There are seven main parts that are covered at this stage. They include the social and emotional development. This allows the children to recognize who they are as well as respecting other people in the society. At the same time, the children learn how to perform certain activities such as dressing. Communication and problem solving are other important areas of learning at this stage (Silberfeld 2009, p.67). The children begin developing the confidence needed when communicating. At the same time, they learn how to solve problem through games and listening and answering questions from stories. The curriculum also ensures that children understand the world they live in and development physically and creatively. They understand the world around them through use of different materials and tools to create their surroundings. The EYFS is used as a platform that prepares children for what they will become in future (Beckley 2009, p.98). The knowledge and the kind of preparation at this stage dictate how the children will respond to learning in future. The environment in which the children are raised is imperative. It determines whether such children become intelligent or not. While certain settings foster intelligence, others do not (Carr 2005, p.65). it is imperative for teachers to know that children at this stage learn more from observation and what they hear. The children believe the information passed to them. They are not able to criticise like their counterparts in late childhood (Callaway 2005, p.67). For that reason, accurate information is vital at this state. This includes the information on chats, which the pupils are expected to read. It is difficult to undo what the children have already recorded in their mind. The curriculum is the most important tool in ensuring that the children acquire the best learning while still in their early stages (Glazzard et al. 2010, p.98). However, one of the most striking feature is the fact that play becomes an integral part of learning (Edwards 2001, p.38). Children understand better, when concepts are addressed through play. It has been effective in ensuring that children develop both physically, cognitively and socially (Glenda 2003, p.98). Through play for instance, most children are able to discover their potential. This is especially when such children are involved in activities that involve role-play. It is therefore imperative that the curriculum involve all kinds of play to ensure that the children concentrate and get the best out of learning (Goffin 2011, p.78). The following discussion will focus on the role of curriculum in promoting learn as well as how play promotes learning. The environment where the children are exposed is supposed to be safe and free from any materials that would cause any harm. It is the responsibility of the school management to ensure that the structures are well constructed and are safe to be used by the children (. The classroom for instance should have enough space where the children are allowed to play and interact. With the current need for inclusion, I it is also vital that the designs of such classes make it possible for children with disabilities to learn. They ought to be made part of the class and benefit just like any other child. In addition to that, the current classes may have children from different cultural backgrounds. The teacher has a responsibility of ensuring that such students benefit from this kind of setting. To help understand the above themes, I visited a primary school in New Ham East London. It was a class that had the children at the age of between 3 and 4. The class had a total of 25 pupils with one main teacher. The class has children from dif
The early year foundation stage (EYFS) is an imperative time for the emotional, cognitive, social and physical development of children.This is a learning period targeting children below five years of age…
This study explores parents’ views on play in the education of young children in the Foundation Stage. Recommendations for future research include the use of more in-depth research methods, such as interviews and focus group discussions, to probe into parents’ views on play, where open-ended questions may encourage them to share more of their own insights.
A Critical Analysis of the Early Years Foundation Stage (EYFS) Introduction Children are the most vulnerable people who have innate potentials yearning to be unleashed. It is in their early childhood when they begin to manifest such potentials and since they have yet to develop physically, cognitively and socio-emotionally, they would need supportive adults to guide them towards the right path in optimizing their potentials.
There are several purposes of the early year’s foundation stage; every child has a right to have best possible start in life and support to achieve their potential. A secure, safe and happy childhood is important because it provides the foundation for children to make the most of their abilities and talents as they grow up.
It is for this reason that education during the said years is crucial, sometimes even dictating the degree by which the student excels in later years of his/her life (Dewey 2000: 89). Therefore, educators must take care that the proper process of development is provided for the child, as well as the best environment for learning.
Early Years Foundation Stage (EYFS) Setting Introduction This paper summarizes facts about the processes that are involved in the implementation of Early Years Foundation Stage (EYFS) and assess the extent to which the early years curriculum it proposes has been implemented.
Children during the early years of their foundation studies are most likely to imbibe the cultural values for their life time and most of the things that children learn during nursery period are likely to leave long lasting impressions on their
(Pugh, 2005) One of the underlying principles behind the foundation stage is the importance of parents as true partners in the education process. (QCA / DfEE, 2000).
Despite this, it has been argued that parents are
Therefore, to ensure full implementation and effectiveness, a curriculum was developed to facilitate early childhood language skills and some vocabulary. International evidence indicates that there is a wide income-gap in readiness for
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