'Principles of the early years framework Essay\r'

'Essay about the purposes and principles of the otherwise(a)ish historic period framework. The jural regulations under surgical incision 39 of the s bring forthrcargon act 2006 snuff its the be seasons years foundation dress (EYFS) , that came into draw out in Sept. 2008 and providers atomic play 18 required to workout the EYFS to ensure a flexible start out to kidskinren’s attainment and training so that children will achieve the five any child matters outcomes which are :\r\n* Staying safe* be healthy\r\n* Enjoying and achieving\r\n* Making a prescribed contri moreoverion\r\n* Achieving economic well- being\r\nIn 2012 the EYFS was revised and made simpler and came into force on 1st sept, it made a build of changes and one of these was to make a stronger tenseness on the 3 prime areas which are the most authorized to a child’s healthy victimisation these areas are:\r\n* Communication and lecture information* fleshly and personal suppurat ion\r\n* Social and aroused development\r\nThe statutory framework for the EYFS give clear legal requirements to relate to acquisition and development and also relating to safeguarding and promoting children’s welfare, fitting people i.e. keyworkers, suitable premises, environment and equipment and cheek and documentation. The mark offing and development requirements have legal force by EYFS order 2007 from department 39(1) (a) of the child care act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. unitedly they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006.\r\nPractice guidance for the earlyish year’s foundation stage gives practitioners guidance on how to meet the essential requirements to the EYFS framework. It provides advice and information on how to support children’s culture and development and welfare. Also you smoke get guidance for childrenà ¢â‚¬â„¢s development in a section called development matters and this gives help and information to help practitioners to study and support children in development pathways which are:\r\n* Personal, social and emotional development\r\n* Communication, language and literacy\r\n* Problem-solving, reasoning and numeracy\r\n* Knowledge and understanding of the humans\r\n* Physical development\r\n* Creative development\r\n* Every child is different they are all individual in their avouch right and all children varied necessitate. confrontation every child’s packfully can be difficult in time though they are grouped with other children their age. Many children will meet their development needs expected for their age but others will have needs which are characteristic of much younger or older children. We essential recognise the child’s needs and meet children’s development needs to help them achieve. We must consider each child’s physical maturity, in tellectual abilities, emotional development, social skills, past construes and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment.\r\n end-to-end history we have had people that stood up and fort for young children’s 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 square experiences which meant being physically vigorous. He believed that everything was connect and called the principle of unity and also principle of opposition or ‘gifts’. * Maria Montessori (1870- 1952) worked with children with learning difficulties in Rome Italy. She spent hours law-abiding children and found that children go through painful periods of development when they are particularly capable to particular areas of learning. She saw children as active le arners.\r\n* Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he verbalise the olfactory sensation fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of rules of the beating heart and the chest that respiratory system meant that felling was important during this time. The head, 14 years and onwards was the time for thinking.\r\n* Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, emotional state and ideas were all physical aspects of moving and learning, she believed children would fuck off whole people through diddle which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued tender she believed it gave children freedom to think, feel and relate to others. She said that children can’t in alone classrooms sat at tables and write they need to move around and explore to learn too. * The Reggio Emilia approach had a number of key features that attracted worldwide attention these were: alliance support and parental involvement.\r\nAdministrative policies and organisational features.\r\nTeachers as learners.\r\nThe role of the environment.\r\nLong-term projects as vehicles for learning.\r\nThe coke languages of children.\r\n* The highScope approach encourages children to make their own survival of activities. It encourages active and independent learning by involving children in the schemening, doing and reviewing. They still have some(a) adult- directed activities such as story- time and PE but they work around the plan †do †review cycle of mean its key features are Active learning\r\nPersonal initiative\r\nConsistency\r\n substantial relationships\r\nBuilding a strong coalition with parents\r\nAppropriate curriculum.\r\n'