1.1 Explain each of the areas of learning and development and how these are interdependent. The EYFS has 7 areas of learning these areas are interdependent from each other there are 3 prime areas which are very crucial for encouraging children’s curiosity and enthusiasm for learning, they are also for building the children’s capacity to learn, form friendships and thrive. There are also 4 specific areas which link to the prime areas by enhancing skills learnt in the prime area. The early learning goals are for children between birth to 60months these form the basis for a child’s education.
Not every child will meet these early learning goals at the age stated this could be due to a number of reasons such as English as an additional language may delay the development of communication and language skills, autism may delay communication and language, personal social and emotional, and physical development so the 3 prime areas. The EYFS also has statutory frameworks to reassure parents whilst in the setting their children will be cared for and helped to develop. By the EYFS supporting the child and setting to carrying out child led and adult initiated learning children will engage in activities to meet their interests and hopefully grow up to be confident children. The following are the 3 prime areas of learning:
Communication and language – this involves giving children a language rich environment, to be able to develop their confidence and gain the skills to express themselves, and to talk and listen in a variety of different situations.
Physical development- this involves making sure children are provided with the opportunities to be active and interactive, to help to develop their co-ordination, control and movement. This is also about helping children to make healthy food choices and to understand the importance of physical activity.
Personal, social and emotional- this involves letting children to develop a positive sense of themselves and others, to form positive relationships and develop respect for others, to help to develop their social skills and to learn how to manage and control their feelings, to understand what behaviour is appropriate and which is not and to have confidence in their own abilities.
The following are the 4 specific areas of development which the 3 prime areas are strengthened and applied:
Literacy- this involves encouraging the children to link the sound to the letter and eventually begin to read and write, this is done by giving the children a wide range of materials such as books and mark making equipment.
Mathematics: this involves proving the children with opportunities to develop and enhance their counting skills, understanding and using numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces and measures.
Understanding the world: this involves helping children to make sense of the world they live in, such as their physical world and their community by providing opportunities to explore, observe and find out about people, places and technology and the environment.
Expressive arts and design: this involves enabling children to explore and play with a wide rand of materials and media, as well as proving them with opportunities and giving encouragement to share their thoughts and ideas, and feelings through activates such as dance, art, music, role-play and design and technology.
1.2 Describe the documented outcomes for children that form part of the relevant early year’s framework. A series of outcomes known as The Early Learning Goals with the aim that each child can achieve the goals by the time they reach the end of the foundation stage which is the end of reception in school. The goals provide the basis for planning and learning throughout the EYFS. Some children will exceed the goals and some will still be working towards them by the time they leave reception to go into year 1 at school. This will depend on the child’s individual needs like if they are a SEN child and also their age can play a part as some will have just turned 5 and some will be nearing 6 by the time they start year 1. When the child goes up to year one the teachers must be given a Profile report as well as a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning. Theses should form a dialogue between Reception and Year 1 teachers about each child’s learning stage of development. The schools must give this information to the child’s parents.
As well as the early learning goals there are also the 5 positive outcomes from Every Child Matters which are: Be healthy
Enjoy and Achieve
Make a Positive Contribution
Achieve Economic Wellbeing.
1.3 Explain how the documented outcomes are assessed and recorded. In my setting we document, assess and record the outcomes that have been met by writing observations for the child’s learning journey. We use an online learning journey called Tapestry. We ensure that there are the relevant items in the environment for the child to reach their outcomes such as mark making materials, books, construction, art area, messy area, physical area, quite area, role-play area. The keyworker then observes the child and will write the observation and record it on Tapestry. If there is an area the keyworker wants to focus on as part of the child’s next steps for example shape, space and measure the keyworker will set an activity as part of keyworker time for the child to be able to achieve this area of learning. Twice a year we write end of term reports about the child to share the information with the parents, the report covers all 7 areas of learning giving a brief summary of what stage of development the child is at. Also at 2 years old we do a 2 year check which is also a brief summary of the 7 areas of learning about the child.
The stage of development is then transfer to a profile map so that we can see at a glance if the child is developing evenly and age appropriately on every area of learning or if there are any areas of concern. On Tapestry we can see a snap shot of each child and this is where we can see at a glance the child’s stage of development and also their refinements, if they are Emerging, Developing or Secure at that particular stage of development, so if a child is in the correct age range but maybe it’s the first time they have put their coat on but still cannot put their shoes on then they would be marked as Emerging, then when they can put their shoes on they will be marked as developing and when they can do their coat up with a little help as well as the outer the they would be secure in this area and each time this would have been recorded in their learning journey. We also have a scrap book where we keep all the children’s art work and next steps as well as any other pictures and photos, cuttings and colourings etc. we keep in there for the child to give to the parent to keep when they leave the preschool.