The EYFS Framework:
Requirements
This area of learning and development looks at Children’s confidence and behaviour but also how well they can get on with adults and other Children This area of learning also deals with Children’s physical skills including learning to dress, eat and go to the toilet. Your Child will also learn about ways of keeping healthy. helping to build confidence, concentration, independence and respect. Children should be provided with experiences and support which will help them develop a positive sense of themselves and of others; Respect for others; Social skills; and a positive attitude towards learning. Providers must ensure support for Children's emotional well-being to help them to know themselves and what they can do.
Development personal, social and emotional skills consist of the following aspects;
- Arrangements and Attitudes – This is about how Children become interested, excited and motivated to learn.
- Self-confidence and self-esteem - is for Children who have a sense of their own value and understanding the need for sensitivity to significant events in the lives of themselves and other people.
- Making Relationships - is about the importance of Children forming good relationships with others and work with others socially.
- Behavior and self-control - is about how Children develop a growing understanding of what is right and what is wrong and why, along with learning about the impact of words and actions for themselves and others.
- Self-care - is about how Children acquire a sense of self-respect and concern for personal hygiene and care and how they can develop independence.
- Sense of Community - is about how Children understand and respect their own needs, views, cultures and beliefs and those of other people.
2. Communication, Language and Literacy
Requirements
This area of learning introduces Children to the skills needed for reading and writing. Older Children will start to link sounds to letters and also learn to write simple words such as their names. Children's learning and competence in communicating, speaking and listening, reading, and listening while being read to, and writing must be supported and developed. They must be supported and encouraged to develop their skills in various situations and in different ways.
Communication, language and literacy consists of the following aspects;
- Language of communication - This area of learning and development looks at Children’s speech and language. It also provides an introduction to the skills needed in order to read and write later on. It is also about how Children become communicators. Learning to listen and speak in a non-verbal communication format such as facial expression, eye and hand gestures etc. This encourages Children develop the skills to communicate with others, listen to and use language, extend their vocabulary and experience stories, poems, songs and nursery rhymes.
- Language trust - is about how Children learn to use language to imagine and create roles and experiences, and how they use talk to clarify their thinking and ideas or to refer to events that are observed or express their curiosity.
- Linking sounds and letters - is about how Children develop the ability to distinguish between sounds, and learn about rhyme, rhythm and alliteration. They develop an understanding of the correspondence between sounds, orally and in writing, and learn how to connect sounds and letters and use their knowledge to read and write simple words sounding and blending.
- Reading - Children's understanding and enjoyment of stories, books and rhymes, recognizing that print bears mean fiction and reality, and the choice of reading familiar words and simple sentences.
- Writing - is about how Children build an understanding of the relationship between the spoken and written word, and how the characters, drawing and personal writing are grouped for different purposes and ascribe meaning to text.
- Handwriting - talks about how Children's random marks, lines and drawings develop and form the basis of recognizable letters.
3. Problem Solving, Reasoning and Numeracy
Requirements
Numbers as labels and for counting - This area of learning helps Children with some very early maths skills. The focus is very practical so that Children have a firm base for later mathematics. Focusing on number work, mathematical ideas and thinking. Children should be encouraged and supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a wide range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.
Problem Solving, Reasoning and Numeracy is made up of the following aspects;
This is how Children slowly use number for play, and eventually recognize and use numbers reliably, to develop mathematical concepts and solve the problem.
- Counting - the is how Children become aware of the relationship between development and the number of combinations to 'join together' and 'take away' and how they can separate two or more numbers by comparing two or more quantities.
- Shape, space and measures – Children develop skills on how to talk about different shapes size and quantity, and through developing appropriate vocabulary, Children develop ideas and use their knowledge to solve the mathematical problem.
4. Knowledge and Understanding of the World
Requirements
This area of learning is diverse. It includes ICT as well as very early science. It also helps Children begin to think about the past and present and their local environment. It also helps Children to learn that others might have different cultures and religions. This helps Children investigate and think about their place in the world.Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials.
5. Physical Development
Requirements
Relating to developing physical skills and understanding. The physical development of babies and young Children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement.
They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.
Physical Development is made up of the following aspects;
- Movement and Space – is about how Children learn to move with confidence, imagination and safety, with an awareness of space, themselves and others.
- Health and Bodily Awareness – is about how Children learn the importance of keeping healthy and the factors that contribute to maintaining their health.
- Using Equipment and Materials – is about the ways in which Children use a range of small and large equipment.
6. Creative Development
Requirements
This area looks at self-expression through a range of different media, including music, dance, imaginative play and early painting. It is centeredaround building Children’s imagination.
Creative Development is made up of the following aspects;
- Being Creative – Responding to Experiences, Expressing and Communicating Ideas – is about how Children respond in a variety of ways to what they see, hear, smell, touch or feel and how, as a result of these encounters, they express and communicate their own ideas, thoughts and feelings.
- Exploring Media and Materials – is about Children’s independent and guided exploration of and engagement with a widening range of media and materials, finding out about, thinking about and working with colour, texture, shape, space and form in two and three dimensions.
- Creating Music and Dance – is about Children’s independent and guided explorations of sound, movement and music. Focusing on how sounds can be made and changed and how sounds can be recognised and repeated from a pattern, it includes ways of exploring movement, matching movements to music and singing simple songs from memory.
- Developing Imagination and Imaginative Play – is about how Children are supported to develop and build their imaginations through stories, role-plays, imaginative play, dance, music, design, and art.