These classes are popular with both Thai and foreign parents who are keen for their children to receive an early education that best prepares them for the road ahead. Children who have completed the EYFS programme at Raintree International School have demonstrated high levels of personal development thanks to the progressive teaching techniques that are focused on the individual child, rather than an arbitrary set of levels and grades.
To get a better idea of the benefits this modern education can provide for your child, contact Raintree International School, arrange a campus tour, and see how an EYFS curriculum can prepare your child for a future of infinite possibilities. They are constantly learning and are self-assured, confident, and capable. An enabling environment allows a child to enjoy their learning experience and feel comfortable exploring the world around them. Children have different ways of absorbing knowledge and learn at different rates.
Seven Areas of Learning The EYFS curriculum encompasses seven areas of learning that children will be taught, mostly through interactive exploration and play. This field is for validation purposes and should be left unchanged. Hide this message. Home Education, training and skills School curriculum. Press release New early years framework published.
The EYFS has been statutory since and sets standards in learning and welfare for any provider caring for children aged from birth to 5 years old. The new framework will place a stronger focus on three prime areas of learning - communication and language, physical development, and personal, social and emotional development - which are critical for the development of the very youngest children and are fundamental to more structured learning as they get older. DfE enquiries Central newsdesk - for journalists General enquiries - for members of the public Share this page Share on Facebook Share on Twitter.
Related content Integrated review at age 2: implementation study Tickell review of the early years foundation stage. Explore the topic School curriculum. Is this page useful? Maybe Yes this page is useful No this page is not useful. Thank you for your feedback. Report a problem with this page. What were you doing? What went wrong? Email address. It builds on the existing expertise of people working in a range of settings to create a shared language for early years practitioners, to help deepen understanding of how children learn, and to unify and consolidate the strengths of diverse settings and approaches, based around: belonging and connecting; being and becoming; contributing and participating; being active and expressing; thinking, imagining and understanding.
Raising standards in early childhood institutions became priorities in policy making. The Desirable Learning Outcomes, introduced in , were applied to children in the term after they became five, when they reached compulsory school age. They were soon replaced by the Early Learning Goals, which apply at the end of the Reception year, when many children are still only four.
The outcomes duty laid on local authorities, and ill-advised measures of school readiness, lead to counterproductive pressures to show achievement, and also to the labelling of children.
There are currently high levels of misdiagnosis of special educational needs at this stage, particularly in boys, who tend to develop later than girls, and summer-born children who are the youngest in their cohort. The original Curriculum Guidance for the Foundation Stage advocated integrated learning.
Expected standards in the Early Learning Goals for reading, writing and mathematics are set very high. Children's achievement in these goals has been consistently lower than others since the introduction of the profile, indicating that they are pitched too high.
Downward pressures from the phonics check and expectations of 'school readiness' are emphatically not part of our heritage of quality early years education and not consistent with effective pedagogy for children from birth to seven. Proposals for a baseline check on entry to school raise further concerns about downward pressures distorting effective provision at this crucial stage. Government interest in early years education is resulting in simplistic and unrealistic demands for accountability that restrict and distort children's learning, and is thus counterproductive.
Strong recommendations for staff training made by Professor Cathy Nutbrown in have been largely ignored. However, the following are useful.
Reminds us of the importance of involving parents, and of children's entitlement to a broad and balanced curriculum based on the three prime areas: Personal, Social and Emotional Development, Physical Development and Communication and Language. The four guiding principles that should shape early years practice are consistent with longstanding values and beliefs in Britain. They survive in current guidance and should underpin everything that we offer young children, whatever the setting.
Policy in Scotland, Wales and Northern Ireland has generally supported what we know about early learning more effectively than recent developments in England, but there are problems across the UK, compounded by current financial constraints. It is, however, short-sighted to allow the best nursery provision and practice to falter. We need the insights, experience and dedication of highly qualified and experienced colleagues, especially leaders who specialise in early years care and education.
They inspire as well as educate others, and provide excellent models of work with parents as well as with children, which should be endorsed not only in the EYFS, but throughout Key Stage 1. Indeed, informed early years pedagogy remains an effective stimulus to learning throughout life. Historical influences on thinking about early years pedagogy have a number of common features, including an interest in child development, insight into the value of play, and interpretation of the enabling role of the adult.
Jean-Jacques Rousseau was one of the first people to advocate developmentally appropriate education emphasising the importance of expression rather than repression to produce a well-balanced, free-thinking child. Robert Owen established the first nursery school in the UK for the children of cotton mill workers in Children aged one to six were cared for while their parents and older siblings worked. Advocated free and unstructured play in the education of young children.
Friedrich Froebel believed that 'play is the child's work' and that 'the child must be regarded as a living, loving and perceptive being. The unity of his life and its many different relationships must be taken into account, and he must be accepted for who he is, what he has, and what he will become'.
Rudolf Steiner held that the first six or seven years are of vital importance when children should be developing their imagination and having a balanced experience of arts and sciences. Teachers should discuss ideas with children, and encourage them, leaving plenty of scope for choice and exploration.
Maria Montessori highlighted the importance of respect for the child as an individual, and for children's spontaneous and independent learning.
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