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The early years foundation stage (EYFS)
The early years foundation stage (EYFS)
The EYFS sets standards for the learning, development and care of your child from birth to 5 years old.
The EYFS sets standards for the learning, development and care of your child from birth to 5 years old.
All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.
All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.
Areas of learning
Areas of learning
Your child will mostly be taught through games and play.
Your child will mostly be taught through games and play.
The areas of learning are:
The areas of learning are:
• communication and language
• communication and language
• physical development
• physical development
• personal, social and emotional development
• personal, social and emotional development
• literacy
• literacy
• mathematics
• mathematics
• understanding the world
• understanding the world
• expressive arts and design
• expressive arts and design
Characteristics of Effective Learning (CoEL)
Characteristics of Effective Learning (CoEL)
Characteristics of Effective Learning (CoEL) are the overarching elements of the Early Years Foundation Stage Curriculum (EYFS). CoEL advocate that in planning and guiding children’s activities, practitioners must reflect on the different ways that children learn, and then reflect these in their practice.
Characteristics of Effective Learning (CoEL) are the overarching elements of the Early Years Foundation Stage Curriculum (EYFS). CoEL advocate that in planning and guiding children’s activities, practitioners must reflect on the different ways that children learn, and then reflect these in their practice.
A child’s individual learning characteristic will determine the way they respond to both the teaching and learning taking place in the environment. Three characteristics of effective teaching and learning identified by the EYFS are:
A child’s individual learning characteristic will determine the way they respond to both the teaching and learning taking place in the environment. Three characteristics of effective teaching and learning identified by the EYFS are:
• playing and exploring - children investigate and experience things, and ‘have a go’;
• playing and exploring - children investigate and experience things, and ‘have a go’;
• active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
• active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
• creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop
• creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop
strategies for doing things.
strategies for doing things.
The focus of the CoEL is on how children learn rather than what they learn i.e. process over outcome.
The focus of the CoEL is on how children learn rather than what they learn i.e. process over outcome.
Underpinning the CoEL is the understanding that during their earliest years, children form attitudes about learning that will last a lifetime. Children who receive the right sort of support and encouragement during these years will be creative, and adventurous learners throughout their lives.
Underpinning the CoEL is the understanding that during their earliest years, children form attitudes about learning that will last a lifetime. Children who receive the right sort of support and encouragement during these years will be creative, and adventurous learners throughout their lives.
Children who do not receive this sort of support and interaction are likely to have a much different attitude about learning later on in life. Hence, why the supportive practitioner, and the environment they provide, need to nurture these CoELs to occur, but without forgetting that children are individuals who bring their own needs, talents and histories to the learning environment.
Children who do not receive this sort of support and interaction are likely to have a much different attitude about learning later on in life. Hence, why the supportive practitioner, and the environment they provide, need to nurture these CoELs to occur, but without forgetting that children are individuals who bring their own needs, talents and histories to the learning environment.
Assessments
Assessments
Your child’s progress will be reviewed when they’re between 2 and 3 by an early years practitioner or health visitor.
Your child’s progress will be reviewed when they’re between 2 and 3 by an early years practitioner or health visitor.
Their class teacher will assess them at the end of the school year when they turn 5.
Their class teacher will assess them at the end of the school year when they turn 5.
The assessment is based on classroom observation - your child won’t be tested. It uses the early learning goals, which can be found in the early years framework.
The assessment is based on classroom observation - your child won’t be tested. It uses the early learning goals, which can be found in the early years framework.
INFORMATION FOR PARENTS IN THE FILES BELOW
INFORMATION FOR PARENTS IN THE FILES BELOW
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