and how to offer support at different times. Children benefit from a range of experiences, including those that are predictable, comforting and challenging. When children's physical and emotional needs are met they are more ready to take advantage of the play and learning opportunities on offer.

The Learning Environment - The Emotional Environment

The emotional environment is created by all the people in the setting, but adults have to ensure that it is warm and accepting of everyone. Adults need to empathise with children and support their emotions. When children feel confident in the environment they are willing to try things out, knowing that effort is valued. When children know that their feelings are accepted they learn to express them, confident that adults will help them with how they are feeling.

The Wider Context - Transitions and Continuity

Children may move between several different settings in the course of a day, a week, a month or a year. Children's social, emotional and educational needs are central to any transition between one setting and another or within one setting. Some children and their parents will find transition times stressful while others will enjoy the experience. Effective communication between settings is key to ensuring that children's needs are met and there is continuity in their learning.

Learning and Development

Children develop and learn in different ways and at different rates, and all areas of Learning and Development are equally important and inter-connected

Play and Exploration - Learning through Experience

Children have to experience play physically and emotionally. Children may play alone or with others. In their play children use the experiences they have and extend them to build up ideas, concepts and skills. While playing children can express fears and re-live anxious experiences. They can try things out, solve problems and be creative and can take risks and use trial and error to find things out.

Active Learning - Mental and Physical Involvement

To be mentally or physically engaged in learning, children need to feel at ease, secure and confident. Active learning occurs when children are keen to learn and are interested in finding things out for themselves. When children are actively involved in learning they gain a sense of satisfaction from their explorations and investigations. When children engage with people, materials, objects, ideas or events they test things out and solve problems. They need adults to challenge and extend their thinking.

Creativity and Critical Thinking - Making Connections

Being creative involves the whole curriculum, not just the arts. It is not necessarily about making an end-product such as a picture, song or play. Children will more easily make connections between things they've learned if the environment encourages them to do so. For example, they need to be able to fetch materials easily and to be able to move them from one place to another. Effective practitioners value each child's culture and help them to make connections between experiences at home, the setting and the wider community. It is difficult for children to make creative connections in learning when colouring in a worksheet or making a Diwali card just like everyone else's.

Areas of Learning and Development

The Childcare Act 2006 provides for the EYFS learning and development requirements to comprise three elements:

• the early-learning goals -- the knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of five
• the educational programmes -- the matters, skills and processes which are required to be taught to young children
• the assessment arrangements -- the arrangements for assessing young children to ascertain their achievements.

The EYFS is made up of six areas of Learning and Development. All areas of Learning and Development are connected to one another and are equally important. All areas of Learning and Development are underpinned by the principles of the EYFS.

There are six areas covered by the early-learning goals and educational programmes:

• personal, social and emotional development
• communication, language and literacy
• problem-solving, reasoning and numeracy
• knowledge and understanding of the world
• physical development
• creative development

The six areas of Learning and Development together make up the skills, knowledge and experiences appropriate for babies and children as they grow, learn and develop.

Although these are presented as separate areas, it is important to remember that for children everything links and nothing is compartmentalised.

The challenge for practitioners is to ensure that children's learning and development occur as an outcome of their individual interests and abilities and that planning for learning and development takes account of these.

None of these areas of learning and development can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated