An Insight Into EYFS Curriculum
Early years Foundation Stage
Children are born ready, able and eager to learn. They actively reach out to interact with other people and the world around them.
However, development is not an automatic process. It depends on each unique child being exposed to, and given opportunities to interact in positive relationships and enabling environments.
Positive experiences in their early years can benefit children in developing social skills and their ability to learn.
Young children need to play in order to have fun, make friends and to begin to learn and understand about the world around them.
This is where either good or bad foundations are laid for a child’s future education. A child’s early years’ experience should be happy, active, exciting, fun and secure.
The framework of EYFS sets the standards for learning and development.
It focuses on children’s early years with a belief that every child learns in their own way.
How and what they learn in the first five years of their lives can have a large impact throughout the rest of their lives.
Text: The UK government shares interesting facts about EYFS
The Principles of EYFS include:
The EYFS curriculum also emphasizes the need to focus on the different ways children learn.
A child’s individual learning characteristic will determine the way they respond to both the teaching and learning taking place in the environment.
Three characteristics of effective teaching and learning identified by the EYFS are:
Playing and exploring – children investigate and experience things, and ‘have a go’;
Active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
The focus of the characteristics of effective learning is on how children learn rather than what they learn i.e. process over outcome.
Underpinning this is the understanding that during their earliest years, children form attitudes about learning that will last a lifetime.
Children who receive the right sort of support and encouragement during these years will be creative, and adventurous learners throughout their lives.
Children who do not receive this sort of support and interaction are likely to have a much different attitude about learning later on in life.
Hence, the learning environment that is provided, needs to nurture these characteristics to occur — without forgetting that children are individuals who bring their own needs, talents and histories to the learning environment.