Principles of the early years framework Essay

study about the purposes and regulations of the early historic period modeling. The effectual regulations under office 39 of the electric shaverc ar bet 2006 gives the early years foundation submit (EYFS) , that came into overstretch in Sept. 2008 and providers are required to use the EYFS to ensure a conciliatory approach to barbarianrens attainment and development so that children will arrive at the five every child matters outcomes which are * Staying safe* Being ruddy* Enjoying and achieving* Making a positive contribution* Achieving economic well- beingIn 2012 the EYFS was revised and made simpler and came into mash on 1st sept, it made a number of changes and one of these was to make a stronger emphasis on the 3 prime areas which are the most important to a childs healthy development these areas are* Communication and language development* corporal and personal development* Social and emotional developmentThe statutory framework for the EYFS give clear legal req uirements to fix to accomplishment and development and besides relating to safeguarding and promoting childrens welfare, suitable people i.e. keyworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements have legal force by EYFS order 2007 from section 39(1) (a) of the childcare act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. Together they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006.Practice pleader for the early years foundation stage gives practitioners guidance on how to meet the necessary requirements to the EYFS framework. It provides advice and information on how to patronise childrens learning and development and welfare. Also you can get guidance for childrens development in a section c eached development matters and this gives table service and information to assistance practitioners to understand and support children in development pathways which are* Personal, social and emotional development* Communication, language and literacy* Problem-solving, reasoning and numeracy* Knowledge and reasonableness of the world* Physical development* Creative development* Every child is different they are all individual in their own effective and all children varied ineluctably. Meeting every childs needs can be difficult even though they are group with other children their age. Many children will meet their development needs anticipate for their age but others will have needs which are character of much younger or older children. We must recognise the childs needs and meet childrens development needs to help them achieve. We must consider each childs physical maturity, adroit abilities, emotional development, social skills, past experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environme nt.Throughout history we have had people that stood up and fort for young childrens needs and these people have influenced the UK on-going early years provisions. * Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real experiences which meant being physically active. He believed that everything was linked 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 observing children and found that children go by sensitive periods of development when they are particularly receptive to particular areas of learning. She aphorism children as active learners.* Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he said the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of the beating heart and the thorax that respira tory system meant that felling was important during this condemnation. The head, 14 years and onwards was the time for thinking.* Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, feeling and ideas were all physical aspects of moving and learning, she believed children would become whole people through foregather which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued play she believed it gave children freedom to think, feel and relate to others. She said that children cant in just classrooms sat at tables and write they need to move around and explore to learn too. * The Reggio genus Emilia approach had a number of key features that attracted worldwide attention these were familiarity support and parental involvement.Administrative policies and organisational features.Teachers as learners.The role of the environment.Long-term projects as vehicles for learning.The hundred languages of chi ldren.* The highScope approach encourages children to make their own choice of activities. It encourages active and strong-minded learning by involving children in the contrivening, doing and reviewing. They still have some adult- direct activities such as story- time and PE but they work around the plan do review cycle of planning its key features are industrious learningPersonal initiativeConsistencyGenuine relationshipsBuilding a strong partnership with parentsAppropriate curriculum.