How do children learn eyfs

As well as the general duties common to all members of staff, the responsible person has responsibility for the day-to-day maintenance and development of safe working practices and conditions for all staff, children, parents, carers, visitors and any other person using the premises or engaged in activities of the provision. The responsible person will take all reasonably practicable steps to fulfil this responsibility and be required to take all necessary and appropriate action to ensure that the requirements of all relevant legislation, codes of practice and guidelines are met in full at all times.

The Health and Safety officer is trained and aware of the basic requirements of the Health and Safety at Work, etc Act and any other health and safety legislation and codes of practice relevant to the work of the provision. Parent Login. The three Prime areas are: Communication and language Physical development Personal, social and emotional development Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied.

Physical development Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Literacy development Involves encouraging children to link sounds and letters and to begin to read and write. 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.

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. 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.

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 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 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 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.

Literacy 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 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 measures: 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 People and communities: children talk about past and present events in their own lives and in the lives of family members.

They know about similarities and differences 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 environments 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. 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. Cultural maps The impact of family and culture on children and ultimately their learning is immeasurable.

Event samples Event sampling is a useful technique for observing behaviours, in particular for identifying the causes and possible consequences of certain behaviours, triggers and interactions.

EYFS assessment When assessing children in the Early Years Foundation Stage, practitioners must take into consideration the resource materials in the Development Matters column are only suggestions to guide and refresh knowledge. Play can extend certain areas of their learning — for example, developing language skills by promoting talk between children or introducing new vocabulary that they use and act out in their play. One example of a planned experience for older children in the EYFS would be setting up a health centre in a classroom.

Children enjoy finding out about stethoscopes and Xrays, role playing different jobs, diagnosing a sore throat and even bandaging a pretend broken arm. The DVD really enables the audience to review and critique, following chapter viewings and discussions. A DVD, case studies and examples support parents and practitioners, working in a wide range of settings, to learn more about the conditions and contexts for play and learning.

Developed as the result of a project undertaken in five early years centres in the UK, focusing on high quality experiences for children from birth to three, the resource materials are highly relevant for training and professional development, addressing significant issues relating to childcare practice. The underlying message is that when children play they also learn, and the authors explore this in further detail by examining the following questions:.

The DVD and accompanying book are organised in such a way that it can be studied by individuals or groups led by a trainer. The sequences involved reflect everyday experiences and interactions between children and their parents or practitioners, and additional support is provided by the inclusion of selected readings, questions and challenges for consideration.

The importance of observing children in order to identify and respond to their interests is emphasised throughout. Home About Us Contact Us. They carefully watch her eyes and mouth — finding out all about her and they enjoy hearing her singing and seeing the different movements of muscles in her face. Playfulness begins in earnest — smiles become broader as the baby expresses delight at seeing special people like dad, or mum, big brother and grandparents.

This includes:. Your child also learns by being involved in his learning. This could be as simple as:. Your child needs your support for learning. For example, he might sometimes need you to show him what to do.

Letting your child make mistakes and find out for himself how the world works is a big part of learning. Praise and encouragement when your child tries hard will keep him interested and help him feel good.

No two children learn the same way or at the same pace. Some children learn better in one environment than another.