Name: Name of instructor: Date: Main Legislation in the Early Years of Foundation stage This essay discusses the main legislation that relates to working within an Early Years setting and how this legislation determined and influenced working practices. The article critically looks at the statutory framework for early year’s foundation stage and shows the setting of standards for learning, developing and caring for children from time to they are born to the age of five…
When parents decide to use early years services they are determined to know how the provisions will help in keeping their children safe and promote their growth. The Early Years Foundation Stage (EFYS, 2008) is the structure that gives this assurance. Definitions of stages of growth in childhood come from many sources. Several theorists like Jean Piaget, Lawrence Kohlberg, Lev Vygotsky and Erik Erikson, provided ways of understanding development, various researches done lately have provided important information concerning the nature of development. In addition, stages of childhood are defined culturally by social institutions, customs, laws that constitute a society. For example, while professionals and researchers define the period of early childhood as birth to eight years of age, others in the United States consider the age of five years, because it corresponds with entry into cultural activities of formal schooling. The EYFS mission is to assist young children at the age five with every matter and to ensure that the children stay healthy and safe; they should also enjoy and make achievements. Making positive contribution and gaining monetary well-being through: Providing balanced opportunity, anti-discriminatory activities and guaranteeing that every child is included in the children profile, and not disadvantaged by culture or religion, ethnicity, culture, family status, home language, disabilities or learning difficulties, ability or gender. The setting of standards for learning, care and development of young children should be experienced when they are attending a setting outside their family home and making sure that there is uniformity in progress in children. Increasing consistency and quality in the early year’s sector can be achieved through a global set of standards that applies to all setting. This can be achieved by ending the differences between learning and care in the available frameworks and offering the foundation for regulation regime and inspection. Creating structures for partnership through working collectively with parents and experts would determine the settings that children attend. Nevertheless, laying a protected foundation for future learning through development that is designed around the personal requirements and the interests of a child, using well-versed observational assessment is very vital in early foundation (Bowman Donavan and Susan, 2001). In context and legal responsibilities, the EYFS has played a crucial part in the ten-year childcare strategic choice for parents, which involves the best start for children and landmark childcare act 2006. The act gives a suitable framework for the delivery of EYFS and has taken together the other basics for strategy; the EYFS will be the centre for the delivery of new tasks aimed at reducing inequalities and improving results. Recently, there has been a significant improvement in the early years practice and standards, the EYFS developed this for practitioners to realize the continuity with the principle and approaches to Curriculum Guidance for the Foundation Stage. Also, the birth to three matters foundation and the national standards for Less than 8 years Daycare and Child minding was a major concern. The EYFS has the mandate ...
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