Early Years Foundation Stage

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Four guiding principles that shape Warmley Pre-school are;

  • every child is a unique child, who is constantly learning and can be resilient, capable, confident and self assured;
  • children learn to be strong and independent through positive relationships;
  • children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
  • children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

 

There are Seven areas of learning and development that must shape educational programmes in the early years setting. The three prime areas are;

Personal, social and emotional development involves

  • helping children to develop a positive sense of themselves, and others;
  • to form positive relationships and develop respect for others;
  • to develop social skills and learn how to manage their feelings;
  • to understand appropriate behaviour in groups;
  • and to have confidence in their own abilities.

Self -confidence & self-awareness:

children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas and will choose the resources they need for their chosen activities. They say when they do or don't need help.

Managing feelings and behaviour:

children talk about how they and others show feelings, talk about their own and others' behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.

Making relationships:

children play co-operatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.

Communication & language development involves

  • giving children opportunities to experience a rich language environment;
  • to develop their confidence and skills in expressing themselves;
  • and to speak and listen in a range of situations.

Listening and attention:

children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Understanding:

children follow instructions involving several ideas or actions. They answer 'how' and 'why' questions about their experiences and in response to stories or events.

Speaking:

children express themselves effectively, showing awareness of listener's needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical development involves

  • providing opportunities for young children to be active and interactive;
  • and to develop their co-ordination, control and movement.
  • Children most also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Moving and handling:

children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care:

children know the importance for good health of physical exercise and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

The four specific areas are;

Literacy development involves

  • encouraging children to link sounds and letters and to begin to read & write
  • Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest.

Reading:

children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing:

children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Mathematics involves

  • providing children with opportunities to develop and improve their skills in counting, understanding and using numbers;
  • calculating simple addition and subtraction problems;
  • and to describe shapes, spaces and measures.

Numbers:

children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measure:

children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the world involves

  • guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

People and communities:

children talk about past and present events in their own lives and in the lives of family members. They know that other children don't always enjoy the same things, and are sensitive to this. They know about similarities and difference between themselves and others, and among families, communities and traditions.

The world:

children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environment might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology:

children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive arts and design involves

  • enabling children to explore and play with a range of media and materials,
  • as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design & technology.

 

Exploring and using media and materials:

children sing songs, make music an dance and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative:

children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

In planning and guiding children's activities, we reflect on the different ways that children learn and reflect these in our practice. Three characteristics of effective teaching and learning are;

  • playing and exploring โ€“ children investigate and experience things, and 'have a go';
  • active learning โ€“ children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
  • creating and thinking critically โ€“ children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

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